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- Hermansson, Carina, 1965-, et al.
(författare)
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Rethinking 'Method' in Early Childhood Writing Education
- 2014
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Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; 2, s. 121-145
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Tidskriftsartikel (refereegranskat)abstract
- This article describes how the process of writing a fictional narrative, “My Story”, transforms and emerges over a period of five days in a Swedish early childhood classroom. Our purpose is to explore and describe how this method-driven writing project emerge in relation to material and discursive conditions, and to provide an empirically based understanding of the forces, flows and processes at work. This entails understanding processes of writing as an effect of complex relationships between the individual (the teacher and the student), the learning outcome, the affect, the talk, the motion, the body and the material. The results show how the writing project on some occasions come to a stop, sometimes take new directions or activate unforeseen affects and open for new becomings. The article also discusses how methods on the one hand has an explicit and formalized side, possible to articulate and predict. But on the other hand, is embedded in and driven by affects that changes both the method, the text production and the writing-learning subject. The article ends with a discussion of implications and possibilities understanding teaching methods of writing as dynamic processes that continually open for a variety of assemblages, flows and forces.
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- Sundqvist, Pia, 1965-, et al.
(författare)
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Engelska på fritiden och engelska i skolan : en omöjlig ekvation?
- 2015
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).
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