Sökning: "Åsa Wedin"

Visar resultat 1 - 5 av 8 avhandlingar innehållade orden Åsa Wedin.

  1. 1. Literacy Practices in and out of School in Karagwe : the Case of Primary School Literacy in Rural Tanzania

    Författare :Åsa Wedin; Karsten Legère; Lise Iversen Kulbrandstad; Stockholms universitet; []
    Nyckelord :HUMANITIES; HUMANIORA; HUMANIORA; HUMANITIES; Literacy practices; bilingualism; Tanzania; Karagwe; language ideologies; literacy education; Linguistics; Lingvistik; literacy practices; litteracitetspraxis; tvåspråkighet; språkideologier; språkundervisning; litteracitetsundervisning;

    Sammanfattning : This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. LÄS MER

  3. 2. Språkintroduktion som mellanrum : Nyanlända gymnasieelevers erfarenheter av ett introduktionsprogram

    Författare :Erika Bomström Aho; Åsa Wedin; Birgitta Ljung Egeland; Eva Sundgren; Karlstads universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; language introduction; newly arrived upper secondary school students; third space; identity; narrated experiences; språkintroduktion; nyanlända gymnasieelever; svenska som andraspråk; Pedagogiskt arbete; Educational Work; Utbildning och lärande; Education and Learning;

    Sammanfattning : Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. LÄS MER

  4. 3. Med andra ord : Samspel och villkor för litteracitet bland nyanlända barn

    Författare :Susanne Duek; Christina Olin-Scheller; Åsa Wedin; Björn Bihl; Anna Slotte; Karlstads universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; New Literacy Studies; newly-arrived; children; family literacy; literacy practices; home and school literacy; multilingualism; ethnography; Swedish as second language; sociocultural incongruence; habitus; symbolic capital; short or no education parents; Pedagogiskt arbete; Educational Work; Swedish as a Second Language; Svenska som andraspråk;

    Sammanfattning : This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. LÄS MER

  5. 4. Tanzanian primary school learners investing in English : What are their attitudes, expectations and opportunities?

    Författare :Noah Mtana; Robert Höghielm; Peter Emsheimer; Åsa Wedin; Stockholms universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; English; invest; attitudes; expectations; opportunities; pedagogik; Education;

    Sammanfattning : The study is about attitudes, expectations and opportunities of Tanzanian primary school learners who invest in English language. It was conducted in Morogoro Tanzania with the aim of exploring, presenting and interpreting why the learners invest in English. LÄS MER

  7. 5. ”Välkommen till 3a!” : – En etnografisk fallstudie om språkutvecklande undervisning i ett språkligt och kulturellt heterogent klassrum

    Författare :Christa Roux Sparreskog; Eva Sundgren; Gunilla Sandberg; Karin Sheikhi; Åsa Wedin; Mälardalens högskola; []
    Nyckelord :HUMANITIES; HUMANIORA; cultural and linguistic heterogeneous school; language focused teach-ing; literacy development; multilingual; teaching strategies; third grade; Didactics; didaktik;

    Sammanfattning : Title: ”Welcome to 3a!”– An ethnographic case study on language-focused teaching in a linguistically and culturally heterogenic classroom The overall aim of this ethnographic case study is to study language-focused teaching in a multicultural Swedish school and a third grade composed of pupils with different linguistic and cultural backgrounds. The study focuses on the support of multilingual pupils offered by teachers and educators, on what didactic choices teachers make and what didactical methods are used during reading and writing lessons and on what language-focused teaching strategies the teachers and educators use. LÄS MER