Swedish as a Second Language Teachers’ Perceptions and Experiences with CALL for the Newly Arrived
Issue: Vol 38 No. 2 (2021)
Journal: CALICO Journal
Subject Areas:
DOI: 10.1558/cj.41169
Abstract:
The use of digital technology in the subject of Swedish as a second language (SSL) has increased in recent years. Schools in Sweden have received many newly arrived students due to the migration situation prevailing in contemporary European society. This article shares the findings of a study carried out on six SSL teachers’ perceptions and experiences of using digital technology for SSL with newly arrived students. Participants’ responses to interview questions were analyzed using thematic analysis. The findings indicated the following: participants negotiated the digital tools as an entry ticket for the newly arrived students to become engaged with the teaching, to support literacy development, and to aid communication. The findings also underscore the challenges that respondents struggled with in teaching using digital technology. Results suggest that although digital technology is a regular part of Swedish education, there is no clear research-based framework for computer-assisted language learning (CALL) in SSL education or teacher education that teachers can rely on, meaning that it is up to teachers themselves to uncover relevant uses of digital technology to support SSL teaching.
Author: Anna Hell, Shannon Sauro
References :
Androutsopoulos, J., & Juffermans, K. (2014). Digital language practices in superdiversity: Introduction. Discourse, Context and Media, 4-5, 1-6. https://doi.org/10.1016/j. dcm.2014.08.002
Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2). www.unesco.org/shs/diversities/vol13/issue2/art1©UNesCO
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Buendgens-Kosten, J. (2020). The monolingual problem of computer-assisted language learning. ReCALL, 32(3), 307-322. https://doi.org/10.1017/S095834402000004X
Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93, 741-753. https://doi.org/10.1111/j.1540-4781.2009.00970.x
Cope, B., & Kalantzis, M. (2009). "Multiliteracies": New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195. https://doi.org/10.1080/15544800903076044
Fridlund, L. (2011). Interkulturell undervisning-ett pedagogiskt dilemma : talet om undervisning i svenska som andraspråk och i förberedelseklasser. Gothenburg, Sweden: Acta Universitatis Gothoburgensis.
Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education, 67, 98-104. https://doi.org/10.1016/j.compedu.2013.03.007
Genlott, A. A., & Grönlund, Å. (2016). Closing the gaps-improving literacy and mathematics by ICT-enhanced collaboration. Computers & Education, 99, 68-80. https://doi.org/10.1016/j.compedu.2016.04.004
Godhe, A.-L., & Jönsson, K. (2016). Berätta med datorplattor i de yngre skolåren-en framväxande literacypraktik. In H. Höglund & R. Heilä-Ylikallio (Eds.), Framtida berättelser perspektiv på nordisk modersmålsdidaktiskforskning och praktik (pp. 63-84). Vaasa, Sweden: Fakulteten för pedagogik och välfärdsstudier.
Hedayati, H. (Fatemeh), & Marandi, S. S. (2014). Iranian EFL teachers' perceptions of the difficulties of implementing CALL. ReCALL, 26(3), 298-314. https://doi.org/10.1017/ S0958344014000172
Hedman, C., & Magnusson, U. (2018). Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige. Acta Didactica Norge, 12(1), 7. https://doi.org/10.5617/adno.5569
Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers' pedagogical reasoning and reframing of practice in digital contexts. International Journal of Information and Learning Technology, 35(2), 130-142. https://doi.org/10.1108/IJILT-09-2017-0084
Jacquemet, M. (2005). Transidiomatic practices: Language and power in the age of globalization. Language and Communication, 25(3, special issue), 257-277. https://doi. org/10.1016/j.langcom.2005.05.001
Jewitt, C. (2013). Learning and communication in digital multimodal landscapes. London, England: Institute of Education Press.
Karlström, P. (2009). CALL of the wild : Using language technology in the second language classroom. Department of Computer and Systems Sciences, Stockholm University, Sweden together with KTH.
Kessler, G. (2006). 2. Assessing CALL teacher training (pp. 23-42). In P. Hubbard & M. Levy (Eds.), Language learning and language teaching. Amsterdam, Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.14.05kes
Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 278-292). Wiley Online Library. https://doi.org/10.1002/9781118914069
Kessler, G., & Plakans, L. (2008). Does teachers' confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269-282. https://doi.org/10.1080/09588220802090303
Kitade, K. (2015). Second language teacher development through CALL practice: The emergence of teachers' agency. CALICO Journal, 32(3), 396-425. https://doi.org/10.1558/ cj.v32i3.26637
Kvale, S. (2014). Den kvalitativa forskningsintervjun. Lund, Sweden: Studentlitteratur.
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3). https://doi.org/10.3138/cmlr.56.3.389
Lapadat, J. C., & Lindsay, A. C. (1999). Transcription in research and practice: From standardization of technique to interpretive positionings. Qualitative Inquiry, 5(1), 64-86. https://doi.org/10.1177/107780049900500104
Levy, M., & Moore, P. J. (2018). Qualitative research in CALL. Language Learning & Technology, 22(2), 1-7. https://www.lltjournal.org/item/3063
Lyngfelt, A. (2019). Digital text production as narrative: An analysis of text production in a multilingual classroom at primary school. ERL Journal, 1(1), 93-104. https://doi. org/10.36534/erlj.2019.01.09
Mason, J. (2002). Qualitative Researching (2nd ed.). London, England: Sage Publications. http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Mason_2002.pdf
May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, 103, 122-129. https://doi.org/10.1111/modl.12531
Migration Observatory (2020). Migrants in the UK: An overview. Retrieved February 23, 2020 from https://migrationobservatory.ox.ac.uk/resources/briefings/migrants-in-theuk-an-overview
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Los Angeles, CA: SAGE Publications.
OECD (2015). Students, computers and learning. OECD iLibrary https://doi.org/10.1787/9789264239555-en
Ortega, L. (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism. CALICO Journal, 34(3). Ltd. https://doi.org/10.1558/cj.33855
Philpott, C., & Oates, C. (2017). Professional learning communities as drivers of educational change: The case of learning rounds. Journal of Educational Change, 18(2), 209- 234. https://doi.org/10.1007/s10833-016-9278-4
Regeringskansliet (2017). Stärkt digital kompetens i läroplaner och kursplaner. Stockholm, Sweden: Regeringskansliet.
Sahlée, A. (2017). Swedish as a second language in school. On language use and conceptions of language. Uppsala, Sweden: Uppsala Universitet. http://urn.kb.se/resolve?urn=urn: nbn:se:uu:diva-317496
Säljö, R. (2014). Lärande i praktiken : ett sociokulturellt perspektiv. Lund, Sweden: Studentlitteratur.
Sauro, S. (2016). Does CALL have an English problem? Language Learning & Technology, 20(3), 1-8. http://dx.doi.org/10125/44474
Sauro, S., & Chapelle, C. A. (2017). Introduction. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning. Wiley Online Library. https://doi.org/10.1002/9781118914069
Siekkinen, F. (2017). Flerspråkiga elever i en enspråkig elevnorm. Educare, 2017(1), 27-49.
Skolverket (2020). Tillgängligt lärande med digitala verktyg-Skolverket. Retrieved February 21, 2020 from https://www.skolverket.se/skolutveckling/kurser-och-utbildningar/ tillgangligt-larande-med-digitala-verktyg
Sofkova Hashemi, S. (2017). Socio-semiotic patterns in digital meaning-making: Semiotic choice as indicator of communicative experience. Language and Education, 31(5), 432- 448. https://doi.org/10.1080/09500782.2017.1305396
Statistikmyndigheten SCB (2020). Utrikes födda i Sverige. Retrieved January 3, 2020 from https://www.scb.se/hitta-statistik/sverige-i-siffror/manniskorna-i-sverige/utrikes-fodda
Swedish National Agency for Education (2018). Curriculum for the compulsory school, preschool class and school-age educare. Stockholm, Sweden. https://www.skolverket.se/sitevision/proxy/publikationer/svid12_5dfee44715d35a5cdfa2899/55935574/wtpub/ws/skolbok/wpubext/trycksak/Blob/pdf3984.pdf?k=3984
Tingbjörn, G. (2004). Svenska som andraspråk i ett utbildningspolitiskt perspektiv-en tillbakablick. Lund, Sweden: Studentlitteratur.
Trageton, A. (2003). Å skrive seg til lesing : IKT i småskolen. Oslo, Norway: Universitetsforlaget.
Utbildningsdepartementet (2010). SFS 2010:800. In Skollag. Stockholm, Sweden: Utbildningsdepartementet.
Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right ways. ASHA Leader, 8(8), 4-17. https://doi.org/10.1044/leader.FTR3.08082003.4
Wiebe, G., & Kabata, K. (2010). Students' and instructors' attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23(3), 221-234. https://doi.org/10.1080/09588221.2010.486577