Oliver St john
Position: Senior Lecturer School/office: School of Humanities, Education and Social SciencesEmail: b2xpdmVyLnN0LWpvaG47b3J1LnNl
Phone: +46 19 303302
Room: F3236
About Oliver St john
Personal profile
Oliver St John is a senior lecturer in education and teacher educator at Örebro University, Sweden. With a background in secondary school language teaching, he has taught and initiated research within the fields of second or additional language acquisition and pedagogy.
Thesis
His thesis – Approaching classroom interaction dialogically – accounts for multilingual pedagogical encounters in a ‘bilingual’ secondary school as both local accomplishments and dialogic action. The thesis seeks to show how both conversation analysis and dialogism are relevant for exploring some of the studies’ central questions such as “What contextual features of a target event deserve analytic attention?”, “What are the dynamics that create meaning making possibilities in the classroom?” and “Given the formative potentials of any sociocultural milieu, how may we understand the agency of social actors?”
Treating classroom interaction as dialogic action implies a counter stance to the educational pursuit of results linked to predetermined goals. Rather than viewing learning in terms of transmission and predictable outcomes, learning is conceived as co-actualized in and through coherent counter response to others and their different, even alien, kinds of orientations. This insight, in turn, implies a pedagogy which addresses, first and foremost, not school subjects, but pupils, students, on particular topics and is oriented towards an answer from a full range of responses. Working dialogically in the classroom assumes that any pedagogic encounter is part of the unfinalizable dialogue within a particular subject sphere. It seeks to capitalize on the interanimation between bounded instruction and emergent counter engagement for making distinct wider parameters of possible perception.
Newly arrived pupils and translanguaging
Oliver’s current research focuses on the learning conditions for newly arrived students and the kind of school-based provision that enables them to succeed at school. The extent to which these pupils experience inclusion in schools is critical for their chances to find haven and participate meaningfully in the wider social community.
Translanguaging offers a challenging and expansive conceptual lens for understanding the linguistically hybrid yet fluid meaning-making practices of multilinguals (Garcia & Wei 2014; Creese & Blackledge 2010; 2015). It highlights the capacity of bi- and multilinguals to make themselves understood and produce nuanced meanings by gliding between languages so that they use a variety of features and practices from their whole linguistic repertoires. Such communicative mobility on the basis of all a speaker’s linguistic resources has significant promise for gaining opportunity to contribute to instructional processes and collaborate with other students so that (language) learning is maximized. Translanguaging is communicatively enabling and therefore affords great potential to support newly arrived pupils and students in their efforts to master additional and academic languages in schools while maintaining their mother tongues.
Current research and projects
Familjestödjare: Ett sätt att utveckla partnerskap mellan skola och hem?
Skolans kompensatoriska uppdrag innebär en strävan att uppväga skillnader i elevernas förutsättningar att tillgodogöra sig utbildningen.
År 2019 tog en skola i Örebro beslutet att anställa en familjestödjare på F-3 för att stärka samverkan mellan skola och vårdnadshavare. År 2022 utökar skolan med ytterligare två familjestödjare med fokus på 4-6 respektive 7-9. Där vårdnadshavare saknar tilltro till sin egen förmåga att stötta barnen i inlärningen, kan en ”mentor” i form av familjestödjaren förse både vårdnadshavare och skolpersonal med samarbetsutvecklande
stödinsatser som ökar förutsättningarna för barnen att lyckas i skolan. I den nationella strategin för föräldraskapsstöd efterlyses universella arenor för föräldraskapsstöd. Familjestödjare i skolan kan möta vårdnadshavare i skolan genom relations-byggande arbete som bygger på tillit och tillgänglighet. Tjänsten kan även fungera som en ingång för vårdnadshavare i behov av stöd från andra samhällsaktörer.
Studien syftar till att bidra med kunskap om skolans uppdrag att samarbeta med föräldrar, och hur skolan kan använda sig av familjestödjare i detta arbete. Projektet söker svar på hur resultatet av arbetet som påbörjats kan användas för att utveckla rollen mot en etablering av denna verksamhet i flera skolor. Arbetet syftar till att välkomna vårdnadshavare som en naturlig och värderad samarbetspartner i barnets lärande.
The bilingual language assistant project (Autumn, 2019)
Introduction
The use of a learner’s mother tongue during additional language acquisition is widely heralded as a crucially important learning asset (Cummins, 2017; Hyltenstam & Milani, 2012; Nilsson & Axelsson, 2013). To understand and be understood is central in all learning and knowledge formation (Bruce et al. 2016). While bilingual educational policy in Sweden highlights the use of pupils’ pre-existing linguistic knowledge as a learning resource, monolingual norms and pedagogies stifle such intentions and pupils’ indigenous voices (Björk-Willén, 2006; Duek, 2017; Jalali-Moghadam & Hedman, 2016). With regard to second or additional language learning, one strategy for providing newcomer students with language support is to introduce bilingual language assistants (språkstödjare) into the instructional design of language learning courses (Macaro et al., 2014). Bilingual language assistants (BLAs) are those who speak a learner’s mother tongue and can use it alongside teachers who do not speak this language, to support the learner in acquiring an additional language.
Project background and aims
The bilingual language assistant project (BLAP) has developed from the vision of a Swedish for immigrants (SFI) teacher team whose concern over the low number of students who reach the minimum requirement levels of courses A and B spurred them to bring about organizational change. Their commitment led to the recruitment of nine mother tongue BLAs in August, 2017, employed 50% for the autumn term, and the launch of a 6-month pilot study carried out by researcher and practitioners in concert. The LAs’ mother tongues included several Arabic varieties, Dari and Somali. The aim of the current practice-based research project is to build on the findings of the pilot study and, in cooperation with the teachers and school leadership, to gauge the value of using BLAs by documenting the development of the project and investigating the quality of the pedagogical conditions created through BLA-mediated teaching for student learning. A further aim is to prepare the ground for a two-year project which combines qualitative and quantitative research strategies in the task of measuring the effect of BLA support on newly arrived students language performance and success rates. The ultimate purpose of researching the effect of BLA-supported teaching on student progress is to develop this teacher-BLA partnership, enhance its pedagogical value and share this practice-based research knowledge.
Pilot study results
The pilot study results point to significant positive effects of BLA participation in the first SFI study course. The middle and final student interviews provide evidence of advantageous learning experiences and a strong sense of personal and pedagogical support from the mother tongue assistants. Both students and BLAs emphasize the critical role bilingual assistance plays in building up students’ self-esteem and giving them hope as a necessary condition for motivating language learning. All the participants agreed that, given the BLA’s understanding of the students’ cultural differences and linguistic vulnerability, they are able to explain language and cultural difficulties in a way which the teachers simply cannot.
The BLA’s interview responses coupled to observations of their classroom performance show a strong learning curve connected to an evolving realization of the role they need to play. A significant pedagogical result was a general appreciation of the need to make a clear distinction between helping (doing the work for the students) and supporting (enabling students to do the work themselves) students in their language learning and the significant benefits of achieving the latter. From a tendency to supply the correct answer immediately, the BLAs developed scaffolding techniques which moved significantly towards maintaining a strategic balance between challenge and support. Another finding is that the way BLAs use Swedish, the target language, with the students is as important for understanding instruction as mother tongue use.
While there may be potential disadvantages connected to the inclusion of BLAs into SFI education such as a dependency on assistant support and an incongruity between methods used by teachers and BLAs, the evidence is overwhelming that the advantages of bilingual language assistance at this level of language learning outweigh possible disadvantages.
Research projects
Active projects
Research groups
Publications
Articles in journals
- St John, O. (2023). Social Inclusion Through Multilingual Assistants in Additional Language Learning. Social Inclusion, 11 (4), 145-155. [BibTeX]
- St John, O. & Liubinienė, V. (2021). “This is not my world”: Essential support strategies for newly arrived adult migrants learning Swedish. Sustainable Multilingualism, 18, 85-110. [BibTeX]
- St John, O. (2018). Between question and answer: Mother tongue tutoring and translanguaging as dialogic action. Translation and Translanguaging in Multilingual Contexts, 4 (3), 334-361. [BibTeX]
- St John, O. & Cromdal, J. (2016). Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions. Discourse processes, 53 (4), 252-279. [BibTeX]
- St John, O. (2010). Bilingual lexical interillumination in the foreign language classroom. Language, Culture and Curriculum, 23 (3), 199-218. [BibTeX]
Chapters in books
- St John, O. (2022). Flerspråkigt stöd genom språkstödjare: Möjligheter och utmaningar. In: Kristina Aldén; Mikael Olofsson, Möjligheter till lärande: Andraspråksdidaktik i ett kritiskt perspektiv (pp. 49-64). Stockholm: Liber. [BibTeX]
- St John, O. (2022). Flerspråkigt stöd i Svenska för invandrare. In: Inger Eriksson; Ann Öhman Sandberg, Praktikutvecklande forskning mellan skola och akademi: Utmaningar och möjligheter vid samverkan. Lund: Nordic Academic Press. [BibTeX]
- St John, O. (2021). Doing multilingual language assistance in Swedish for immigrants classrooms. In: P. Juvonen & M. Källkvist, Pedagogical Translanguaging: Teachers and Researchers Shaping Plurilingual Practices. Bristol, UK: Multilingual Matters. [BibTeX]
- Bagga-Gupta, S. & St John, O. (2017). Making complexities (in)visible: Empirically-derived contributions to the scholarly (re)presentations of social interactions. In: Sangeeta Bagga-Gupta, Marginalization processes across different settings: going beyond the mainstream (pp. 352-388). Newcastle-upon-Tyne: Cambridge Scholars Publishing. [BibTeX]
- St John, O. & Elsen, A. (2007). Learner autonomy and intercultural competence. In: Manuel Jiménez Raya and Lies Sercu, Challenges in Teacher Development: Learner Autonomy and Intercultural Competence (pp. 15-38). Frankfurt am Main: Peter Lang Publishing Group. [BibTeX]
- St John, O. & Sercu, L. (2007). Teacher beliefs and their impact on teaching practice: A literature review. In: Manuel Jiménez Raya and Lies Sercu, Challenges in Teacher Development: Learner Autonomy and Intercultural Competence (pp. 41-64). Frankfurt am Main: Peter Lang Publishing Group. [BibTeX]
- St John, O. (2006). Interkulturell kommunikativ kompetens i lärarutbildningen i främmande språk. In: Ulrika Tornberg, Mångkulturella aspekter på språkundervisningens kommunikativa praktiker: En konferensrapport (pp. 145-166). Örebro, Sweden: Örebro universitet, Pedagogiska institutionen. [BibTeX]
- St John, O. (2004). Towards a Pedagogy for FL Intercultural Competence. In: Marko Modiano, Cultures in Contact: A Festschrift for Ingrid Westin (pp. 51-79). Gävle, Sweden: Högskolan i Gävle. [BibTeX]
- St John, O. (2003). Intercultural Competence. In: Kees van Esch and Oliver St John, A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education (pp. 31-52). Frankfurt am Main: Peter Lang Publishing Group. [BibTeX]
- St John, O. & Elsen, A. (2003). Profiling for progress. In: Kees van Esch and Oliver St John, A framework for freedom: learner autonomy in foreign language teacher education (pp. 181-199). Frankfurt am Main: Peter Lang Publishing Group. [BibTeX]
- St John, O. (2001). Communication and Language Pedagogy. In: Bengt Schüllerqvist, Roy Nilsson, Lärarutbildningens ämnesdidaktik: artiklar om den egna undervisningen presenterade vid konferens 27-28 september 2000 vid Högskolan i Gävle (pp. 115-147). Gävle: Högskolan i Gävle. [BibTeX]
Collections (editor)
- Adinolfi, L. (ed.) , Link, H. (ed.) & St John, O. (ed.) (2018). Translanguaging - researchers and practitioners in dialogue. Amsterdam: John Benjamins Publishing Company (Translation and Translanguaging in Multilingual Contexts Vol. 4, No. 3). [BibTeX]
Conference papers
- St John, O. (2023). Inkludering av sfi-elever i andraspråksinlärning genom språkstödjare. Paper presented at Språklig medvetenhet och aktivitet på sfi, i kursplaner, undervisning och bedömning, Nationellt centrum för svenska som andraspråk, Stockholms universitet, 5 oktober, 2023. [BibTeX]
- St John, O. (2023). Lifting adult migrants to learn Swedish through translingual assistance. Paper presented at The 15th Nordic conference of basic literacy for adult immigrants, Alfarådet, Gullbrannagården, Halmstad, Sweden, April 19-21, 2023. [BibTeX]
- St John, O. (2023). Metalinguistic leverage for emergent adult bilinguals learning an additional language (AL). Paper presented at Alfakonferens 2023 - Vuxna invandrare med kort eller ingen tidigare skolgång, Gullbrannagården, Halmstad, Sweden, 19-21 april, 2023. [BibTeX]
- St John, O. (2023). Metalinguistic leverage for emergent adult bilinguals learning an additional language (AL). Paper presented at The 15th Nordic conference of basic literacy for adult immigrants, Alfarådet, Gullbrannagården, Halmstad, Sweden, April 19-21, 2023. [BibTeX]
- St John, O. (2023). Nya modeller för utveckling av skolans samverkan med vårdnadshavare. Paper presented at Skolledarnätverkets träffen, Regionalt utvecklingscentrum (RUC), Örebro universitet, 7 november, 2023. [BibTeX]
- St John, O. (2023). Parent Support Advisor/Family Support Worker: A way of developing partnership between school and home?. Paper presented at NERA 2023 ”Digitalization and Technologies in Education – Opportunities and Challenges”, Oslo, Norway, March 15-17, 2023. [BibTeX]
- St John, O. (2023). The leverage and limits of Action Research for teachers as researchers of Pedagogical Translanguaging. Paper presented at 4th International Conference on Translanguaging, Translanguaging in the Age of (Im)mobility (TIM2023), Dalarna University, Falun, Sweden, June 12-14, 2023. [BibTeX]
- St John, O. & Myllylä, J. (2022). ”Att lyfta dom att lära sig svenska också”: Flerspråkigt stöd i Sfi genom språkstödjare. Paper presented at Möjlighet till lärande - andraspråksdidaktik i ett kritiskt perspektiv (Symposium 2022), Nationellt centrum för svenska som andraspråk, Stockholms universitet, Stockholm, 13-14 oktober, 2022. [BibTeX]
- St John, O. (2022). Doing migration digitally: A preliminary analys of migrants’ attitudes to digital resources. Paper presented at Migration, Multiliteracies, Digitalization, Language use, and Integration in the Global North and South, (Virtual symposium), Örebro, Sweden, August 25-26, 2022. [BibTeX]
- St John, O. & Myllylä, J. (2022). Flerspråkigt stöd genom språkstödjare - från utmaningar till utvecklingsmöjligheter. Paper presented at Framtidens Lärarutbildning - erfarenheter och visioner, Örebro universitet, Örebro, 15-16 mars, 2022. [BibTeX]
- St John, O. , Räihä, H. , von Post, C. , Chang'ach, J. , Achieng, R. & Rotich, T. (2022). Internationalization of higher education i leveraging global inequalities. Paper presented at Public lecture. Moi University, Moi, Kenya. [BibTeX]
- Räihä, H. , von Post, C. , St John, O. , Chang´ ach, J. , Ogwari, R. & Rotich, T. (2022). Migrant Inclusion In The Global North and South: Strategies for Sustainable Futures. In: Yagut Alieva, Kiyal Kamchybekova Abdiraim, XII. INTERNATIONAL CONFERENCE ON SOCIAL RESEARCH AND BEHAVIORAL SCIENCES, November 12-13, 2022, Antalya / TURKEY Proceeding Book. Paper presented at XII. International Conference on Socıal Research and Behavioral Sciences, Antalya, Turkey, November 12-13, 2022. (pp. 13-24). SADAB. [BibTeX]
- Räihä, H. , von Post, C. , St John, O. , Chang´ ach, J. , Ogwari, R. & Rotich, T. (2022). Migrants' Attitudes to and Use of Digital Technologies: Does Context Matter?. In: Yagut Alieva; Kiyal Kamchybekova Abdiraim, XII. INTERNATIONAL CONFERENCE ON SOCIAL RESEARCH AND BEHAVIORAL SCIENCES, November 12-13, 2022, Antalya / TURKEY Proceeding Book. Paper presented at XII. International Conference on Socıal Research and Behavioral Sciences, Antalya, Turkey, November 12-13, 2022. (pp. 46-54). SADAB. [BibTeX]
- Räihä, H. , von Post, C. , St John, O. , Chang´ ach, J. , Ogwari, R. & Rotich, T. (2022). The Salience of Digital Literacy in Agentic Integration of Migrants in Refugee Camps in Kenya. In: Yagut Alieva; Kiyal Kamchybekova Abdiraim, XII. INTERNATIONAL CONFERENCE ON SOCIAL RESEARCH AND BEHAVIORAL SCIENCES, November 12-13, 2022, Antalya / TURKEY Proceeding Book. Paper presented at XII. International Conference on Socıal Research and Behavioral Sciences, Antalya, Turkey, November 12-13, 2022. (pp. 25-37). SADAB. [BibTeX]
- St John, O. (2019). Multilingual support and translanguaging for students learning Swedish as an additional language (SAL). In: The third Swedish Translanguaging Conference Abstracts. Paper presented at Translanguaging in the Individual, at School and in Society (TL2019), Linnaeus University, Växjö, Sweden, April 11-12, 2019. Linnaeus University. [BibTeX]
- St John, O. (2018). "Not teacher, not interpreter. I am a language assistant": Enabling newly arrived students to learn Swedish through bilingual language assistants (BLAs). Paper presented at ECER 2018 "Inclusion and Exclusion. Resources for Educational Research?" Free University of Bolzano-Bozen, Italy, September 4-7, 2018. [BibTeX]
- St John, O. (2017). Newly arrived pupils: Voices in counterpart and threshold experiences. Paper presented at Transcon 2017, "Translanguaging - researchers and practitioners in dialogue". Örebro University, Örebro, Sweden, March 28-29, 2017. [BibTeX]
- St John, O. (2017). Study guidance as translanguaging response to newly arrived pupils. Paper presented at 18th World Congress of Applied Linguistics (AILA 2017), "Innovation and Epistemological Challenges in Applied Linguistics", Rio de Janeiro, Brazil, July 23-28, 2017. [BibTeX]
- St John, O. (2016). Intersubjectivity and alterity in classroom interaction. Paper presented at Nordisk Relationell Pedagogik (NORP), Conference and Network meeting, Stockholm, Sweden, March 17-18, 2016. [BibTeX]
- St John, O. (2016). Newly arrived pupils and translanguaging. Paper presented at EAPRIL Conference 2016 "Challenges of the Digital Era for Education, Learning and Working: Researchers and Practitioners in Dialogue", Porto, Portugal, November 22-25, 2016. [BibTeX]
- St John, O. (2015). Dialogism and CA in (exploratory) dialogue. Paper presented at Norrköpings utbildningsvetenskapliga seminarieserie (NorrUt), Linköping University, Linköping, Sweden, December 9, 2015. [BibTeX]
- St John, O. (2015). Towards dialogic analysis of classroom interaction. Paper presented at Popular science lecture, Akademisk Högtid, Örebro University, Örebro, Sweden, February 7, 2015. [BibTeX]
- St John, O. (2014). "I'm a pigg man": Translanguaging against bilingual data and Bakhtin. Paper presented at European Association for Research and Instruction (EARLI), Social interaction research Conference. Open Spaces for Interaction and Learning Diversities, Padova, Italy, August 27-30, 2014. [BibTeX]
- St John, O. (2014). Towards dialogic analysis of classroom interaction: Operationalizing Bakhtin in empirically-driven study of human interaction. Paper presented at Dialogue in Action for Learning (DIAL), International symposium on dialogism, Örebro University, Örebro, Sweden, December 9-10, 2014. [BibTeX]
- St John, O. (2012). Interactional inteillumination and participation in an additional language learning setting. Paper presented at "Marginalization Processes", International multidisciplinary workshop, Örebro, Sweden, April 26-28, 2012. [BibTeX]
- Bagga-Gupta, S. & St John, O. (2011). Doing instructions: exploring instructions in multilingual classroom interaction. Paper presented at 14th Biennial Conference of EARLI, European Association for Research on Learning and Instruction, Education for a Global Networked Society, Exeter, UK. 30 August-3 September 2011. [BibTeX]
- Bagga-Gupta, S. & St John, O. (2010). Making complexities invisible?: Contributions to the representation of social interaction in scholarly writings. Paper presented at The biennal Earli joint-SIG Social Interaction, Learning and Diversity meeting: “Moving through Cultures of Learning” in Utretch, The Netherlands, 2-3 September 2010. [BibTeX]
- Bagga-Gupta, S. & St John, O. (2010). Orchestrating feedback: a study of teacher-student multimodal interaction in a language learning setting. Paper presented at The biennal Earli joint-SIG Social Interaction, Learning and Diversity meeting: “Moving through Cultures of Learning” in Utretch, The Netherlands. [BibTeX]
- St John, O. (2009). Code Alternation and Alignment in an International School. Paper presented at The Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, Stockholm University, Stockholm, Sweden, June 3-5, 2009. [BibTeX]
- St John, O. (2009). The intersected word: Viewing intersectionality through a CA lens. Paper presented at International Research Symposium on Intersectionality, Örebro University, Örebro, Sweden, October 8-9, 2009. [BibTeX]
- St John, O. (2008). Bilingual speech and identity work in language education. Paper presented at Språk på G..., LMS (Lärare i Moderna Språk) nationella konferens, Visby, Sweden, April 5-6, 2008. [BibTeX]
- St John, O. (2008). Practice and Presence: Bilingual interaction and identities in an 'international' school setting [LISA 21 and pilot study findings]. Paper presented at EARLI Advanced Study Colloquia, Stellenbosch University, South Africa, January 14-18, 2008. [BibTeX]
- Bagga-Gupta, S. , Allard, K. , St John, O. & Nordmark, M. (2008). Understanding communication and identities in culturally diverse school settings in present day Sweden: empirical explorations from 3 different language profile schools in present day Sweden. Paper presented at The biennal Earli joint-SIG Social Interaction, Learning and Diversity meeting, Göteborg. [BibTeX]
- St John, O. & Allard, K. (2007). LISA 21 project poster presentation. Paper presented at 12th Biennial Conference for Research on Learning and Instruction (EARLI 2007), Budapest, Hungary, August 28 - September 1, 2007. [BibTeX]
Doctoral theses, comprehensive summaries
- St John, O. (2014). Approaching classroom interaction dialogically: studies of everyday encounters in a 'bilingual' secondary school. (Doctoral dissertation). (Comprehensive summary) Örebro: Örebro university. [BibTeX]
Manuscripts
- Bagga-Gupta, S. & St John, O. Making complexities (in)visible : empirically-derived contributions to the scholarly (re)presentations of social interactions. [BibTeX]
- St John, O. & Cromdal, J. Crafting instructions collaboratively. [BibTeX]
- St John, O. Language through languaging : Contested boundaries and semiotic countering. [BibTeX]