Profiles

BethAnne Paulsrud

BethAnne Yoxsimer Paulsrud

forskare

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Works at The Department of Swedish Language and Multilingualism
Telephone 08-16 37 03
Email bethanne.paulsrud@biling.su.se
Visiting address Universitetsvägen 10 D
Room D 468
Postal address Institutionen för svenska och flerspråkighet 106 91 Stockholm

About me

BethAnne Paulsrud is a postdoctoral researcher in the project MINTED at the Centre for Research on Bilingualism at Stockholm University, investigating national curricula in Sweden and Finland in a joint research project with the University of Helsinki. ​Dr. Paulsrud’s current research interests include translanguaging, linguistic ethnography, teacher education, multilingualism in education, education policy, family language policy, English-medium instruction, English in Sweden, and language ideology. 

Latest publications:

Paulsrud, B. & Straszer, B. (2018). We know the same languages and then we can mix them: A child’s perspectives on everyday translanguaging practices in the family. In Mazzaferro, G. (Ed.) Translanguaging as Everyday Practice. (p. 49-68) Springer International Publishing.

Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.) (2018). Transspråkande i svenska utbildningssammanhang. [Translanguaging in Swedish education contexts] Lund: Studentlitteratur.

Paulsrud, B. & Zilliacus, H. (2018). Flerspråkighet och transspråkande i lärarutbildningen.[Multilingualism and translanguaging in teacher education] In Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.)Transspråkande i svenska utbildningssammanhang.[Translanguaging in Swedish education contexts] (p. 27-48) Lund: Studentlitteratur.

Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (2018). Introduktion [Introduction]. In Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.)Transspråkande i svenska utbildningssammanhang [Translanguaging in Swedish education contexts]. (p.11-26) Lund: Studentlitteratur.

Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.) (2017). New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters.

Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (2017). Perspectives on Translanguaging in Education. In Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.) New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters.

Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (2017). Epilogue. In Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.) New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters.

Toth, J. & Paulsrud, B. (2017). Agency and affordance in translanguaging for learning: Case studies from English medium instruction in Swedish schools. In Paulsrud, B., Rosén, J., Straszer, B. & Wedin, Å. (Eds.) New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters.

Zilliacus, H., Paulsrud, B., & Holm, G. (2017). Essentializing vs. non-essentializing students’ cultural identities: curricular discourses in Finland and Sweden. Journal of Multicultural Discourseshttp://doi.org/10.1080/17447143.2017.1311335

 

Research

MINTED (2015-2018)

Multilingual and Intercultural Education in Sweden and Finland

 

Project participants

Centre for Research on Bilingualism

  • Professor Lena Ekberg 
  • Postdoctoral researcher BethAnne Paulsrud

University of Helsinki

  • Professor Gunilla Holm
  • Postdoctoral researcher Harriet Zilliacus
  • PhD student Ida Hummelstedt-Djedou
  • Professor Fritjof Sahlström (Åbo Akademi)
  • Assistant professor Anna Slotte

 

MINTED is a three-year collaboration (2015-2017) between the Centre for Research on Bilingualism, Stockholm University, and the Institute of Behavioural Sciences, University of Helsinki. The focus of the project is on multilingual and intercultural education in teacher training and compulsory schooling in Sweden and Finland. The investigation includes a study of policy documents, teacher education programmes, and classroom practices in Year 6 of primary school, with an aim to understand how primary school teachers are prepared for working with pupils with diverse backgrounds (i.e., language, ethnicity, genus, social class, and religion). The study explores how current teacher training programmes may resist social inequality and instead create possibilities for social justice. The project plan includes an analysis of policy documents (e.g., national curricula and teacher training syllabi) as well as field work (e.g., interviews and observations), both at universities offering teacher education and in primary school classrooms.

Publications

A selection from Stockholm University publication database
  • 2016. BethAnne Paulsrud. Journal of Immersion and Content Based Language Education 4 (1), 108-128

    This article presents a multi-site and multi-method doctoral dissertation study of English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two upper secondary schools. The research explores the status of EMI, reasons schools offer EMI, beliefs about EMI, and implementation of EMI in classrooms. The educational context is studied from an ecological perspective using methods based in linguistic ethnography. The results indicate that the few Swedish schools teaching content through another language tend to offer EMI — not content and language integrated learning (CLIL). Neither language learning nor 100% English instruction are the main goals of the schools.Translanguaging is abundant, affording both pedagogic and non-pedagogic functions. The study concludes that a development of definitions and practices of both EMI and CLIL in Sweden is needed, especially in relation to language policy and language hierarchy.

  • 2014. BethAnne Yoxsimer Paulsrud (et al.).

    This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom.

    A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden.

    The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used.

    In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

Show all publications by BethAnne Yoxsimer Paulsrud at Stockholm University

Last updated: October 24, 2018

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