Universitetet i Agder: UiA Journal System
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Making place for sustainable welfare in rural settings
No full textThis article deals with how welfare organisations address challenges to foster public places that are capable of accommodating sustainable development. The overall aim of the study is to increase our understanding of the innovative states of mind among employees in rural welfare organisations, guiding how they forge places for the provision of legitimate sustainable welfare. Data were collected through ethnographic field studies in a public housing company in a rural municipality in southern Sweden. As we investigate the daily making and shaping of place in a rural public housing company, assigned to provide sustainable welfare, we will set out to analyse how employees act to create legitimate forms of sustainable welfare. Our unit of analysis concerns employees’ innovative state of mind as they engage in identifying placemaking activities recognised as able to provide appropriate contributions to sustainable everyday life for the rural population. The results show nuances due to place, forming patterns in the innovative states of mind that guide the property managers’ actions as they create legitimate, sustainable welfare in rural settings. The findings further suggest that placemaking, the daily making and shaping of places, in welfare organisations may sustain existing recognition of rural areas as peripheries or deprioritised places, reproducing a distinction between centre and periphery
Recherche collaborative Bilinguisme à la maternelle et au cycle 2 : développement professionnel et espace de (trans-)formation
No full textDans le cadre d’une recherche collaborative (RC) rattachée au site professionnel BILEM « Bilinguisme en maternelle et au cycle 2 » créé en 2019, des professionnel·les de l’école primaire, des chercheur·euses en didactique des langues de l’Université de Franche-Comté ainsi que le Centre académique pour la scolarisation des élèves allophones nouvellement arrivés et des enfants issus de familles itinérantes et de voyageurs coopèrent pour créer des ressources favorisant l’accompagnement des élèves, des familles et des professionnel·les inscrit·es dans des contextes de diversité linguistique et culturelle.
Un sous-groupe de travail questionne depuis 2021 les missions, les pratiques et le rôle professionnel des agents territoriaux spécialisés des écoles maternelles (ATSEM) dans l’accompagnement des élèves allophones et de leurs familles ainsi que dans la socialisation langagière plurilingue de ces élèves, en articulation avec le travail des professeur·e·s des écoles.
En nous appuyant sur diverses données de recherche, nous nous demandons en quoi l’engagement dans un groupe de travail pluri-catégoriel au sein d’une RC participe de la formation et du développement professionnel des membres impliqués·e·s. Cet article s’intéresse ainsi aux espaces de transitions, de continuité et de ruptures entre l’école, les élèves et les familles au niveau préscolaire en France.
 
Continuity across languages, cultures, and stakeholders: Carrying plurilingual suitcases into classrooms
No full textThis study explores the creation and testing of teaching materials aimed at promoting plurilingual and intercultural education in Swiss secondary schools. The piloting of these materials, grouped into six thematic units, involved 207 students from ten classes in Eastern Switzerland, revealing a highly diversified linguistic spectrum including European and non-European languages. The feedback brought to light positive engagement on the part of the students, but also challenges. These included the teaching materials' perceived lack of relevance to the pupil's everyday life outside school, and the difficulty for teachers to fit these activities into their busy schedules. While teachers expressed enthusiasm for plurilingual didactics, they perceived practical limitations due to time constraints as a significant obstacle. However, teachers recognised the potential of these activities to inspire pupils to be creative and alleviate their apprehensions about unfamiliar languages and cultures. The information gathered from the initial testing phases offers valuable insights for refining these materials and aligning them with the practical needs of classroom teaching, presenting an essential guide for effective implementation in different educational contexts, with the aim of ensuring a certain regularity to experiences of plurilingual education
Tværsproglighed i læreruddannelsen
No full textArtikel præsenterer et udviklings- og forskningsprojekt med fokus på udvikling af tværsproglig didaktik på læreruddannelsen i Danmark. Projektet er organiseret tværinstitutionelt som et samarbejde mellem universitet, university colleges og grundskoler og med fokus på brobygning mellem læreruddannelse og grundskole. Projektet bringer tværsproglige tilgange – i en bred forståelse af tværsproglighed, herunder translanguaging (García-Mateus & Palmer, 2017; García, 2009), flersprogethedsdidaktik (Candelier et al., 2012; Daryai-Hansen et al., 2019) og tværsproglig didaktik (Krogager Andersen, 2020) – fra teoretisk og empirisk forskning til afprøvning først i læreruddannelsens praksis og dernæst i grundskolens praksis. Projektet er både tværsprogligt og tværfagligt i sin organisering, idet det går på tværs af sprogfagene dansk, dansk som andetsprog (DSA), engelsk, fransk, spansk og tysk, og det beskæftiger sig således også med overgange mellem sprog og sprogfag.
Artiklen introducerer først udviklingsprojektets formål, indhold, organisering og resultater og dernæst forskningsprojektets formål, datagrundlag (fx refleksionslogs, interviews, observationer), analyser og resultater i relation læreruddanneres, lærerstuderendes, grundskolelæreres og grundskoleelevers oplevelser og erfaringer i forbindelse med de tværsproglige forløb. Artiklen diskuterer dels (a) organisatoriske, faglige og epistemologiske muligheder og udfordringer, og dels (b) modstand, engagement, barrierer og muligheder med henblik på fremtidig udvikling af tværsproglige tilgange på læreruddannelsen.This article presents a research and development project focusing on the development of plurilingual teaching in Danish teacher education. The project was conducted as an inter-institutional collaboration between a university, six university colleges and eight primary and lower secondary schools, taking as its point of departure a teaching development process in teacher education, cascading into plurilingual teaching in primary and lower secondary schools. The project is both plurilingual and interdisciplinary in its organization, as it includes Danish, Danish as a second language, English, French,German, and Spanish in teacher education, considering transitions between individual languages and language subjects.
The theoretical foundations of the project are grounded in a broad understanding of plurilingual teaching that draws on translanguaging (García-Mateus & Palmer, 2017; García, 2009), pluralistic approaches (Candelier et al., 2012; Daryai-Hansen et al., 2019) and plurilingual teaching (Krogager Andersen, 2020).
The article introduces the aims, content, organization, and results of the development project, and subsequently the aims, data, analyses, and results of the research project. The analysis reveals organizational, subject-specific, and epistemological opportunities and challenges in relation to plurilingual teaching in teacher education and primary school and illustrates how plurilingual teaching in the eyes of student teachers may be associated with resistance, engagement, barriers, and opportunities
The Norwegian Cooperation Model as a Framework for Innovation in an Industrial Company
No full textBased on a case study in a major Norwegian industrial company, this article explores the role of skilled workers in innovation. The framework for this case is the Norwegian cooperation model of established cooperation at the company level between managers and employees and their representatives. This form of cooperation, together with broad participation from all levels of employees, has proven to be important for innovation work, and this case explores why and how.
The article is based on data material that was also used in Hilsen and colleagues (2022). The case study is based on 6 first-time interviews in spring 2020, and 5 second-time interviews in spring 2021 with managers, union leaders, operators and apprentices, a total of 11 interviews. The interviews lasted approximately 45 – 60 minutes each. The taped interviews were transcribed, and it is this material that forms the basis for our analyses.
Through the systematic involvement of all levels of the company, two examples of process innovation were developed. Through the interviews, it became clear that this form of participation in improvement work and innovation rests on three conditions: that there is a structure for improvement work with meeting places and working methods, that the company has developed a culture for innovation with trust between the parties and open communication, and that both formal and informal cooperation on development has been established
How trade unions can influence the adoption of new technologies
No full textIn June 2023, Bridges 5.0 partner Valeria Cirillo and her colleagues at the University of Bari (Italy) published an article1 on trade union responses to the adoption of new technologies. Peter Totterdill talked to her about the article and its implications for Industry 5.0.  
Exploring teaching practices to stimulate meaningful language use in the Frisian trilingual primary school
No full textIn Frisian trilingual primary schools, Dutch, Frisian and English are taught through content and language integrated learning (CLIL). CLIL is often characterized as an umbrella term, which can be carried out in various ways, and including regional and/or minority languages which are used to different extents in the out-of-school context (Cenoz et al., 2014). Through the planning of meaning-focused communicative tasks (Ellis, 2009a), using different formats (Llinares & Dalton-Puffer, 2015), the students’ language use can be stimulated by co-construction of knowledge. However, little is known about how CLIL is implemented in the Frisian trilingual primary schools and how these practices are related to development in the three languages.
This paper addresses the following research question: Which meaning-focused teaching practices to stimulate target language use can be observed in the three target language lessons (Dutch, Frisian and English) at the end of the Frisian trilingual primary school (students aged 10 - 12 years), and how are these related to student language development in these languages? Data were collected by event sampling observations of 51 content-lessons in the three target languages in seven trilingual primary schools (n = 165 students), and for which an observation instrument was developed (Tjepkema, 2021) focusing on the CLIL teaching practices. Student language development in the three target languages was assessed using vocabulary and reading comprehension test. Taking a dynamic systems perspective (De Bot et al. 2007), quantitative analysis included the relation between the teaching practices to stimulate meaningful language use in the three languages and student language development in these languages. Results show that higher occurrences of the stimulation of meaningful language use are significantly related only to Frisian language development in terms of vocabulary and reading comprehension. Furthermore, there is evidence for a relation between the stimulation of meaningful language use in the Dutch lessons and Dutch reading comprehension development. However, no relation was found between meaningful use of English in English CLIL lessons and the students’ development of English.
Implications of our results for CLIL and bilingual education are related to the importance of developing teacher competences to stimulate meaningful language in content-based minority language education. Other implications for future research and policy making in multilingual education systems are discussed.
 
La machine à lire plurilingue : un outil numérique pour s’entrainer à lire en français langue seconde, en classe et à la maison
No full textL’article présente la mise en œuvre expérimentale d’un outil pédagogique numérique provisoirement nommé « la machine à lire plurilingue » dans des classes accueillant des enfants migrant·e·s plurilingues. L’analyse croise des observations de classes et des entretiens avec des enseignant·e·s et des parents
English reading challenges facing students transitioning from secondary education to (Swedish-medium) university education
No full textThis short paper presents three student scenarios showcasing academic reading expectations across different disciplinary learning settings for undergraduate study in Sweden. A brief discussion is offered around the pervasive presence of English texts in what is – nominally at least – Swedish-medium education. Implications for students’ transition from secondary to tertiary education are briefly provided.
Denna korta rapport presenterar tre studentscenarier som visar akademiska läsförväntningar inom olika disciplinära inlärningsmiljöer i Sverige. En kort diskussion erbjuds kring den omfattande närvaron av engelska texter i vad som – nominellt åtminstone – är utbildning på svenska. Konsekvenserna för studenters övergång från gymnasieutbildning till högre utbildning belyses kort