[Edling] NordEdLing seminar series autumn 2026

Tue Sep 1 06:48:20 UTC 2026

Dear fellow researchers,

The Nordic Research Network for Educational Linguistics is inviting you to the autumn online seminar series with Prof. Raffaella Negretti on transfer and metacognition in doctoral writing, Prof. Ingrid Gogolin on multilingualism in Physics, and Prof. Jenni Ingram on communication-responsiveness in Mathematics classrooms. We are thrilled to have such a research-strong line-up this autumn.

30 Sept, 15.00–16.00 (CET) Raffaella Negretti (Chalmers University of Technology, Sweden), Beyond academic writing: How multi-genre tasks promote transfer and metacognition in doctoral writing

What is academic writing expertise? Should writing pedagogy address only disciplinary and academic genres or should it aim to promoted students’ ability to communicate their knowledge across different situations including beyond academia? I will present a project that addresses how doctoral writing instruction can promote such adaptability through a multi-genre pedagogy approach. Drawing on genre theory and metacognition it examines pedagogical tasks designed to promote transfer and recontextualization across academic and popular science genres. Student texts and interviews show deliberate and metacognitive adaptation through linguistic reformulation and more complex rhetorical strategies such as storytelling and audience-oriented adjustments. The findings highlight how pedagogy can support flexible transferable writing practices beyond traditional academic genres.

Zoom: https://lnu-se.zoom.us/j/61819973764

4 Nov, 15.00–16.00 (CET) Ingrid Gogolin (University of Hamburg, Germany), Multilingual teaching and learning in Physics

Growing with more than one language is a reality for an increasing number of children and young people around the world—especially in cities and urban areas. In Hamburg for example about 45% of students grow up with a family language other than German. Schools are home to a wide range of language experiences: from monolingualism in a language other than the language of schooling (e.g., among children who have recently immigrated) to advanced reading and writing skills in the language of schooling as well as other languages. Linguistic diversity is therefore a fundamental prerequisite for teaching and learning in schools. This observation was the starting point for the research project “Physics Instruction in the Context of Linguistic Diversity” (PhyDiv) which we carried out @ University of Hamburg. The project focused on developing and testing instructional approaches that specifically take the linguistic composition of learning groups into account. Using physics as an example the study investigated whether—and under what conditions—students’ academic achievement in the subject can be improved when language is explicitly and systematically incorporated into instruction. The study also examined the extent to which the promotion of academic language skills in German and the additional use of multilingual resources can influence students’ subject comprehension and motivation in physics classes. In my contribution I will present the design of the project and most important results on the students’ achievement in physics and their opinions on the—unfamiliar—multilingual-sensitive physics instruction.

Zoom: https://lnu-se.zoom.us/j/69598426140

2 Dec, 15.00–16.00 (CET) Jenni Ingram (University of Oxford, UK), What does it mean to be responsive to communication in Mathematics classrooms?

Research on language and mathematics has highlighted how linguistic demands shape students’ opportunities to participate in mathematical activity. Drawing on findings from the Developing Language-Responsive Mathematics Classrooms project this talk describes our work with teachers on recognising and responding to the language challenges embedded in mathematical reasoning representation explanation and argumentation. Communication-responsiveness in mathematics classrooms requires attending to meanings constructed across language symbols diagrams examples and gestures.  I will explore what becomes visible when attention shifts to the relationship among communication meaning-making mathematical structure and coherence and consider the implications for research.

Zoom: https://lnu-se.zoom.us/j/61234293183

Please feel free to disseminate the information about the seminars. Should you have any questions or would you like to subscribe to the NordEdLing’s email list, drop a line to nordedling at lnu.se<mailto:nordedling at lnu.se>

Looking forward to your participation,
Sergej Ivanov
Chair of NordEdLing

_________________________
Sergej Ivanov, Senior Lecturer
Department of Swedish
Linnaeus University
351 95 Växjö, Sweden
https://lnu.se/en/staff/sergej.ivanov/

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