Elina Maslo

Elina Maslo
STUDIO - Exciting Language Learning

PhD

About

15
Publications
2,695
Reads
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24
Citations
Introduction
Welcome to my Research Gate profile! I am happy to share my research with you. My special research interest is the interaction between three phenomena: language, learning and pedagogy. Working in this transdisciplinary field makes it possible to deal with the complex learning spaces, where people learn and use their languages. In my research I am using qualitative research methods and I am developing new approaches to research. Didactically I am interested in functional plurilingual language teaching. I have described my education on my linkedin profile https://www.linkedin.com/in/elina-maslo-2097261/ My publications in Danish are aviable through my Danish blog: elinamaslo.com
Additional affiliations
December 1997 - April 2019
Aarhus University
Position
  • https://www.linkedin.com/in/elina-maslo-2097261?trk=hp-identity-name
Education
June 1997 - June 2003
University of Latvia, Institute of Psychology and Pedagogy
Field of study
  • education
September 1996 - June 1997
University of Latvia, Institute of Psychology and Pedagogy
Field of study
  • education
September 1991 - June 1995
University of Latvia, Faculty of Modern Languages
Field of study
  • philology

Publications

Publications (15)
Article
In this article, we analyse the influence of cooperation between adult educators in Nordic and Baltic countries in the development of adult education theory, policy and practice in the field of adult education and learning in Latvia. Capturing the transformation over time is a complex task; so is the analysis. We do not measure the impact of a chan...
Article
This article tells the extraordinary story of the cooperation among adult educators in five Nordic and three Baltic countries (NB8) which began in 1991 – the year when Latvia regained its independence. According to individuals who experienced the evolution of this cooperation from the beginning and were actively involved in the process of developin...
Chapter
This book is a collection of personal essays about the unplanned, accidental and even obstructive events that occur in research life and the substantial potential for analytical insights herein. We call them detours—the routes we did not plan, the clutter we made or encountered when carrying out our research and the results of it all—which we may n...
Chapter
This chapter aims to illustrate how different contexts can create opportunities for reflecting on essential questions and how these reflections call for other reflections, and the other reflections hopefully can result in some better understandings of things—how reflections are an important part of human learning. I do so by describing three spaces...
Book
This book presents a variety of narratives on key elements of academic work, from data analysis, writing practices and engagement with the field. The authors discuss how elements of academic work and life – usually edited out of traditional research papers – can elicit important analytical insight. The book reveals how the unplanned, accidental and...
Book
Full-text available
"Fælles Mål er skolereformens faglige hjerte", sagde Christine Antorini i efteråret 2014. Allerede i midten af forrige århundrede blev der formuleret rationaler om mål, indhold, organisering og evaluering for uddannelser, men det er af nyere dato at sætte præcise delmål for vejene til de overordnede mål i folkeskolen. De øvrige uddannelser har arbe...

Network

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Projects

Projects (12)
Archived project
All results from this study can be found on the blog nordicbaltic.blog
Project
For almost 10 years, I have been responsible for research based teacher education at Danish School of Education. The target group for Masters program I have been involved in are Danish as a second and foreign language teachers for children, young people and adults. I my teaching, I have been using both my own experiences learning Danish as a foreign language in Latvia, my experiences as Danish language teacher in Latvia and Denmark, my experiences as university teacher at the University of Latvia, and my research in language and learning. My teaching is based on pedagogical principles, which I have been developing and proofing in practice during my long carrier as a teacher (since 1994). I always ask myself, if I in the particular teaching situation succeeded to transform my teaching to students learning. Fortunately, the results of my students proof regularly, that that is the case. I like the challenge, that my students at the maters program have diverse educational, cultural and experiential backgrounds. That makes me constantly think how to organize learning processes where every student can participate on the basis of her experiences, goals and needs. I aim to organize learning processes that enable my students to actively participate in meaningful activities and become competent in reflecting on, analyzing and evaluation their own practice as language teachers by using the relevant theory on language and learning. In many years, I have had focus on student’s academic skills. Because our masters students have very different educational and cultural backgrounds, I have developed some techniques to understand students experience and help them to develop their academic skills to the required level. I constantly update my teaching with new examples from current practice, engaging students in collecting and analyzing data from recent research projects. While being assistant professor at the DPU, I have been responsible for teaching and supervising students at the two masters programs in Danish as a second language: Uddannelsen til Underviser i dansk som andetsprog for unge og voksne and Master i dansk som andetsprog. My responsibilities have been to plan, to coordinate, to develop, to evaluate following courses: language analysis, second language pedagogy, language acquisition theories, MA thesis, second language learning and plurilingualism. I have also been supervising and examine students enrolled in these courses. In 2010 I have been participating in the development of the course Second language acquisition theories, and in 2017 I have created a new course for the revised Master’s program in Danish as a second language – Second language learning and plurilingualism. In my teaching portfolio I document the success with these courses through students evaluations. I am qualified to teach in several fields: - language, plurilingualism - language as communicative practice - language as social practice - language as mobile resource - diversity in language and learning - language and globalization - language and identity - functional approach to language - sociocultural ecologic approach to learning - language analyses - Danish as a second language - Danish as a foreign language - multilingualism, plurilingualism - functional plurilingual learning - language acquisition and language socialization theories - second language learning - foreign language learning - language pedagogy - educational theory in linguistic diverse learning spaces - academic literacy in a global context - workplace as learning space - space theory - formal and informal learning spaces I am schooled in research based teaching tradition, which on the Master’s program in Danish as a second language is realised in three ways: 1) students are reading research literature, 2) researchers teach courses, 3) students conduct research.