Social Inclusion Through Multilingual Assistants in Additional Language Learning

The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	John, Oliver St [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	additional language dialogue inclusion language use multilingual assistants second language learning

Übergeordnetes Werk:	Enthalten in: Social Inclusion - Lisbon : Cogitatio Press, 2013, 11(2023), 4, Seite 145-155
Übergeordnetes Werk:	volume:11 ; year:2023 ; number:4 ; pages:145-155

Links:	Volltext Volltext

DOI / URN:	10.17645/si.v11i4.7337

Katalog-ID:	1870522869

Internformat


LEADER	01000caa a22002652 4500
001	1870522869
003	DE-627
005	20240918101107.0
007	cr uuu---uuuuu
008	231117s2023 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.17645/si.v11i4.7337 \|2 doi
035			\|a (DE-627)1870522869
035			\|a (DE-599)KXP1870522869
040			\|a DE-627 \|b ger \|c DE-627 \|e rda
041			\|a eng
084			\|a 0 \|2 ssgn
100	1		\|a John, Oliver St \|e verfasserin \|4 aut
245	1	0	\|a Social Inclusion Through Multilingual Assistants in Additional Language Learning
246	1		\|i Rubrikentitel \|a "Adult Migrants' Language Learning, Labour Market, and Social Inclusion"
264		1	\|c 2023
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
650		4	\|a additional language
650		4	\|a dialogue
650		4	\|a inclusion
650		4	\|a language use
650		4	\|a multilingual assistants
650		4	\|a second language learning
773	0	8	\|i Enthalten in \|t Social Inclusion \|d Lisbon : Cogitatio Press, 2013 \|g 11(2023), 4, Seite 145-155 \|h Online-Ressource \|w (DE-627)791558738 \|w (DE-600)2779362-X \|w (DE-576)410285277 \|x 2183-2803 \|7 nnns
773	1	8	\|g volume:11 \|g year:2023 \|g number:4 \|g pages:145-155
856	4	0	\|u https://doi.org/10.17645/si.v11i4.7337 \|x Resolving-System \|z kostenfrei \|3 Volltext
856	4	0	\|u https://www.cogitatiopress.com/socialinclusion/article/view/7337 \|x Verlag \|z kostenfrei \|3 Volltext
912			\|a GBV_USEFLAG_U
912			\|a GBV_ILN_2019
912			\|a ISIL_DE-Tue135
912			\|a SYSFLAG_1
912			\|a GBV_KXP
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_31
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_95
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_206
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_694
912			\|a GBV_ILN_2003
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2050
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4326
912			\|a GBV_ILN_4335
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
912			\|a GBV_ILN_2403
912			\|a GBV_ILN_2403
912			\|a ISIL_DE-LFER
951			\|a AR
952			\|d 11 \|j 2023 \|e 4 \|h 145-155
980			\|2 2019 \|1 01 \|x DE-Tü135 \|b 441092348X \|c 00 \|f --%%-- \|d --%%-- \|e --%%-- \|j n \|y l01 \|z 17-11-23
980			\|2 2403 \|1 01 \|x DE-LFER \|b 4427652204 \|c 00 \|f --%%-- \|d --%%-- \|e n \|j --%%-- \|y l01 \|z 06-12-23
981			\|2 2403 \|1 01 \|x DE-LFER \|r https://doi.org/10.17645/si.v11i4.7337
981			\|2 2403 \|1 01 \|x DE-LFER \|r https://www.cogitatiopress.com/socialinclusion/article/view/7337

Indexfelder

author_variant	o s j os osj
matchkey_str	article:21832803:2023----::oilnlsotruhutlnulsitnsndiin
hierarchy_sort_str	2023
publishDate	2023
allfields	10.17645/si.v11i4.7337 doi (DE-627)1870522869 (DE-599)KXP1870522869 DE-627 ger DE-627 rda eng 0 ssgn John, Oliver St verfasserin aut Social Inclusion Through Multilingual Assistants in Additional Language Learning Rubrikentitel "Adult Migrants' Language Learning, Labour Market, and Social Inclusion" 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. additional language dialogue inclusion language use multilingual assistants second language learning Enthalten in Social Inclusion Lisbon : Cogitatio Press, 2013 11(2023), 4, Seite 145-155 Online-Ressource (DE-627)791558738 (DE-600)2779362-X (DE-576)410285277 2183-2803 nnns volume:11 year:2023 number:4 pages:145-155 https://doi.org/10.17645/si.v11i4.7337 Resolving-System kostenfrei Volltext https://www.cogitatiopress.com/socialinclusion/article/view/7337 Verlag kostenfrei Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 11 2023 4 145-155 2019 01 DE-Tü135 441092348X 00 --%%-- --%%-- --%%-- n l01 17-11-23 2403 01 DE-LFER 4427652204 00 --%%-- --%%-- n --%%-- l01 06-12-23 2403 01 DE-LFER https://doi.org/10.17645/si.v11i4.7337 2403 01 DE-LFER https://www.cogitatiopress.com/socialinclusion/article/view/7337
spelling	10.17645/si.v11i4.7337 doi (DE-627)1870522869 (DE-599)KXP1870522869 DE-627 ger DE-627 rda eng 0 ssgn John, Oliver St verfasserin aut Social Inclusion Through Multilingual Assistants in Additional Language Learning Rubrikentitel "Adult Migrants' Language Learning, Labour Market, and Social Inclusion" 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. additional language dialogue inclusion language use multilingual assistants second language learning Enthalten in Social Inclusion Lisbon : Cogitatio Press, 2013 11(2023), 4, Seite 145-155 Online-Ressource (DE-627)791558738 (DE-600)2779362-X (DE-576)410285277 2183-2803 nnns volume:11 year:2023 number:4 pages:145-155 https://doi.org/10.17645/si.v11i4.7337 Resolving-System kostenfrei Volltext https://www.cogitatiopress.com/socialinclusion/article/view/7337 Verlag kostenfrei Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 11 2023 4 145-155 2019 01 DE-Tü135 441092348X 00 --%%-- --%%-- --%%-- n l01 17-11-23 2403 01 DE-LFER 4427652204 00 --%%-- --%%-- n --%%-- l01 06-12-23 2403 01 DE-LFER https://doi.org/10.17645/si.v11i4.7337 2403 01 DE-LFER https://www.cogitatiopress.com/socialinclusion/article/view/7337
allfields_unstemmed	10.17645/si.v11i4.7337 doi (DE-627)1870522869 (DE-599)KXP1870522869 DE-627 ger DE-627 rda eng 0 ssgn John, Oliver St verfasserin aut Social Inclusion Through Multilingual Assistants in Additional Language Learning Rubrikentitel "Adult Migrants' Language Learning, Labour Market, and Social Inclusion" 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. additional language dialogue inclusion language use multilingual assistants second language learning Enthalten in Social Inclusion Lisbon : Cogitatio Press, 2013 11(2023), 4, Seite 145-155 Online-Ressource (DE-627)791558738 (DE-600)2779362-X (DE-576)410285277 2183-2803 nnns volume:11 year:2023 number:4 pages:145-155 https://doi.org/10.17645/si.v11i4.7337 Resolving-System kostenfrei Volltext https://www.cogitatiopress.com/socialinclusion/article/view/7337 Verlag kostenfrei Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 11 2023 4 145-155 2019 01 DE-Tü135 441092348X 00 --%%-- --%%-- --%%-- n l01 17-11-23 2403 01 DE-LFER 4427652204 00 --%%-- --%%-- n --%%-- l01 06-12-23 2403 01 DE-LFER https://doi.org/10.17645/si.v11i4.7337 2403 01 DE-LFER https://www.cogitatiopress.com/socialinclusion/article/view/7337
allfieldsGer	10.17645/si.v11i4.7337 doi (DE-627)1870522869 (DE-599)KXP1870522869 DE-627 ger DE-627 rda eng 0 ssgn John, Oliver St verfasserin aut Social Inclusion Through Multilingual Assistants in Additional Language Learning Rubrikentitel "Adult Migrants' Language Learning, Labour Market, and Social Inclusion" 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. additional language dialogue inclusion language use multilingual assistants second language learning Enthalten in Social Inclusion Lisbon : Cogitatio Press, 2013 11(2023), 4, Seite 145-155 Online-Ressource (DE-627)791558738 (DE-600)2779362-X (DE-576)410285277 2183-2803 nnns volume:11 year:2023 number:4 pages:145-155 https://doi.org/10.17645/si.v11i4.7337 Resolving-System kostenfrei Volltext https://www.cogitatiopress.com/socialinclusion/article/view/7337 Verlag kostenfrei Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 11 2023 4 145-155 2019 01 DE-Tü135 441092348X 00 --%%-- --%%-- --%%-- n l01 17-11-23 2403 01 DE-LFER 4427652204 00 --%%-- --%%-- n --%%-- l01 06-12-23 2403 01 DE-LFER https://doi.org/10.17645/si.v11i4.7337 2403 01 DE-LFER https://www.cogitatiopress.com/socialinclusion/article/view/7337
allfieldsSound	10.17645/si.v11i4.7337 doi (DE-627)1870522869 (DE-599)KXP1870522869 DE-627 ger DE-627 rda eng 0 ssgn John, Oliver St verfasserin aut Social Inclusion Through Multilingual Assistants in Additional Language Learning Rubrikentitel "Adult Migrants' Language Learning, Labour Market, and Social Inclusion" 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves. additional language dialogue inclusion language use multilingual assistants second language learning Enthalten in Social Inclusion Lisbon : Cogitatio Press, 2013 11(2023), 4, Seite 145-155 Online-Ressource (DE-627)791558738 (DE-600)2779362-X (DE-576)410285277 2183-2803 nnns volume:11 year:2023 number:4 pages:145-155 https://doi.org/10.17645/si.v11i4.7337 Resolving-System kostenfrei Volltext https://www.cogitatiopress.com/socialinclusion/article/view/7337 Verlag kostenfrei Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 11 2023 4 145-155 2019 01 DE-Tü135 441092348X 00 --%%-- --%%-- --%%-- n l01 17-11-23 2403 01 DE-LFER 4427652204 00 --%%-- --%%-- n --%%-- l01 06-12-23 2403 01 DE-LFER https://doi.org/10.17645/si.v11i4.7337 2403 01 DE-LFER https://www.cogitatiopress.com/socialinclusion/article/view/7337
language	English
source	Enthalten in Social Inclusion 11(2023), 4, Seite 145-155 volume:11 year:2023 number:4 pages:145-155
sourceStr	Enthalten in Social Inclusion 11(2023), 4, Seite 145-155 volume:11 year:2023 number:4 pages:145-155
format_phy_str_mv	Article
building	2019:0 2403:0
institution	findex.gbv.de
selectbib_iln_str_mv	2019@01 2403@01
topic_facet	additional language dialogue inclusion language use multilingual assistants second language learning
isfreeaccess_bool	true
container_title	Social Inclusion
authorswithroles_txt_mv	John, Oliver St @@aut@@
publishDateDaySort_date	2023-01-01T00:00:00Z
hierarchy_top_id	791558738
id	1870522869
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">1870522869</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240918101107.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231117s2023 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17645/si.v11i4.7337</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1870522869</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KXP1870522869</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">0</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">John, Oliver St</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Social Inclusion Through Multilingual Assistants in Additional Language Learning</subfield></datafield><datafield tag="246" ind1="1" ind2=" "><subfield code="i">Rubrikentitel</subfield><subfield code="a">"Adult Migrants' Language Learning, Labour Market, and Social Inclusion"</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">additional language</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">dialogue</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inclusion</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">language use</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multilingual assistants</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">second language learning</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Social Inclusion</subfield><subfield code="d">Lisbon : Cogitatio Press, 2013</subfield><subfield code="g">11(2023), 4, Seite 145-155</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)791558738</subfield><subfield code="w">(DE-600)2779362-X</subfield><subfield code="w">(DE-576)410285277</subfield><subfield code="x">2183-2803</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:11</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:145-155</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17645/si.v11i4.7337</subfield><subfield code="x">Resolving-System</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.cogitatiopress.com/socialinclusion/article/view/7337</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2019</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ISIL_DE-Tue135</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_1</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_KXP</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_694</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2050</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2403</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2403</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ISIL_DE-LFER</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">11</subfield><subfield code="j">2023</subfield><subfield code="e">4</subfield><subfield code="h">145-155</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">2019</subfield><subfield code="1">01</subfield><subfield code="x">DE-Tü135</subfield><subfield code="b">441092348X</subfield><subfield code="c">00</subfield><subfield code="f">--%%--</subfield><subfield code="d">--%%--</subfield><subfield code="e">--%%--</subfield><subfield code="j">n</subfield><subfield code="y">l01</subfield><subfield code="z">17-11-23</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="b">4427652204</subfield><subfield code="c">00</subfield><subfield code="f">--%%--</subfield><subfield code="d">--%%--</subfield><subfield code="e">n</subfield><subfield code="j">--%%--</subfield><subfield code="y">l01</subfield><subfield code="z">06-12-23</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://doi.org/10.17645/si.v11i4.7337</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://www.cogitatiopress.com/socialinclusion/article/view/7337</subfield></datafield></record></collection>
standort_str_mv	--%%--
standort_iln_str_mv	2019:--%%-- DE-Tü135:--%%-- 2403:--%%-- DE-LFER:--%%--
author	John, Oliver St
spellingShingle	John, Oliver St ssgn 0 misc additional language misc dialogue misc inclusion misc language use misc multilingual assistants misc second language learning Social Inclusion Through Multilingual Assistants in Additional Language Learning
authorStr	John, Oliver St
ppnlink_with_tag_str_mv	@@773@@(DE-627)791558738
format	electronic Article
delete_txt_mv	keep
author_role	aut
collection	KXP SWB GVK
remote_str	true
last_changed_iln_str_mv	2019@17-11-23 2403@06-12-23
illustrated	Not Illustrated
issn	2183-2803
topic_title	0 ssgn Social Inclusion Through Multilingual Assistants in Additional Language Learning additional language dialogue inclusion language use multilingual assistants second language learning
topic	ssgn 0 misc additional language misc dialogue misc inclusion misc language use misc multilingual assistants misc second language learning
topic_unstemmed	ssgn 0 misc additional language misc dialogue misc inclusion misc language use misc multilingual assistants misc second language learning
topic_browse	ssgn 0 misc additional language misc dialogue misc inclusion misc language use misc multilingual assistants misc second language learning
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
standort_txtP_mv	--%%--
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Social Inclusion
hierarchy_parent_id	791558738
signature	--%%--
signature_str_mv	--%%--
hierarchy_top_title	Social Inclusion
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)791558738 (DE-600)2779362-X (DE-576)410285277
title	Social Inclusion Through Multilingual Assistants in Additional Language Learning
ctrlnum	(DE-627)1870522869 (DE-599)KXP1870522869
title_full	Social Inclusion Through Multilingual Assistants in Additional Language Learning
author_sort	John, Oliver St
journal	Social Inclusion
journalStr	Social Inclusion
callnumber-first-code	-
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2023
contenttype_str_mv	txt
container_start_page	145
author_browse	John, Oliver St
selectkey	2019:l 2403:l
container_volume	11
class	0 ssgn
format_se	Elektronische Aufsätze
author-letter	John, Oliver St
doi_str_mv	10.17645/si.v11i4.7337
title_sort	social inclusion through multilingual assistants in additional language learning
title_auth	Social Inclusion Through Multilingual Assistants in Additional Language Learning
abstract	The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
abstractGer	The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
abstract_unstemmed	The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
collection_details	GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_694 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2050 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 ISIL_DE-LFER
container_issue	4
title_short	Social Inclusion Through Multilingual Assistants in Additional Language Learning
url	https://doi.org/10.17645/si.v11i4.7337 https://www.cogitatiopress.com/socialinclusion/article/view/7337
ausleihindikator_str_mv	2019:- 2403:n
remote_bool	true
ppnlink	791558738
title_alt	"Adult Migrants' Language Learning, Labour Market, and Social Inclusion"
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.17645/si.v11i4.7337
callnumber-a	--%%--
up_date	2024-09-19T08:09:02.206Z
_version_	1810611141039095808
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">1870522869</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240918101107.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231117s2023 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17645/si.v11i4.7337</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1870522869</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KXP1870522869</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">0</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">John, Oliver St</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Social Inclusion Through Multilingual Assistants in Additional Language Learning</subfield></datafield><datafield tag="246" ind1="1" ind2=" "><subfield code="i">Rubrikentitel</subfield><subfield code="a">"Adult Migrants' Language Learning, Labour Market, and Social Inclusion"</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The aim of this study is to evaluate and explore the deployment of adult migrants' first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden's Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students' efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students' L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin's thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers' conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs' socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students' personal experiences, extensive knowledge, and everyday communicative realities. The teacher's plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">additional language</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">dialogue</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inclusion</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">language use</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multilingual assistants</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">second language learning</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Social Inclusion</subfield><subfield code="d">Lisbon : Cogitatio Press, 2013</subfield><subfield code="g">11(2023), 4, Seite 145-155</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)791558738</subfield><subfield code="w">(DE-600)2779362-X</subfield><subfield code="w">(DE-576)410285277</subfield><subfield code="x">2183-2803</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:11</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:145-155</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17645/si.v11i4.7337</subfield><subfield code="x">Resolving-System</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.cogitatiopress.com/socialinclusion/article/view/7337</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2019</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ISIL_DE-Tue135</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_1</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_KXP</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_694</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2050</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2403</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2403</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ISIL_DE-LFER</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">11</subfield><subfield code="j">2023</subfield><subfield code="e">4</subfield><subfield code="h">145-155</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">2019</subfield><subfield code="1">01</subfield><subfield code="x">DE-Tü135</subfield><subfield code="b">441092348X</subfield><subfield code="c">00</subfield><subfield code="f">--%%--</subfield><subfield code="d">--%%--</subfield><subfield code="e">--%%--</subfield><subfield code="j">n</subfield><subfield code="y">l01</subfield><subfield code="z">17-11-23</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="b">4427652204</subfield><subfield code="c">00</subfield><subfield code="f">--%%--</subfield><subfield code="d">--%%--</subfield><subfield code="e">n</subfield><subfield code="j">--%%--</subfield><subfield code="y">l01</subfield><subfield code="z">06-12-23</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://doi.org/10.17645/si.v11i4.7337</subfield></datafield><datafield tag="981" ind1=" " ind2=" "><subfield code="2">2403</subfield><subfield code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://www.cogitatiopress.com/socialinclusion/article/view/7337</subfield></datafield></record></collection>
score	7.1674643

Nicht das Richtige dabei?

Schreiben Sie uns!

Social Inclusion Through Multilingual Assistants in Additional Language Learning

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?