SUPPORTING ADULT L2 LEARNERS’ CONTEXTUALIZED GRAMMAR KNOWLEDGE AND PRESENTATION SKILLS WHEN WORKING WITH TASKS RELATED TO WORK PLACEMENTS

Abstract

This study investigates how a teacher's feedback on oral presentations was integrated with grammar teaching in Swedish for immigrants (SFI) directed to adult learners of Swedish. It focuses on a course where students participated in both workplace placements and classroom activities. The data consists of transcribed audio recordings of six lessons. The findings show that the teacher's feedback on the students’ presentations focused on the interplay between written keywords and oral elaborations, as well as the use of visual resources. Moreover, the teacher used the students’ presentations as a starting point for discussing grammatical features in context. We discuss the findings in relation to research on focus on form (FonF) and contextualized grammar teaching, demonstrating how these traditions can complement each other. We argue that the findings have implications for second language teaching more broadly, highlighting the value of integrating multimodal elements into language instruction and using students’ multilingualism as a resource. © (2025), (International Association for Research in L1 Education (ARLE)). All rights reserved.

Keywords

Author Keywords

Swedish for Immigrants Translanguaging contextualized grammar teaching focus on form Second language teaching

Index Keywords

Author Affiliations

Linnaeus University, Kalmar, Kalmar, Kalmar, Sweden

OsloMet – StorbyUniversitetet, Oslo, Oslo, Norway

Funding & Acknowledgements

Vetenskapsrådet, VR

Grant: 2024

Funding text 1: This study adhered to the ethical guidelines outlined by the Swedish Research Council (2024). Before the study began, explicit informed consent was obtained from all participants. Students were informed, both orally and in writing, about the study's purpose, the voluntary nature of their participation, and their right to withdraw at any time. The written information was developed in collaboration with the teacher and tailored to suit with the students' expected language proficiency levels. Although the students had previously completed multiple consent forms as part of their participation in the municipal project, it was emphasized that this consent specifically pertained to research. When necessary, additional explanations were provided in other languages, facilitated by teachers or tutors proficient in the students' primary or dominant languages.; Funding text 2: The research was supported by the Crafoord Foundation (20240533).

Grant: 20240533

Funding text 1: This study adhered to the ethical guidelines outlined by the Swedish Research Council (2024). Before the study began, explicit informed consent was obtained from all participants. Students were informed, both orally and in writing, about the study's purpose, the voluntary nature of their participation, and their right to withdraw at any time. The written information was developed in collaboration with the teacher and tailored to suit with the students' expected language proficiency levels. Although the students had previously completed multiple consent forms as part of their participation in the municipal project, it was emphasized that this consent specifically pertained to research. When necessary, additional explanations were provided in other languages, facilitated by teachers or tutors proficient in the students' primary or dominant languages.; Funding text 2: The research was supported by the Crafoord Foundation (20240533).

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SUPPORTING ADULT L2 LEARNERS’ CONTEXTUALIZED GRAMMAR KNOWLEDGE AND PRESENTATION SKILLS WHEN WORKING WITH TASKS RELATED TO WORK PLACEMENTS

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