Pub Date : 2018-07-08DOI: 10.17011/apples/urn.201812014967
Annamari Martinviita
This article discusses the meaning and function of “community” as a discourse on the image-sharing website Imgur. The analysis shows that the community term has many meanings and serves as a shorthand for a wide variety of social practices, and these meanings are shaped by the experiences of social action leading to the use of the term. Based on ethnographic data, nexus analysis provides an understanding of how the interactions related to community on the site come to take place the way they do. In conceiving of these interactions as mediated discourse, the article provides a fresh approach to the long-established academic discussion on the definition of community, suggesting a new conception of the community term as a boundary object, which takes on various meanings and functions as it is employed in social action. On Imgur, the community term is associated with an imagined connection to similar others, a shared culture, and the commitment to participation required by the intertextuality of the site content and the challenge of learning to read and create the content that is popular on the site.
{"title":"The many faces of online community","authors":"Annamari Martinviita","doi":"10.17011/apples/urn.201812014967","DOIUrl":"https://doi.org/10.17011/apples/urn.201812014967","url":null,"abstract":"This article discusses the meaning and function of “community” as a discourse on the image-sharing website Imgur. The analysis shows that the community term has many meanings and serves as a shorthand for a wide variety of social practices, and these meanings are shaped by the experiences of social action leading to the use of the term. Based on ethnographic data, nexus analysis provides an understanding of how the interactions related to community on the site come to take place the way they do. In conceiving of these interactions as mediated discourse, the article provides a fresh approach to the long-established academic discussion on the definition of community, suggesting a new conception of the community term as a boundary object, which takes on various meanings and functions as it is employed in social action. On Imgur, the community term is associated with an imagined connection to similar others, a shared culture, and the commitment to participation required by the intertextuality of the site content and the challenge of learning to read and create the content that is popular on the site.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133520619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-08DOI: 10.17011/APPLES/URN.201809144126
F. M. Masaazi, Medadi E. Ssentanda, W. Ngaka
The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.
{"title":"On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era","authors":"F. M. Masaazi, Medadi E. Ssentanda, W. Ngaka","doi":"10.17011/APPLES/URN.201809144126","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201809144126","url":null,"abstract":"The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133528800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-08DOI: 10.17011/APPLES/URN.201809214208
Jeanette Toth
While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.
{"title":"Stakeholder beliefs in English-medium instruction for young learners in Sweden","authors":"Jeanette Toth","doi":"10.17011/APPLES/URN.201809214208","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201809214208","url":null,"abstract":"While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128360585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/apples/urn.201905092524
Johanna Ennser-Kananen
The #metoo movement reaching academia and Applied Linguistics creates a need for discussion on how we as scholars react to oppressive ideologies and behaviors in our community. However, this is not merely a question of processing cases of sexual harassment and assault. More deeply, we need conversations on who we do and do not know, read, and cite, and how to make our field more epistemologically equitable. This article hopes to elicit comments, reactions, and dialogue.
{"title":"Are we who we cite?","authors":"Johanna Ennser-Kananen","doi":"10.17011/apples/urn.201905092524","DOIUrl":"https://doi.org/10.17011/apples/urn.201905092524","url":null,"abstract":"The #metoo movement reaching academia and Applied Linguistics creates a need for discussion on how we as scholars react to oppressive ideologies and behaviors in our community. However, this is not merely a question of processing cases of sexual harassment and assault. More deeply, we need conversations on who we do and do not know, read, and cite, and how to make our field more epistemologically equitable. This article hopes to elicit comments, reactions, and dialogue.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123062498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/APPLES/URN.201903011689
Susana S. Fernández, H. Andersen
In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.
{"title":"Oral proficiency in second and third foreign languages in the Danish education system","authors":"Susana S. Fernández, H. Andersen","doi":"10.17011/APPLES/URN.201903011689","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201903011689","url":null,"abstract":"In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122489827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/APPLES/URN.201906253409
Stephanie Ohlberger, Claas Wegner
Many studies in recent years focused on the efficiency of bilingual education in different school settings. If a school pursues a regular implementation of CLIL modules instead of the establishment of proper CLIL streams, the student group that is affected by this teaching approach is much more diverse when compared to the preselected CLIL stream groups. In this regard, also students with high English anxiety and low self-efficacy will have to participate in the modules and it is particularly interesting to see how these student types deal with teaching units held in a foreign language. The study at hand presents results from an intervention at German schools with two biology units taught in English. Students aged 15 to 16 rated the affective effects of these modules by filling in a pre-post-follow up questionnaire. Results show that English anxiety can indeed be lowered, while students’ self-efficacy increases due to this intervention. Obviously, more research has to confirm whether this is the case for other age groups and subjects as well. Nonetheless, it is a good start to recommend employing CLIL modules on a greater scale since the effects are substantial even if students do not willingly choose to take part in CLIL.
{"title":"CLIL modules and their affective impact on students with high English anxiety and low self-efficacy","authors":"Stephanie Ohlberger, Claas Wegner","doi":"10.17011/APPLES/URN.201906253409","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201906253409","url":null,"abstract":"Many studies in recent years focused on the efficiency of bilingual education in different school settings. If a school pursues a regular implementation of CLIL modules instead of the establishment of proper CLIL streams, the student group that is affected by this teaching approach is much more diverse when compared to the preselected CLIL stream groups. In this regard, also students with high English anxiety and low self-efficacy will have to participate in the modules and it is particularly interesting to see how these student types deal with teaching units held in a foreign language. The study at hand presents results from an intervention at German schools with two biology units taught in English. Students aged 15 to 16 rated the affective effects of these modules by filling in a pre-post-follow up questionnaire. Results show that English anxiety can indeed be lowered, while students’ self-efficacy increases due to this intervention. Obviously, more research has to confirm whether this is the case for other age groups and subjects as well. Nonetheless, it is a good start to recommend employing CLIL modules on a greater scale since the effects are substantial even if students do not willingly choose to take part in CLIL.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113970739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/APPLES/URN.201903251959
Åsa Wedin, Annika Norlund Shaswar
This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.
{"title":"Whole class interaction in the adult L2-classroom","authors":"Åsa Wedin, Annika Norlund Shaswar","doi":"10.17011/APPLES/URN.201903251959","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201903251959","url":null,"abstract":"This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120959329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/apples/urn.201910224569
E. Tapio
The paper reports the initial findings of the first phase of the research and development project PICCORE – Picture Communication in Reception Centres. The goal was to map the use of pictures and other visual modes of communication at reception centres in Finland using an ethnographic, multimodal research approach. The ethnographic data was collected at four reception centres in Finland. A multimodal viewpoint draws attention to how action and meanings are mediated through pictures. The initial findings mark established practices for enabling and coordinating mutual attention, supporting the use of visual and embodied resources in interactions and – as a consequence – supporting mutual understanding.
{"title":"Developing picture communication for interactional situations at the beginning of the asylum process","authors":"E. Tapio","doi":"10.17011/apples/urn.201910224569","DOIUrl":"https://doi.org/10.17011/apples/urn.201910224569","url":null,"abstract":"The paper reports the initial findings of the first phase of the research and development project PICCORE – Picture Communication in Reception Centres. The goal was to map the use of pictures and other visual modes of communication at reception centres in Finland using an ethnographic, multimodal research approach. The ethnographic data was collected at four reception centres in Finland. A multimodal viewpoint draws attention to how action and meanings are mediated through pictures. The initial findings mark established practices for enabling and coordinating mutual attention, supporting the use of visual and embodied resources in interactions and – as a consequence – supporting mutual understanding.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124865120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/apples/urn.201903011687
C. Bardel, Gudrun Erickson, Rakel Österberg
This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
{"title":"Learning, teaching and assessment of second foreign languages in Swedish lower secondary school","authors":"C. Bardel, Gudrun Erickson, Rakel Österberg","doi":"10.17011/apples/urn.201903011687","DOIUrl":"https://doi.org/10.17011/apples/urn.201903011687","url":null,"abstract":"This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123532973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17011/APPLES/URN.201907063590
Annika Norlund Shaswar, Åsa Wedin
This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.
本文着重论述了语言学习策略在短期教育成人第二语言教育中的运用与构建。在一个案例研究中，我们探讨了一名学生和一名教师如何使用和共同构建LLS。本文的数据是在一个行动研究项目中创建的，该项目由两所瑞典移民学校(SFI)组成，使用的方法是基于语言人种学的课堂观察。Griffiths (2013, p. 15)将LLS定义为“学习者为了调节自己的语言学习而有意识地选择的活动”。对于LLS的分析，我们选择了Oxford(1990)的分类法。在选择的案例中，教师和学生共同构建直接策略和间接策略。在他们的共同建构中，他们有时似乎在一起工作，都使用由他们中的一个发起的策略，有时似乎有相反的目标，因此教师发起的策略对学生来说是复杂的，而学生发起的策略被教师抵消。老师提倡的一些对学生来说很难的LLS似乎要求他还没有掌握的读写技能。这强调了使教学适应学习者个人的语言和读写能力的重要性。它还强调了对这组学生进行进一步研究的重要性，以便找到在发展功能性读写技能的过程中起作用的策略。
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