Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion
Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visi...
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| Format: | Article |
| Language: | Danish |
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Malmö University Press
2022-05-01
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| Series: | Educare |
| Subjects: | |
| Online Access: | https://ojs.mau.se/index.php/educare/article/view/742 |
| _version_ | 1797699203226402816 |
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| author | Anna Irma Gertrud Hell |
| author_facet | Anna Irma Gertrud Hell |
| author_sort | Anna Irma Gertrud Hell |
| collection | DOAJ |
| description |
Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous.
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| first_indexed | 2024-03-12T04:04:40Z |
| format | Article |
| id | doaj.art-63de34e812354d169965777351244b37 |
| institution | Directory Open Access Journal |
| issn | 2004-5190 |
| language | Danish |
| last_indexed | 2024-03-12T04:04:40Z |
| publishDate | 2022-05-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj.art-63de34e812354d169965777351244b372023-09-03T11:21:17ZdanMalmö University PressEducare2004-51902022-05-01310.24834/educare.2022.3.6Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktionAnna Irma Gertrud Hell0Malmö university Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous. https://ojs.mau.se/index.php/educare/article/view/742Digital literacy practicesnewly arrived immigrant studentsreading and writing development in a second languagescaffoldingtranslanguaging |
| spellingShingle | Anna Irma Gertrud Hell Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion Educare Digital literacy practices newly arrived immigrant students reading and writing development in a second language scaffolding translanguaging |
| title | Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion |
| title_full | Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion |
| title_fullStr | Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion |
| title_full_unstemmed | Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion |
| title_short | Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion |
| title_sort | larares iscensattning av stottning vid nyanlanda elevers digitala textproduktion |
| topic | Digital literacy practices newly arrived immigrant students reading and writing development in a second language scaffolding translanguaging |
| url | https://ojs.mau.se/index.php/educare/article/view/742 |
| work_keys_str_mv | AT annairmagertrudhell lararesiscensattningavstottningvidnyanlandaeleversdigitalatextproduktion |