Profiles

Natalia Ganuza

Natalia Ganuza

Universitetslektor

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Arbetar vid Institutionen för svenska och flerspråkighet
Telefon 08-16 14 09
E-post natalia.ganuza@biling.su.se
Besöksadress Universitetsvägen 10 D
Rum D 462
Postadress Institutionen för svenska och flerspråkighet 106 91 Stockholm

Om mig

Universitetslektor och docent i tvåspråkighet. Ställföreträdande föreståndare för Centrum för tvåspråkighetsforskning.

Arbetsuppgifter: forskning, undervisning och administration. 

Projekt:

2013–2016 ”The role of mother-tongue instruction for the biliteracy development of Somali-Swedish speaking children in the early school years” [VR 721-2012-4275]. Tillsammans med Dr Christina Hedman, Inst. för språkdidaktik, Stockholm universitet.

2002–2008 ”Language and language use among adolescents in multilingual urban settings” [RJ 2000-5124:01]. Projektledare: Professor Inger Lindberg, Stockholm universitet.

2000–2003 “Language, language ideologies, and the educational experiences of Chilean students in Sweden and retornados in Chile” [RJ 1999-0027:1-2]. Projektledare: Professor Kendall King, Georgetown University/University of Minnesota. 

Övrigt:

Besök gärna min sida på Academia.edu: https://su-se.academia.edu/NataliaGanuza

Tillsammans med Dr. Susan Sayehli skriver jag korta populärvetenskapliga texter om aktuell forskning om flerspråkighet inom ramen för Skolverkets forskningsbevakning. Läs mer här: https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskning

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2018. Natalia Ganuza, Christina Hedman. Nordand 13 (1), 4-22

    Denna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit i modersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnena modersmål, svenska som andraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden och ämnets marginaliserade position i det svenska utbildningssystemet.

  • 2018. Linus Salö (et al.). Language Policy

    This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover, while the policies of both states devalue skills in mother tongues other than the legitimate language of each society, this position is more pronounced in the Danish context. The article explores the two state’s position on MTI, as expressed in policy as well as in discourse produced in the political and academic field of each state. It subscribes to Pierre Bourdieu’s framework, within which state policy is conceived as the product of historical struggle and cross-field effects. The analysis shows that the national differences in MTI exist because of the differing ways in which agents from the academic vis-à-vis the political field have succeeded in imposing their visions in the bureaucratic field from which policies are produced. Ultimately, this circumstance explains why the Swedish discussion on MTI may be characterized as having been academically founded, while the Danish discussion has remained a matter of political consideration. In the latter case, we argue, it is particularly tangible that MTI is a politicized object of struggle, where agents seek to control the exchange rate of linguistic resources and, in effect, the social worth of different speakers.

  • 2018. Clara Palm, Natalia Ganuza, Christina Hedman. Journal of Multilingual and Multicultural Development

    This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to being able to claim ‘Somaliness’, not only by the adolescents but also by the surroundings. Thus, advanced Somali language proficiency was perceived as necessary for being able to pass as ‘culturally authentic’ (Jaffe, A. [2012]. “Multilingual Citizenship and Minority Languages.” In The Routledge Handbook of Multilingualism, edited by M. Martin-Jones, A. Blackledge, and A. Creese, 83–99. London: Routledge). Furthermore, being perceived as unproficient in Somali or unable to transmit the language to future generations was experienced as guilt-provoking. Nevertheless, the adolescents articulated a compliance with the dominant linguistic order in Sweden, and their school’s assimilatory language rules (‘Swedish-only’). This compliance was associated with good manners and moral behaviour, thus reflecting the potentially harmful and pervasive nature of assimilatory language ideology and policy for individual students. The findings exemplify in many ways the struggles it entails to maintain and develop a minoritised language in a majority language context and the complex ‘ideological enterprise’ of language learning with its educational and ethical dilemmas.

  • 2018. Natalia Ganuza, Christina Hedman. En god fortsättning - nyanländas fortsatta väg i skola och samhälle, 163-180
  • Natalia Ganuza, Christina Hedman. Applied Linguistics
  • 2017. Natalia Ganuza, Christina Hedman. New Perspectives on Translanguaging and Education, 208-226
  • 2015. Natalia Ganuza, Christina Hedman. Language and Education 29 (2), 125-139

    This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers’ narratives center round issues of legitimacy, both for the subject per se and for the teachers’ right to be viewed as ‘real’ teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a ‘common heritage’ and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.

  • 2015. Ulrike Freywald (et al.). Language, Youth and Identity in the 21st Century, 73-92
  • 2008. Natalia Ganuza. Nordand 2 (3), 57-81
  • 2005. Kendall King, Natalia Ganuza. Journal of Language, Identity & Education 4 (3), 179-199
  • 2012. Kenneth Hyltenstam, Natalia Ganuza. Proceedings of the Workshop on Linguistic Rights in Education, 221-230
Visa alla publikationer av Natalia Ganuza vid Stockholms universitet

Senast uppdaterad: 19 november 2018

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