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Eklund Heinonen, MariaORCID iD iconorcid.org/0000-0003-4254-4252
Publications (10 of 16) Show all publications
Nyroos, L. & Eklund Heinonen, M. (2023). Förväntan, förståelse och förvåning: Om lärares attityder till andraspråksstudenters skrivande ihögre utbildning. In: Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr; Marian Gunlög Sundberg (Ed.), Språk i praktiken - i en föränderlig värld: Rapport från ASLA-symposiet, Stockholms universitet, 7-8 april 2022. Paper presented at ASLA-symposiet, Stockholm, 7-8 april 2022. (pp. 330-348). Stockholm: ASLA, Svenska föreningen för tillämpad språkvetenskap, 30
Open this publication in new window or tab >>Förväntan, förståelse och förvåning: Om lärares attityder till andraspråksstudenters skrivande ihögre utbildning
2023 (Swedish)In: Språk i praktiken - i en föränderlig värld: Rapport från ASLA-symposiet, Stockholms universitet, 7-8 april 2022 / [ed] Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr; Marian Gunlög Sundberg, Stockholm: ASLA, Svenska föreningen för tillämpad språkvetenskap , 2023, Vol. 30, p. 330-348Conference paper, Published paper (Refereed)
Abstract [sv]

Studier som fokuserar på det akademiska skrivandets sociala sammanhang har påvisat ett glapp mellan lärarnas förväntningar på studenternas skrivande och studenternas tolkningar av lärarnas krav. En studentgrupp vars skrivande särskilt har hamnat i fokus är flerspråkiga studenter, vilket kanske kan förklaras med att lärarna ofta är ovana vid dessa studenters förutsättningar. I syfte att rikta ljuset mot glappet undersöker vi hur högskolelärare reflekterar muntligt kring sin bedömning av flerspråkiga studenters texter vilka uppvisar tydliga andraspråksdrag. Materialet utgörs av retrospektiva intervjuer kring lärarnas respons på studenttexter, och för undersökningen tillämpas det sociokulturella ramverket Academic Literacies, i kombination med Membership Categorization Analysis (MCA). Genom att undersöka hur kategoriseringar konstrueras interaktionellt bidrar studien till att belysa hur normer och förväntningar kopplade till bedömningspraktiken uttrycks. Resultaten pekar på variation gällande attityder till andraspråksdrag, och MCA bidrar till att fånga hur dessa attityder uttrycks genom kategoriseringar och positioneringar. Å ena sidan konstrueras klassiska akademiska ideal, där lärare och student positioneras med stort avstånd till varandra gällande kompetenser och resurser. Å andra sidan uttrycks också ett mer dynamiskt förhållningssätt mellan lärare och student, vilket representerar ett perspektiv rotat i Academic Literacies.

Place, publisher, year, edition, pages
Stockholm: ASLA, Svenska föreningen för tillämpad språkvetenskap, 2023
Series
ASLA:s skriftserie / Association suédoise de linguistique appliquée, ISSN 1100-5629, E-ISSN 2004-108X ; 30
National Category
Specific Languages
Identifiers
urn:nbn:se:sh:diva-52585 (URN)978-91-87884-30-6 (ISBN)
Conference
ASLA-symposiet, Stockholm, 7-8 april 2022.
Available from: 2023-10-30 Created: 2023-10-30 Last updated: 2023-10-30Bibliographically approved
Eklund Heinonen, M. & Nyroos, L. (2023). Respons i fokus: Lärares normer och attityder till andraspråksdrag i studenttexter. Högre Utbildning, 13(3), 14-28
Open this publication in new window or tab >>Respons i fokus: Lärares normer och attityder till andraspråksdrag i studenttexter
2023 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 3, p. 14-28Article in journal (Refereed) Published
Abstract [en]

For two decades, it has been a statutory provision in the Higher Education Act to strive for widening participation. This has led to new and more diverse student groups, one of which being students with a mother tongue other than Swedish. Recurrently, their writing ability tends to be focused in the debate. In the field of Academic Literacies, writing is considered to be a socio-culturally rooted practice, in which teachers’ attitudes strongly impact the writing process. This article presents a study of teachers’ attitudes towards second language students’ writing, aiming to shed light on norms and conditions surrounding L2 students’ academic writing. Teachers’ written feedback concerning linguistic features has been analysed based on theories on feedback practices. The same teachers have also been interviewed regarding their feed-back, using stimulated recall-technique. The results show that the teachers’ feedback reflect different perspectives on the writing process, as well as their own role in the education system. In sum, the study shows that the lack of collegial consensus allows for parallel norms to exist, which results in the students within the same educational program being exposed to a wide range of expectations regarding how texts ought to be written.

Abstract [sv]

Under två decennier har högre utbildning haft breddad rekrytering som målsättning, vilket har fört med sig nya och mer heterogena studentgrupper. En av dessa är studenter med annat modersmål än svenska, och återkommande tenderar deras skrivförmåga att fokuseras i debatten. Att skrivande är sammankopplat med det sociala sammanhang där skrivandet sker har beskrivits väl inom fältet Academic Literacies. I den här artikeln presenteras en studie med fokus på lärares attityder och förhållningssätt till andraspråksstudenters skrivande. Syftet med studien är att belysa normer som präglar skrivandets sammanhang, för att på så vis få en bättre bild av de förutsättningar som präglar och omgärdar andraspråksstudenters skrivande i olika ämnen under deras utbildningsprogram. För att undersöka detta har lärares skriftliga respons som rör språket analyserats med avstamp i teorier om respons. De lärare som skrivit responsen har också intervjuats om sin respons med hjälp av stimulated recall-teknik. Resultaten visar att lärarnas respons präglas av deras egna erfarenheter, syn på skrivprocessen samt den egna rollen inom utbildningen. Sammantaget visar undersökningen att bristen på kollegial samsyn mellan ämnen inom programmet ger utrymme för parallella normer att existera, vilket resulterar i att studenterna möter ett brett spann av förväntningar på hur texter ska utformas. 

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
Keywords
Academic Literacies, Academic Writing, Attitudes, Feedback, Norms, Second Language Acquisition, academic literacies, akademiskt skrivande, andraspråksinlärning, repons, attityder, normer
National Category
Specific Languages Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-52463 (URN)10.23865/hu.v13.3864 (DOI)2-s2.0-85172663404 (Scopus ID)
Available from: 2023-10-12 Created: 2023-10-12 Last updated: 2023-10-12Bibliographically approved
Söderlundh, H. & Eklund Heinonen, M. (2023). The Door You Can Walk Through to Society: Social Inclusion and Belonging in Vocational Programmes for Immigrants. Social Inclusion, 11(4), 58-68
Open this publication in new window or tab >>The Door You Can Walk Through to Society: Social Inclusion and Belonging in Vocational Programmes for Immigrants
2023 (English)In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 11, no 4, p. 58-68Article in journal (Refereed) Published
Abstract [en]

This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate languageinstruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to socialcapital. Proficiency in the national language is considered key for employment and fast integration into working life hasbecome a primary goal in Swedish migration policies. This article examines the two programmes from the perspectiveof inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors,recognising the need for research. Data consists of interviews with students and teachers, observations, and videorecordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants areassumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributesto knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotesan understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professionalCoP.

Keywords
adult learning, community of practice, inclusion, migration, second language learning
National Category
Learning General Language Studies and Linguistics Specific Languages
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-52545 (URN)10.17645/si.v11i4.7087 (DOI)001089851100007 ()2-s2.0-85175188967 (Scopus ID)
Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2024-01-08Bibliographically approved
Hållsten, S., Eklund Heinonen, M. & Söderlundh, H. (2022). Individualization in vocational training for immigrants: Developing professionalism and language through feedback. In: Lázaro Moreno Herrera; Marianne Teräs; Petros Gougoulakis; Janne Kontio (Ed.), Migration and Inclusion in Work Life: The Role of VET (pp. 267-306). Stockholm: Bokförlaget Atlas
Open this publication in new window or tab >>Individualization in vocational training for immigrants: Developing professionalism and language through feedback
2022 (English)In: Migration and Inclusion in Work Life: The Role of VET / [ed] Lázaro Moreno Herrera; Marianne Teräs; Petros Gougoulakis; Janne Kontio, Stockholm: Bokförlaget Atlas, 2022, p. 267-306Chapter in book (Refereed)
Abstract [en]

This chapter addresses vocationally adjusted language courses in Swedish for adult immigrants. We focus on individualisation, which is stipulated in the curriculum and other syllabus documents, and argue that individually adapted feedback could be considered a tool (out of several potential tools) for “doing” individualisation in a pedagogical practice. We discuss different understandings of individualisation in policy documents and research literature, and define individualisation as an educational practice in teaching, carried through in dialogue. In an empirical study, we apply the definition by analysing feedback sequences in video recordings from two vocational courses (designed for outdoor maintenance workers and medical doctors, respectively) using the linguistic method of interaction analysis. We demonstrate (1) how individualisation in terms of feedback is managed in interaction involving teacher and students, and (2) the vocational and linguistic skills that materialise as important for the individual students in these feedback sequences. Our results demonstrate that feedback is a functional educational tool for individualisation, providing learning opportunities for both language acquisition and professional knowledge. However, this requires authentic assignments that are designed to promote opportunities for more developed dialogues. Another conclusion is that a professional experienced teacher who can provide feedback on both professional skills and language use is particularly important. 

Place, publisher, year, edition, pages
Stockholm: Bokförlaget Atlas, 2022
Series
Emerging issues in research on vocational education and training ; 7
Keywords
adult learning, workplace education and training, migration, individualization, feedback, interaction analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-48409 (URN)978-91-7445-023-1 (ISBN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, STYA-2019/0004/2019-00712
Available from: 2022-02-15 Created: 2022-02-15 Last updated: 2022-03-15Bibliographically approved
Eklund Heinonen, M. (2019). The role of grammatical development in oral assessment. In: Anke Lenzing; Howard Nicholas; Jana Roos (Ed.), Widening Contexts for Processability Theory: Theories and issues (pp. 371-390). Amsterdam: John Benjamins Publishing Company
Open this publication in new window or tab >>The role of grammatical development in oral assessment
2019 (English)In: Widening Contexts for Processability Theory: Theories and issues / [ed] Anke Lenzing; Howard Nicholas; Jana Roos, Amsterdam: John Benjamins Publishing Company, 2019, p. 371-390Chapter in book (Refereed)
Abstract [en]

Tests today are usually based on a communicative view of language, with less focus on grammar. In this chapter, a study is presented that investigates whether there is a difference in terms of grammatical development between a group of test-takers who passed and a group who failed an oral language test. The study addresses theories of SLA and language testing, i.e., Processability Theory and the model of Communicative Language Ability, the construct of the test. Data from learners' test performances were analysed using PT in order to see whether there was a consistent relationship between the PT stage analysis and the results derived from the test. The comparison shows a clear difference between the test-takers who passed and those who failed in terms of grammatical development. This implies a correlation between grammatical development and communicative competence in general which may indicate that PT constitutes a useful basis for oral assessment.

Place, publisher, year, edition, pages
Amsterdam: John Benjamins Publishing Company, 2019
Series
Processability Approaches to Language Acquisition Research & Teaching, ISSN 2210-6480 ; 7
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:sh:diva-39785 (URN)10.1075/palart.7.16hei (DOI)2-s2.0-85077288192 (Scopus ID)9789027262189 (ISBN)9789027203984 (ISBN)
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2023-04-17Bibliographically approved
Eklund Heinonen, M., Lennartson-Hokkanen, I. & Nord, A. (2018). ”Mer än bara text och ord”: Akademiskt skrivande i utbildningar i socialt arbete och sociologi. Uppsala: Uppsala universitet
Open this publication in new window or tab >>”Mer än bara text och ord”: Akademiskt skrivande i utbildningar i socialt arbete och sociologi
2018 (Swedish)Report (Other academic)
Abstract [en]

This report was initiated by the Department of Sociology at Uppsala University and aims to investigate how the department helps its students to develop academic literacies. Another aim is to provide suggestions on how the department can develop teaching practices in order to integrate writing within its courses. In the report, we have examined course designs, learning outcomes and writing instructions. In addition, we have interviewed teachers and analyzed students’ texts. The report is concluded by some general suggestions on how the department can continue to support the students’ academic literacies.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2018. p. 48
Series
FUMS rapport: Arbetsrapporter om modern svenska, ISSN 0348-5838 ; 235
Keywords
akademiskt skrivande, literacy, högre utbildning
National Category
Specific Languages
Identifiers
urn:nbn:se:sh:diva-40705 (URN)
Available from: 2020-05-15 Created: 2020-05-15 Last updated: 2020-05-20Bibliographically approved
Hjalmarsson, J., Nikolaidou, Z., Sköldvall, K. & Eklund Heinonen, M. (2017). "Fan va grymma vi är" - effekter av ämnesintegrerad undervisning i akademiskt skrivande- effekter av ämnesintegrerad undervisning i akademiskt skrivande. In: Saga Bendegard; Ulla Melander Marttala; Maria Westman (Ed.), Språk och norm. Language and norms: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016. Papers from the ASLA Symposium at Uppsala University 21-22 April, 2016. Paper presented at Språk och norm. ASLA:s symposium, Uppsala universitet 21-22 april 2016 (pp. 37-44). Uppsala: ASLA: Svenska föreningen för tillämpad språkvetenskap
Open this publication in new window or tab >>"Fan va grymma vi är" - effekter av ämnesintegrerad undervisning i akademiskt skrivande- effekter av ämnesintegrerad undervisning i akademiskt skrivande
2017 (Swedish)In: Språk och norm. Language and norms: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016. Papers from the ASLA Symposium at Uppsala University 21-22 April, 2016 / [ed] Saga Bendegard; Ulla Melander Marttala; Maria Westman, Uppsala: ASLA: Svenska föreningen för tillämpad språkvetenskap , 2017, p. 37-44Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Uppsala: ASLA: Svenska föreningen för tillämpad språkvetenskap, 2017
Series
ASLA:s skriftserie, ISSN 1100-5629 ; 26
Keywords
Språkstudier, Högre utbildning
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-33775 (URN)978-91-87884-26-9 (ISBN)
Conference
Språk och norm. ASLA:s symposium, Uppsala universitet 21-22 april 2016
Available from: 2017-11-29 Created: 2017-11-29 Last updated: 2020-05-20Bibliographically approved
Eklund Heinonen, M. (2016). Strategisk kompetens i ett muntligt språktest inför högskolestudier. In: Gustafsson, Anna W; Holm, Lisa; Lundin, Katarina; Rahm, Henrik & Tronnier, Mechtild (Ed.), Anna W. Gustafsson, Lisa Holm, Katarina Lundin, Henrik Rahm & Mechtild Tronnier (Ed.), Svenskans beskrivning 34: Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning, Lund den 22-24 oktober 2014. Paper presented at 34 Svenskans beskrivning, Lund, Oktober 22-24, 2014. (pp. 159-172). Lund: Lunds universitet
Open this publication in new window or tab >>Strategisk kompetens i ett muntligt språktest inför högskolestudier
2016 (Swedish)In: Svenskans beskrivning 34: Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning, Lund den 22-24 oktober 2014 / [ed] Anna W. Gustafsson, Lisa Holm, Katarina Lundin, Henrik Rahm & Mechtild Tronnier, Lund: Lunds universitet , 2016, p. 159-172Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Lund: Lunds universitet, 2016
Series
Lundastudier i nordisk språkvetenskap Serie A 74, ISSN 0347-8971 ; 74
National Category
Specific Languages
Identifiers
urn:nbn:se:sh:diva-40708 (URN)978-91-87833-77-9 (ISBN)
Conference
34 Svenskans beskrivning, Lund, Oktober 22-24, 2014.
Available from: 2017-12-19 Created: 2020-05-15 Last updated: 2020-05-20Bibliographically approved
Eklund Heinonen, M. (2015). Fokus på identitet i andraspråkssamtal i högskolemiljö. In: Linda Kahlin, Mats Landqvist och Ingela Tykesson (Ed.), Språk och identitet: Rapport från ASLA:s symposium, Södertörns högskola 8–9 maj 2014. Paper presented at ASLA:s symposium, Huddinge, maj 8-9, 2014. (pp. 11-22). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Fokus på identitet i andraspråkssamtal i högskolemiljö
2015 (Swedish)In: Språk och identitet: Rapport från ASLA:s symposium, Södertörns högskola 8–9 maj 2014 / [ed] Linda Kahlin, Mats Landqvist och Ingela Tykesson, Huddinge: Södertörns högskola, 2015, p. 11-22Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2015
Series
Text- och samtalsstudier från Södertörns högskola ; 5
Series
ASLA:s skriftserie, ISSN 1100-5629 ; 25
National Category
Specific Languages
Identifiers
urn:nbn:se:sh:diva-40709 (URN)978-91-87843-28-0 (ISBN)
Conference
ASLA:s symposium, Huddinge, maj 8-9, 2014.
Available from: 2015-11-06 Created: 2020-05-15 Last updated: 2020-05-20Bibliographically approved
Eklund Heinonen, M. (2015). Hur pratar man egentligen på ett seminarium?: Att stötta studenter i seminariets muntliga diskurs. In: Lotta Jons (Ed.), Seminariet i högre utbildning: Erfarenheter och reflektioner (pp. 135-154). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Hur pratar man egentligen på ett seminarium?: Att stötta studenter i seminariets muntliga diskurs
2015 (Swedish)In: Seminariet i högre utbildning: Erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, p. 135-154Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-40710 (URN)9789144104959 (ISBN)
Available from: 2016-01-04 Created: 2020-05-15 Last updated: 2020-05-20Bibliographically approved
Projects
Working in a second language: literacy practices and educational models designed for professional contexts [2019-00712_Forte]; Södertörn University; Publications
Söderlundh, H. & Eklund Heinonen, M. (2023). The Door You Can Walk Through to Society: Social Inclusion and Belonging in Vocational Programmes for Immigrants. Social Inclusion, 11(4), 58-68Hållsten, S., Eklund Heinonen, M. & Söderlundh, H. (2022). Individualization in vocational training for immigrants: Developing professionalism and language through feedback. In: Lázaro Moreno Herrera; Marianne Teräs; Petros Gougoulakis; Janne Kontio (Ed.), Migration and Inclusion in Work Life: The Role of VET (pp. 267-306). Stockholm: Bokförlaget Atlas
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4254-4252

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