| 1. |
- Axelsson, Monica, 1950-
(author)
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Att resonera som en samhällsvetare – exemplet historia
- 2017
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Other publication (other academic/artistic)abstract
- Varje ämne har sitt sätt att formulera sin kunskap och dessa specifika uttryckssätt behöver våra elever bli uppmärksammade på. I detta avsnitt kommer samhällsvetenskap att illustreras av ämnet historia och syftet är att beskriva det språk elever behöver för att kunna resonera som en historiker.
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| 2. |
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| 3. |
- Axelsson, Monica, 1950-, et al.
(author)
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Kunskap och språk - meningsskapande i naturvetenskap
- 2009
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Conference paper (peer-reviewed)abstract
- Barns möte med skolan innebär också ett möte mellan det vardagsspråk barnen blivit kompetenta språkbrukare i och skolspråket som de kan vara mer eller mindre främmande inför. Eftersom språket är människans viktigaste redskap för meningsskapande och skolans ämnen konstitueras av språket kommer eleverna under skolåren behöva bli medvetna om att olika sammanhang i skolan kräver olika språkbruk. I detta forskningsprojekt studeras språkets roll för utvecklingen av naturvetenskapligt lärande. Syftet med studien är att på makro- och mikronivå undersöka hur lärare ämnesmässigt och språkligt stöttar yngre (6-10 år) andraspråksutveckling i skolans naturvetenskapliga ämnen och vilken betydelse denna stöttning har för elevernas språk- och kunskapsutveckling i naturvetenskap. Med makronivå avses de stöttande aktiviteter läraren redan från början planerat och integrerat i undervisningen och med mikronivå avses den mer spontana interaktion som uppstår mellan lärare-elev och elev-elev under dessa aktiviteter. Projektet löper under två år där det första året (ht 08-vt09) är ett forskningsår då material samlas in i olika klasser från förskoleklass till årskurs 4. Datainsamlingen består av observationer när barn deltar i naturvetenskapliga aktiviteter i klassrummet, ljud- och videoinspelningar. fotografier, samtal med lärare och elever samt insamling av lärarplaneringar, elevarbeten och läromedelstexter. Under det andra året (ht09-vt10) möts deltagande lärare från insamlingsåret och forskarna i en aktiionsforskningsgrupp. Denna fas innebär att det insamlade materialet presenteras för lärarna och att analysen av stöttningen ur makro- och mikroperspektiv återkopplas och diskuteras. Resultatet av denna analys och diskussion förväntas leda till en uppsättning "mer framgångsrika" sätt att stötta elevers utveckling i de naturvetenskapliga ämnena som lärarna i denna fas prövar i sina respektive elevgrupper. Genom interaktionen i aktionsforskningsgruppen planerar varje lärare nya aktiviteter i sin elevgrupp, observerar och reflekterar över skeendet samt återför sina reflektioner till gruppen. Forskarna medverkar även detta andra år ute i klasserna med ytterligare materialinsamlingar för att dokumentera utvecklingen. I presentationen ges exempel på hur lärare och elever konstruerar mening under lektioner i naturvetenskap. Det insamlade materialet kommer att analyseras med utgångspunkt i Hallidays (1975) registervariabler field, tenor och mode kopplat till praktiska epistemologier (Wickman & Östman, 2002) och lärares epistemologiska drag (moves) (Lidar, Lundqvist & Östman, 2005) samt jämföras med Lemkes tematiska mönster (1990).
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| 4. |
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| 5. |
- Axelsson, Monica, 1950-
(author)
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Litteracitetsutveckling i olika åldrar och ämnen
- 2017
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Other publication (other academic/artistic)abstract
- Ett övergripande mål för alla elever i grundskolan är att utveckla litteracitet i varje skolämne, det vill säga att tala, läsa, skriva och använda multimodalitet kopplat till stoffet i varje ämne (jfr det vidgade textbegreppet). Syftet med denna artikel är att visa hur elevers kunskapsutveckling gynnas av att de under alla årskurser får undervisning i hur texter och multimodala uttryck ska läsas, förstås och skrivas i olika ämnen.
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| 7. |
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| 8. |
- Axelsson, Monica, 1950-
(author)
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Språk och kunskapsutveckling går hand i hand
- 2009
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In: Många trådar in i ämnet. - Stockholm : Utbildningsförvaltningen, Språkforskningsinstitutet. ; , s. 6-18
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Book chapter (other academic/artistic)
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| 9. |
- Axelsson, Monica, 1950-, et al.
(author)
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Språk och ämne i samspel
- 2014
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In: Lärande i handling. - Lund : Studentlitteratur AB. - 9789144088785 ; , s. 163-173
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Book chapter (other academic/artistic)
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| 10. |
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| 11. |
- Axelsson, Monica, 1950-
(author)
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Vardagsspråk och skolspråk i utveckling
- 2009. - 1. uppl.
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In: Bygga broar och öppna dörrar. - Stockholm : Liber. - 9789147093786
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Book chapter (other academic/artistic)
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| 12. |
- Axelsson, Monica, 1950-, et al.
(author)
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Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg
- 2010
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In: Nordand. - Bergen : Fagbokforlaget. - 0809-9227 .- 2535-3381. ; 5:2, s. 9-33
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Journal article (peer-reviewed)abstract
- The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.
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| 13. |
- Britt, Jakobson, 1951-, et al.
(author)
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Learning language through science or learning science through language : What can three theories tell us?
- 2011
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In: Harmony in diversity.
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Conference paper (peer-reviewed)abstract
- The purpose of this study is to examine how three analysis tools used, i.e. practical epistemology analysis (PEA), systemic functional linguistics (SFL) and thematic patterns (TP), contribute to our knowledge of children's use of of language in relation to learning science. Learning science implies learning to distinguish between everyday use of langugage and the specific scientific language (Halliday & Martin, 1993; Lemke, 1990; Veel, 1997; Schleppegrell, 2004). An analysis of what children are afforded to learn in the discourse of science is hence of interest. A practical epistemology analysis takes its stance in Dewey, the later Wittgenstein and socio-cultural perspectives and implies that words get their meaning in use and action (Wickman & Östman, 2002; Wickman, 2004). Moreover, Dewey's (1938/1997) principal of continuity is essential for studying the direction learning takes. Systemic functional linguistics is concerned with language use in diverse cultural and social contexts (Halliday, 1985; Martin, 1992) focussing both system and text. The meaning system of language is seen as a potential enabling the analyst to consider texts in the light of linguistic choices. Studying thematic patterns involves understanding the relation between words in use (Lemke, 1990). We present results from a primary science class involved in hands-on inquiry in the unit "Soil". The results show how the children moved between everyday and scientific use of language. Mostly the discourse merged making the children's learning of the subject difficult.
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| 14. |
- Danielsson, Kristina, 1961-, et al.
(author)
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Multimodality in the science classroom
- 2012. - 1
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In: Literacy practices in transition. - Bristol : Multilingual Matters. - 9781847698407 - 9781847698391 ; , s. 142-166
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Book chapter (peer-reviewed)
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| 15. |
- Hagberg-Persson, Barbro, 1950-
(author)
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Barns mångfaldiga språkresurser i mötet med skolan
- 2006
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Doctoral thesis (other academic/artistic)abstract
- This dissertation investigates language proficiency in children aged 6–8 in their contact with school – both from an oral and written language perspective. The study is predicated on the current situation in Sweden, where school classes today have a more heterogeneous composition than ever before. This means that the focus of this study is not just on the age and sex of the children but also on their different language backgrounds. The aim of the dissertation is to map out the development of the oral and written proficiency of both monolingual and bilingual children at the beginning of school, individually and in groups. This study belongs in essence to the field of research known as qualitative school ethnography. Material for the study was gathered during a single school year in a school located in a mid-sized Swedish town. To examine the children’s language proficiency, three different analytical instruments were combined to produce more reliable results. The results show that the children’s Swedish proficiency varies in a similar way across the group of informants regardless of language background. With respect to the bilingual children’s proficiency in their mother tongue/first language, the results show that only one child had command in a language other than Swedish that was sufficient for his age. The study confirms that a monolingual norm prevails in the school that the study was carried out in, which means that it is no different than other Swedish schools for which previous studies mapped out language relations. The results also show that the children’s different language backgrounds do not affect the interaction pattern during small group activities; however, the age and sex of the children do. The results further show that the choice of small group activities and the formation of heterogeneous small groups allow the children the opportunity to solve tasks in which they can support each other and benefit from each other’s different competencies.
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| 16. |
- Jakobson, Britt, 1951-, et al.
(author)
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'Beating about the bush' on the how and why in elementary school science
- 2012
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In: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 3:4, s. 495-511
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Journal article (peer-reviewed)abstract
- In this article we examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. By using a Practial Epistemology Analysis and Systemic Functional Gammar we can provide a view of the direction learning takes and the consequences for student text production. The material comprises transcribed audio recordings of teacher instruction, students' pair work and written texts. The results show that the students are mainly involved in hands-on activities while aspects of scientific literacy are not foregrounded. Language use is dominantly spoken and, when written texts is requested, no explicit instruction on how to write is given, resulting in a variety of texts from 'more-spoken-like' to 'more-written-like' without adhering to scientific genre. Ultimate purposes are never expressed while subordinate purposes are to some extent made explicit, but obscured by the dominant focus on 'doing', resulting in uncertainty about why the activity is requested. As a result, the learning direction is not always in accordance with teacher intention.
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| 17. |
- Jakobson, Britt, 1951-, et al.
(author)
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Building a web in science instruction : using multiple resources in a Swedish multilingual middle school class
- 2017
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In: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 31:6, s. 479-494
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Journal article (peer-reviewed)abstract
- This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grad 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we used pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.
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| 19. |
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| 20. |
- Reichenberg, Monica, 1950, et al.
(author)
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Reading to learn from expository texts
- 2006
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In: Bruillard, É. [Et al.] (eds). Caught in the Web or Lost in the Textbook?. Eighth International Conference on Learning and Educational Media, Paris: Jouve, October 2006. - 1402-9693.
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Conference paper (peer-reviewed)
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