Ingrid Andersson

Authentic Learning in a Sociocultural Framework: A case study on non‐formal learning

This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non‐formal setting where the group members shaped forms of learning themselves. The findings show that many features of non‐formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.

Language and space in a multilingual undergraduate physics classroom in Rwanda

This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffmans theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturers and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.

Negotiating meaning in multilingual group work : A case study of higher education in Rwanda

Abstract In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded group-work sessions initiated by a lecturer in a management course. The data were analysed drawing on theories relating to code-switching and learning in multilingual settings. Our findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than exclusion of languages used in Rwanda.

Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda

Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.