Malmö university
Library
Contact
Help
Login

Malmö University Electronic Publishing

To mah.se

MUEP › University Publications › Educare ›Educare 2011 nr 3

Utskrift från Malmö högskola - mah.se

Educare 2011 nr 3

MUEP

JavaScript is disabled for your browser. Some features of this site may not work without it.

Educare 2011 nr 3

Search within this collection:

Recent Submissions

Avslutande reflexioner
Tvingstedt, Anna-Lena : Lärande och Samhälle, Malmö högskola Educare 2011:3 Tema: Tvåspråkig undervisning på svenskaoch arabiska i mångkulturella storstadsskolor;3 (2011)	peer-reviewed scientific ARTICLE

Tvingstedt_Avslutande_Educare_11.3.pdf (1.561Mb)

Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisni...
Tvingstedt, Anna-Lena; Salameh, Eva-Kristina : Lärande och Samhälle, Malmö högskola Educare 2011:3 Tema: Tvåspråkig undervisning på svenskaoch arabiska i mångkulturella storstadsskolor;3 (2011)	peer-reviewed scientific ARTICLE

English abstract:

The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.

Tvingstedt_Läs_Educare_11.3.pdf (1.766Mb)

Lexikal utveckling på svenska och arabiska vid tvåspråkig undervisning
Salameh, Eva-Kristina : Lärande och Samhälle, Malmö högskola Educare 2011:3 Tema: Tvåspråkig undervisning på svenskaoch arabiska i mångkulturella storstadsskolor;3 (2011)	peer-reviewed scientific ARTICLE

English abstract:

Swedish-Arabic pupils in the fourth grade of primary school 4 (n=16), who had received instruction in Swedish and Arabic, were assessed regarding lexical skills in both languages. For a comparison results were used from Swedish-Arabic pupils in a control group (n=33) from the same ethnically diverse area, but who had only received instruction in Swedish. Lexical size was measured with a comprehension test in Swedish and Arabic, while lexical organization was investigated with an association test in both languages. A majority of hierarchically based responses were considered to reflect a more hierarchical lexical organisation. A significantly higher proportion of pupils who received bilingual instruction displayed a hierarchical lexical organization in both languages, compared to the control group. A more hierarchically based lexical organisation did not correlate with lexical size, which is in accordance with earlier research. The results underscore the importance of providing bilingual children with instruction in both languages in order to enhance lexical development in both languages, and the need to identify factors contributing to academic achievements for bilingual children.

Salameh_Lexikal_Educare_11.3.pdf (1.817Mb)

Grammatisk och fonologisk utveckling på svenska och arabiska vid tvås...
Salameh, Eva-Kristina : Lärande och Samhälle, Malmö högskola Educare 2011:3 Tema: Tvåspråkig undervisning på svenskaoch arabiska i mångkulturella storstadsskolor;3 (2011)	peer-reviewed scientific ARTICLE

English abstract:

Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words were employed. All pupils developed grammatically as anticipated in both languages, although the grammatical development in their second language Swedish was somewhat slower for some pupils than predicted by Processability Theory. The results underscore the importance of a sufficient exposure to both languages. Phonological awareness was well developed in both languages, which was also expected since access to two or more phonological systems enhances the development of metalinguistic abilities.

Salameh_Grammatisk_Educare_11.3.pdf (1.791Mb)

Lärares språkbruk i tvåspråkiga klassrum
Avery, Helen : Lärande och Samhälle, Malmö högskola Educare 2011:3 Tema: Tvåspråkig undervisning på svenskaoch arabiska i mångkulturella storstadsskolor;3 (2011)	peer-reviewed scientific ARTICLE

English abstract:

The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.

Avery_Lärares_Educare_11.3.pdf (1.777Mb)

Search

Search
This Collection

Browse

All contents
This Collection
- By Date
- Authors
- Titles
- Subjects

My Account

Login

Statistics

View Usage Statistics

Discover

Author
Date Issued
- 2011 (11)
Subject Words

RSS Feeds

RSS 1.0
RSS 2.0
Atom

MALMÖ UNIVERSITY · CONTACT · HELP