BibTeX

@techreport{johansson-2018-nyanlandas-279730,
	title        = {Nyanländas språkinlärning : Fem delstudier om nyanländas lärande i olika kontexter},
	abstract     = {Denna volym tillägnas redovisning av en satsning på fem forskningsprojekt om nyanländas lärande vid institutionen för svenska språket vid Göteborgs universitet. I samband med en fördjupning i och av studier om nyanländas lärande deltog universitetsadjunkter, universitetslektorer, doktorander och forskare i projekt i meriterings- och kompetensutvecklingssyfte. Även om satsningens fokus var gemensamt så var spridningen på projektens enskilda inriktningar varierande. Resultatet blev ett projekt som behandlade undervisning i svenska för nyanlända på Mammaforum. En användarstudie analyserade nyanlända studenters användning av Lexin i undervisning i svenska för akademiker. En tredje studie ägde rum i en grundskola med högre andel elever med utländsk bakgrund än riksgenomsnittet där genrepedagogik tillämpades. I projektet analyserades grammatiska strategier i svensk-undervisningen. Det fjärde projektet handlade om en uppföljning av fortbildningssatsningen ”Nyanlända i skolan” och hur den implementerades av lärare och skolledare i skolan. Det femte projektet behandlade en modul i läslyftet, grundläggande litteracitet för nyanlända elever. I denna rapport beskrivs projektarbetet som pågick under våren 2017.},
	author       = {Johansson, Sofie},
	year         = {2018},
	publisher    = {Göteborgs universitet},
}

@misc{hult-etal-2018-lexin-272017,
	title        = {Lexin - ett stöd i språkutvecklingen hos nyanlända?},
	author       = {Hult, Ann-Kristin and LaBontee, Richard and Johansson, Sofie},
	year         = {2018},
	publisher    = {Institutionen för svenska språket vid Göteborgs universitet},
	address      = {Göteborg},
	pages        = {11--30},
}

@inProceedings{lyngfelt-johansson-2018-students'-279778,
	title        = {Students’ Perception of A Science Text: A Study On The Interrelation Of Vocabulary and Text Comprehension.},
	abstract     = {The study aims at investigating the meaning of texts as resources for learning in science education at secondary school. Here this means focus on the interrelation of knowledge in vocabulary, and ability to comprehend a science text, in a multilingual school setting at grade nine. The study is a part of a larger-scale project, Science and Literacy Teaching (2014-2017).

Framework

Even if vocabulary strength predicts the speed and security with which students learn the meanings of unfamiliar words, the students’ knowledge of words grows less through any process of inferring their meanings, one by one, based on the sentences in which they arise, than as a product of learning more generally about the contexts in which they arise (Axelsson, 2002). Consequently, students need to read lots of complex texts – texts that offer them new language, new knowledge and new modes of thoughts. As Hirsch puts it, reading deficit is integrally tied to knowledge deficit (Hirsch, 2011). Ability to read and understand texts in science could also be considered to be important from a variety of democratic perspectives (Cobern, 2005). },
	booktitle    = {Paper presented at ECER, Bolzano Italy, 4-7 Sept 2018.},
	author       = {Lyngfelt, Anna and Johansson, Sofie},
	year         = {2018},
}

@inProceedings{johansson-2018-students'-279777,
	title        = {Students’ perception of a science text: a study on the interrelation of vocabulary and text comprehension},
	abstract     = {Aim

The study aims at investigating the meaning of texts as resources for learning in science education at secondary school. Here this means focus on the interrelation of knowledge in vocabulary, and ability to comprehend a science text, in a multilingual school setting at grade nine. The study is a part of a larger-scale project, Development of Scientific Literacy (2014-2017).

Framework

Even if vocabulary strength predicts the speed and security with which students learn the meanings of unfamiliar words, the students’ knowledge of words grows less through any process of inferring their meanings, one by one, based on the sentences in which they arise, than as a product of learning more generally about the contexts in which they arise (Axelsson, 2002). Consequently, students need to read lots of complex texts – texts that offer them new language, new knowledge and new modes of thoughts. As Hirsch puts it, reading deficit is integrally tied to knowledge deficit (Hirsch, 2011). 
},
	booktitle    = {Paper presented at NERA, Oslo, 8-10 March 2018. },
	author       = {Johansson, Sofie},
	year         = {2018},
}