| 1. |
- Björk, Oscar, 1990-
(författare)
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All possible worlds : Content-Thematic Space in early school writing of narratives
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Formal aspects of language and literacy have often been foregrounded in research on early writing. While these aspects have given us valuable insights in how children write, few studies have focused content aspects in young children’s texts. This study focuses content aspects through a socio semiotic analysis of transitivity as well as a content-thematic analysis of narrative texts written by children of ages 8 to 9.[1] Research questions: RQ1: What linguistic resources regarding the system of transitivity are used by the students in their writing of narrative texts? RQ2: What content-themes are (re)constructed in the analyzed texts? The analyzed data consists of 38 narrative texts written in relation to two comparable writing assignments, asking the students to write about “the future” and “another world”, respectively. The results of the study show that the two assignments opened up two very dissimilar so-called Content-Thematic Spaces. The first assignment, on writing about “the future”, resulted in texts in which the children wrote about their own materialistic success through mainly relational but also material processes (monothematic monotransitive texts). In contrast, the other assignment, on writing on “another world”, resulted in texts about a number of themes with a bigger variation of process types (polythematic polytransitive texts). The main contribution of the study is that by using this method I show, on the on hand, the variation of worlds created by the students in relation to the task formulations. On the other hand, I suggest how we can talk about content in early school writing, something that can serve asprerequisites for a critical discussion of what writing narratives entail. The results also contribute to our understanding of what disciplinary literacy of L1-education in Sweden is. [1]The study uses data from the larger research project Function, content and form in interaction. Students’ text-making in early school years (led by professor Caroline Liberg of Uppsala University and funded by the Swedish Research Council 2013-2016[18]).
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| 2. |
- Björk, Oscar, 1990-, et al.
(författare)
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Barn skriver historia: En studie av fjärdeklassares skrivande i historieämnet
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 10:2020:2, s. 73-106
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Tidskriftsartikel (refereegranskat)abstract
- In this study we analyze subject specific content in texts written in history education in school year 4 in a Swedish context. The study employs two different approaches to (text) content analysis: Analysis of representation of an historic vis-à-vis a practical perspective on the past, and analysis of the specific linguistic construals of the texts, based on a systemic functional linguistics approach. The results from the analyses are then compared to enable a synergetic account of the specific linguistic fabrics of the two historical perspectives. The results show that there are key differences in how the historical vis-à-vis the practical perspective on the past are linguistically construed, thus highlighting the intricacies of writing in history education. These findings are significant for researchers and teachers interested in furthering emergent historical literacy in early school years.
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| 3. |
- Björk, Oscar, 1990-
(författare)
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Barns tidiga skolskrivande : Emergent disciplinary literacy, elevtextens dialogism och skrivundervisning som diskurspraktiker
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- While writing instructional practices concerning older students have been researched and practiced in numerous ways throughout the 20th century, the primary school years (ages 5-7) have not been as focused. Recent decades have, however, seen a growing interest in L1 and writing instruction in primary school years, a movement of which this thesis is part. The purpose of the thesis in Didaktik is to add knowledge on what characterizes early school writing and how it may be understood as discourse practices. The theoretical framework of the thesis builds on a Hallidayan social semiotic notion of language (Halliday & Matthiessen, 2014), a Bakhtinian understanding of texts as dialogic (Bakhtin, 1981), and a didactically based receptionist perspective on the meeting between text/prompt and student (Liberg, 2001). Further theoretical concepts drawn on are the notion of disciplinary literacy (Shanahan & Shanahan, 2012) and Fairclough’s (2003) Critical Discourse Analysis (CDA). The methodological framework consists of analytical tools inspired by Systemic Functional Grammar, Bakhtin’s dialogism and CDA. The thesis includes four papers building on texts written by students in primary school years, video-observations of writing instructional practices, and teacher interviews. The results show that students in primary school years may construe texts using a significant variety of linguistic resources, which can be related to more advanced ways of writing, showing signs of what is discussed as emergent disciplinary literacies. The thesis further shows examples of heteroglossia through the multifaceted texts construed by students concerning specific writing tasks, and textual dialogism through both intertextuality and interdiscursivity. It is also demonstrated how a CDA perspective on writing instruction can enable a deeper understanding of how power operates in and behind discourse in early school years. From these results I argue that primary school writing can be a hotbed for the cultivation of disciplinary literacies, and for awareness of the significance of the dialogic relationship between texts and children’s experiences in early school writing instruction. Finally, I argue that the L1 subject can be a subject for democracy in its own right, not least by showing how social purposes of writing can be fulfilled in different ways and by highlighting (and challenging) dominant linguistic practices, such as disciplinary literacy practices. I further argue that L1 as a subject of democracy entails understanding how power permeates the primary school writing classroom, shaping (constraints of) what is possible to say, do and be.
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| 4. |
- Björk, Oscar, 1990-, et al.
(författare)
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Emergent literary literacy
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : ARLE (International Associaton for Research in L1 Education). - 1567-6617 .- 1573-1731. ; 21, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- Research on early school writing has focused primarily on formal aspects of writing, such as spelling, punctuation and various aspects of text structure. Less attention has been given to what distinguishes the content of these early texts and how particular disciplinary content is developed and identified. This study endeavours to examine the subject specific content in early school writing of literary texts with the following research questions: (1) What content is construed in narrative texts written by students in early school years (grades 2-3)? (2) What linguistic resources are used to construe this content? This study offers a model for addressing content aspects of early school writing, giving empirical example of analysis of early narrative writing in primary school. The data consists of two groups of narrative texts written by the same children in school years 2 and 3, in relation to two comparable tasks. Our analytical framework is inspired by Systemic Functional Linguistics and in particular the analytical tool set provided by cohesion and transitivity analyses. We conclude that narrative writing in primary school can mean both to explore a diverse textual world and a more uniform one. We further claim that signs of emerging literary literacy may be detected throughout the analysed data sets by using the text analytic method suggested.
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| 5. |
- Björk, Oscar, 1990-
(författare)
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Glass, godis och guldkant : Innehållsliga teman i narrativa texter på lågstadiet
- 2017
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Konferensbidrag (refereegranskat)abstract
- Glass, godis och guldkant: Innehållsliga teman i narrativa texter på lågstadietOscar Björk, Doktorand i didaktik vid institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet Formaspekter av språket har ofta fått stå i förgrunden i forskning och diskussion om hur skrivande kan, bör och faktiskt ser ut under de tidiga skolåren. Vad som saknats i detta är en mer innehållsligt inriktad diskussion där frågor om elevers meningsskapande istället lyfts fram. I den studie som presenteras diskuteras särskilt det innehåll som skapas i narrativa texter skrivna på lågstadiet. Studien är anknuten till det större projektet Funktion, innehåll och form i samspel. Elevers textskapande i tidiga skolår(Projektledare Caroline Liberg). Studiens resultat lägger grund för en kritisk diskussion av vilket skrivande som får ta plats i skolan och vilka förutsättningar det ges, det vill säga vad som är svenskämnets ”disciplinary literacy”. Mer specifikt kommer följande frågor diskuteras:Vilket innehåll konstrueras i elevernas narrativa texter genom de språkliga resurser som valts?Vilka diskurser ger de innehållsliga temana uttryck för? Studien vilar på sociosemiotisk grund och använder så väl teoretiska begrepp som analytiska verktyg inspirerade av Systemisk-funktionell lingvistik (Halliday & Matthiessen 2004; Holmberg & Karlsson 2006; Martin & Matthiessen 1997). Studien innefattar innehållsanalys genom analys av såväl transitivitet som av ämnesmässigt innehåll (vad handlar texterna om?) i 40 narrativa texter skrivna av elever i årskurs 2 och sedan av samma elever i årskurs 3. Resultaten diskuteras sedan utifrån vilka språkliga resurser som används för att konstruera innehåll i form av processer, deltagare och omständigheter. Detta belyses därefter som innehållsteman utifrån ett kritisk diskursanalytiskt perspektiv där språket som meningsskapande resurs betraktas som känsligt för makt och (re)producerande normer och värden (diskurser) genom realisering (Fairclough 2003). Preliminära resultat visar bland annat att de tidigaste texterna i stor utsträckning är homotematiska, dvs. präglas av större homogenitet i fråga om de innehållsliga temana och i stor utsträckning realiserar ett materialistiskt innehåll i form av andradeltagare i relationella och materiella processer (t.ex. glass och godis som attributoch guldkant som måloch värde) De senare texterna är däremot i större utsträckning heterotematiska i fråga om både transitivitet och ämnesmässigt innehåll. Referenser Fairclough, Norman. 2003. Analysing discourse: textual analysis for social research. New York: RoutledgeHalliday, M.A.K. & Matthiessen, C.M.I.M. 2004. An introduction to Functional Grammar. London: Arnold.Holmberg, P. & Karlsson, A-M. 2006. Grammatik med betydelse. Uppsala: Hallgren & fallgren.Martin, J. R., Matthiessen, Christian M. I. M. & Painter, Clare. 1997. Working with functional grammar. London: Arnold
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| 6. |
- Björk, Oscar, 1990-
(författare)
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Innehåll i narrativa respektive informativa elevtexter på lågstadiet
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskning kring barns tidiga skolskrivande har i stor utsträckning fokuserat på form- och färdighetsaspekter av vad detta skrivande är för något, medan frågor om texternas innehåll mer sällan stått i fokus. I kursplanen för svenska i lågstadiet framhålls dock att innehåll i detta tidiga skrivande ska utgöra en del av det centrala innehållet i undervisningen. Presentationen baseras på två studier av innehåll i narrativa respektive informativa texter som skrivits på lågstadiet. Vilket innehåll konstrueras i elevers tidiga skolskrivande?Med hjälp av vilka språkliga resurser konstrueras detta innehåll?Hur kan man tala om innehåll i narrativa respektive informativa texter i det tidiga skolskrivandet?Studierna tar utgångspunkt i Systemisk-funktionell lingvistik (Halliday 2014) och gör innehållstematiska analyser baserad på transitivitetsanalys (Holmberg & Karlsson 2006) i kombination med en analys av vilka lexikala arenor som de analyserade texterna konstruerar. 39 narrativa, respektive 80 informativa texter (hämtade från projektet Funktion, innehåll och form. Elevers textskapande i tidiga skolår, VR 2013-16/18) har analyserats. Den variation av texter som elever ger uttryck för genom sitt skrivande diskuteras som olika repertoarer. Resultaten visar att elevernas narrativa repertoarer kan vara såväl diversifierade(dvs konstruerar flera olika tematiska innehåll på flera olika sätt) som monotematiska(dvs konstruerar få tematiska innehåll på få sätt) beroende på skrivuppgiften, medan de informativa repertoarerna är mer monotematiska och likriktade i fråga om vad som skrivs om och hur det skrivs. ReferenserHalliday, Michael A. K. & Matthiessen, Christian M. I. M (2004). An introduction to functional grammar. 3. ed. London: Arnold. Holmberg, Per & Anna-Malin Karlsson 2006. Grammatik med betydelse: en introduktion till funktionell grammatik. Uppsala: Hallgren & Fallgren
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| 7. |
- Björk, Oscar, 1990-
(författare)
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Reasoning Children : A text analytical approach for detecting signs of emergent subject specific reasoning in early school writing
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the past couple of decades there has been an increased interest in how content is construed, communicated, evaluated and renovated within different disciplines such as science, history or literature (Shanahan & Shanahan, 2012:8). Research has shown that students need to be explicitly taught these specialized ways to read, write and reason within the context of a certain discipline in order to grasp the differences (Shanahan & Shanahan, 2014:637). However, there are few studies focusing on how such understandings and reasonings are visibly emerging in early school writing and even fewer on what specifically characterizes reasoning in-between subject area writing in early school years. The purpose of the presented paper is therefore to propose a text analytical methodinforming an in-depth understanding of subject specific reasoning in early school writing. To this end, the paper provides a suggestion based on text analytical tools inspired by Systemic Functional Linguistics (Halliday 2014) of how to examine how children make use of linguistic resources to reason in early literary texts. The results show that reasoning in literary texts in primary school can mean both to explore a diverse world in text, as well as more uniform ones, while reasoning within scientific texts displays more homogenous linguistic resources. The paper thus makes evident that there’s a diversity of linguistic resources in use, pointing to the potentiality for development of broader literary repertoires of children in early school years. Finally, the results point to the need for research regarding the nascency of other subject specific reasoning, as well as how, and what aspects of text written in early school years are valued by assessing teachers. Halliday, Michael A. K. & Christian M. I. M Matthiessen 2014. An introduction to functional grammar. 4. ed. London: Arnold. Shanahan, Timothy. & Cynthia Shanahan 2012. What is disciplinary literacy and why does it matter? Topics in Language Disorders32(1), s. 7–18.Shanahan, Cynthia & Shanahan Timothy. 2014. Does Disciplinary Literacy have a place in Elementary school? The Reading Teacher, 67:8, 636-639.
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| 8. |
- Björk, Oscar, 1990-, et al.
(författare)
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Texts, meaning making and emerging disciplinary literacies in primary schools in Sweden.
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Texts, meaning making and emerging disciplinary literacies in primary schools in Sweden. In recent years, research on disciplinary literacies has been undertaken; however, there is little research on emerging disciplinary literacies in primary years. As Wright and Gotwals (2017) observe, although primary years learners are capable of disciplinary literacy, research traditionally claims that children need core literacy skills before they acquire disciplinary literacy (Shanahan & Shanahan, 2008). This study examines the Swedish context where studies have shown that the differences of disciplinary literacies and writing in different school subjects can be illustrated in many ways, such as differences in the presence of abstract/concrete wordings (af Geijerstam 2014), personal/impersonal voices (Liberg 2014) or through attitude towards content (Folkeryd 2006). However, there is yet to be in depth studies on the processes of early years emerging literacy practices in Swedish schools. The research question asked by this study is, how do early years learners make meaning through writing, and how does it correspond to disciplinary literacy? Bakhtin’s theory of genre is drawn upon to explain how primary genres occur within a context, while secondary genres that comprise of novels, drama, occur in “complex…cultural communication” (Bakhtin, 1986, p. 62). Importantly, the dialogic perspective of genres determines how learning writing and, thereby, genres evolve, particularly as the diachronic in genres assures text transformations. As Hyland (2007, p. 150) observes, examining genres and their application illustrates that writing and practices associated with writing are contextual, place, and time-bound and are integral to identity and group membership.This study applies the methodology of Critical Discourse Analysis, and the analytical tools of Halliday’s Systemic Functional Linguistics (SFL) to 50 texts written by Grade 2 and Grade 3 students in Sweden. The analysis explains how texts are aspects of “social events…shaped by causal powers of social structures, social practices and social agents” (Fairclough, 2003, p. 37); within the social aspects of texts, genres, discourses and style provide meaning in texts. We demonstrate through SFL how field (Halliday, 1985) or genre (see Hasan, 1995) constitutes the semantic aspect and provides meaning in a given context. The analysis illustrates that genres are dynamic that construct as well as respond to situations. Genre combinations in this study demonstrate how early years writers undertake writing tasks. It shows how early years writers engage in text production and the processes that are at work in the generation of disciplinary literacies.
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| 9. |
- Björk, Oscar, 1990-, et al.
(författare)
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The dialogism of 'telling' : Intertextuality and interdiscursivity in early school writing
- 2023
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 74
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Tidskriftsartikel (refereegranskat)abstract
- HighlightsUses a Bakhtinian analysis of dialogism in early school writing.Shows how student make use of dialogic experiences when writing.Suggests the term ‘associative intertextuality’ for analysis of early writing.Shows the presence of interplay of centrifugal and centripetal forces.Theoretical and empiric argumentation for didactic attention to heteroglossia.Recently, Sweden has seen a rise in research concerning content and functional aspects of early school writing and has a tradition of form-orientated research. While this provides important insights, few studies still focus on dialogism in early school writing and on how students draw on experiences in writing. This study aims to shed light on the interplay between student experiences and their written texts in primary school writing instruction. Using intertextual and interdiscursive analysis, this study examines 38 student texts divided into two corpora and written concerning two different prompts. The prompts generated very different texts that showed a complex dialogism through the inner speech of the students. The intertextual and interdiscursive dialogues in the respective corpora draw on different conventions of writing and on different experiential worlds. The study further shows how heteroglossic centrifugal forces can work alongside monoglossic centripetal forces in the social practices of early school writing.
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| 10. |
- Björk, Oscar, 1990-
(författare)
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Tidigt naturvetenskapligt skolskrivande
- 2020
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Ingår i: Trettonde nationella konferensen i svenska med didaktisk inriktning. - Linköping : SMDI – Nationella nätverket för svenska med didaktisk inriktning. - 9789179298449 ; , s. 29-49
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Konferensbidrag (refereegranskat)abstract
- Artikeln handlar om hur innehåll konstrueras i barns tidiga skolskrivande av naturvetenskapliga texter på lågstadiet och med hjälp av vilka språkliga resurser detta görs. Vidare diskuteras hur frön till ett mer avancerat naturvetenskapligt skrivande kan synliggöras i detta tidiga skrivande. Studien som presenteras i artikeln bygger på analyser av 78 elevtexter, i fyra textgrupper, skrivna av två klasser i årskurs 2 och 3 på lågstadiet som handlar om ”Hjärtat, lungorna och blodet” respektive ”Skogssnigeln och skogs-ödlan”. Analyserna bygger på textanalytiska verktyg inspirerade av den Systemisk-funktionella lingvistikens transitivitets- respektive kohesionsanalys och erbjuder även ett metaspråkligt bidrag till hur innehållsaspekter av elevers tidiga skolskrivande kan diskuteras. Analyserna, som syftar till att svara på vilket innehåll som konstrueras i de analyserade texterna och hur detta görs, visar på likheter och olikheter bland de analyserade texterna. Exempelvis syns att de vanligaste konstruktionerna av innehåll, i studien kallat innehållsteman, konstruerar frön (exemplet tekniska och ämnesspecifika termer och begrepp) till ett mer avancerat naturvetenskapligt skrivande men även att dessa frön kan se ut på flera olika sätt i texterna. Detta resultat nyanserar bilden som ges av tidigare forskning rörande barns tidiga naturvetenskapliga skrivande. Resultaten diskuteras vidare ur ett didaktiskt baserat receptionsteoretiskt perspektiv som fokuserar på vad som händer i mötet mellan elev och skrivuppgift. Ur detta perspektiv syns att mötet resulterat i det närmaste identiska texter trots att texterna skrivits vid flera olika tillfällen, om två olika teman och av olika elever. Detta diskuteras avslutningsvis i relation till studiens didaktiska implikationer, som bland annat berör frågan om vilka förväntningar som finns på tidigt naturvetenskapligt skolskrivande.
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| 11. |
- Björk, Oscar, 1990-
(författare)
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What does it mean to write a good or bad text and how can we tell the difference?
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To write a text is to constantly make choices. Throughout the spelling of every word to the construing of entire texts, students make continuous choices of what to write about and how to do it. But are there wrong choices? And are there right ones? And how – and on what basis – can teachers tell the difference? In recent years, research have shown a great interest in differences in disciplinary literacies (Shanahan & Shanahan 2012) and also what specifically distinguishes subject specific writing in schools (Schleppegrell 2004). However, further research on how the emergence of disciplinary literacies may be detected in early school writing is called for in order to inform discussions of subject specific writing instruction and assessment practices. Research has shown that marking texts generally draws attention to spelling mistakes, syntactic or grammatical errors, while other aspects of meaning-making are often given less attention and in worse case overlooked. In this presentation a comparative study between how Australian and Swedish teachers’ value 38 literary texts written by primary school students in Sweden, will be presented. The results will be discussed in relation to results of previous studies (Björk fortcoming, Björk & Folkeryd forthcoming), using text analytical tools inspired by Systemic Functional Linguistics (Halliday 2014), suggesting how signs of emergent literary literacy may be detected in these same texts. Preliminary results show that, despite the fact that signs of emergent disciplinary writing are detectable in a number of texts, these features seemingly don’t have a major impact on the assessor’s assessments of high quality. The main similarities between both assessor groups further concerns the low-quality texts, while the high-quality texts vary to a greater extent. Finally, the linguistic features of the low- respectively high-quality texts will be examined and discussed and problematized in relation to what can be consider good and bad writing in different school subjects and how we can tell the difference. Björk, Oscar (forthcoming) Tidigt naturvetenskapligt skolskrivandeBjörk, Oscar & Folkeryd, Jenny W. (forthcoming) Emergent Literary LiteracyHalliday, Michael A. K. & Christian M. I. M Matthiessen (2014). An introduction to functional grammar. 4th ed. London: Arnold. Schleppegrell, M. J. (2004) The language of schooling: A functional linguistics perspecrtive. Mahwah, NJ: Lawrence ErlbaumShanahan, Timothy & Cynthia Shanahan (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders nr 32, s. 7–18.
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| 12. |
- Björk, Oscar, 1990-
(författare)
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What does it mean to write a good or bad text and how can we tell the difference?
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the past couple of decades there has been an increased interest in how content is construed, communicated, evaluated and renovated within different disciplines such as science, history or literature (Shanahan & Shanahan, 2012:8). Research has shown that students need to be explicitly taught these specialized ways to read, write and reason within the context of a certain discipline in order to grasp the differences (Shanahan & Shanahan, 2014:637). However, there are few studies focusing on how such understandings and reasonings are visibly emerging in early school writing and even fewer on what specifically characterizes reasoning in-between subject area writing in early school years. The purpose of the presented paper is therefore to propose a text analytical methodinforming an in-depth understanding of subject specific reasoning in early school writing. To this end, the paper provides a suggestion based on text analytical tools inspired by Systemic Functional Linguistics (Halliday 2014) of how to examine how children make use of linguistic resources to reason in early literary texts. The results show that reasoning in literary texts in primary school can mean both to explore a diverse world in text, as well as more uniform ones, while reasoning within scientific texts displays more homogenous linguistic resources. The paper thus makes evident that there’s a diversity of linguistic resources in use, pointing to the potentiality for development of broader literary repertoires of children in early school years. Finally, the results point to the need for research regarding the nascency of other subject specific reasoning, as well as how, and what aspects of text written in early school years are valued by assessing teachers. Halliday, Michael A. K. & Christian M. I. M Matthiessen 2014. An introduction to functional grammar. 4. ed. London: Arnold. Shanahan, Timothy. & Cynthia Shanahan 2012. What is disciplinary literacy and why does it matter? Topics in Language Disorders32(1), s. 7–18.Shanahan, Cynthia & Shanahan Timothy. 2014. Does Disciplinary Literacy have a place in Elementary school? The Reading Teacher, 67:8, 636-639.
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| 13. |
- Björk, Oscar, 1990-
(författare)
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Writing and power : Conceptualising early school writing instruction from a critical discourse analytical perspective
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In critical discourse studies, educational practices are often used as examples of how social power operates in social practice (e.g. van Leeuwen, 2008 p 3; Rogers et al, 2004; Fairclough, 2003 p. 25; Fairclough, 1992 p. 134; Fairclough, 1989 p. 26) However, and not least from an L1 perspective, further research is needed concerning the roles of discourse and power structures within the classrooms and particularly their implications for (participation in) writing instruction practice in primary school years. The main purpose of the study is therefore to conceptualise early school writing instruction (with 6 and 7-year-old students) from a critical discourse analytical perspective (Fairclough, 2003) and in doing so unveil how social power permeates the discourse practices of early school writing and how its effects on writing instruction may be understood. The theoretical and methodological framework is based on Fairclough’s (2003) three-dimensional model for textual analysis in three phases (description, interpretation, and explanation). The CDA approach show, through empirical examples, major differences in the effects of power in discourse in two L1 writing classrooms, shaping the discourse practice in various ways. The study shows how a CDA framework may enable a deeper understanding of how social power operates in and behind the discourse of writing instruction in early school years. In this conceptualisation of early school writing instruction from a CDA perspective, it is evident that the classroom is a site of power struggles with effects on discourse and where discourse practices, in various ways, (re)construe both the social world of the classroom as well as what is being taught. The article further provides an example of how a CDA analysis may be operationalised, and in particular in an educational setting in primary school years.
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| 14. |
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| 15. |
- Rasmusson, Maria, 1973-, et al.
(författare)
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Lågstadielärares beskrivning av sin skrivundervisning
- 2021
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Konferensbidrag (refereegranskat)abstract
- Inom såväl forskning som undervisning har frågan om tidig läs- och skrivundervisning varit starkt polariserad (Liberg, 2012). Formaliserad undervisning har ställts mot funktionaliserad undervisning. Bland andra har Langer (2002) och Ivanič (2004) emellertid pekat på att båda dessa undervisningssätt behöver samspela för att vara framgångsrik. Mot denna forskningsbakgrund och inom ramen för ett socio-kulturellt såväl som ett kritiskt diskursanalytiskt perspektiv är syftet med innevarande studie att som förberedelse inför en kommande fullskalig undersökning utforska dels på vilka sätt man kan kategorisera lågstadielärares sätt att beskriva sin skrivundervisning, dels hur dessa olika undervisningssätt relaterar till varandra och till lärares bakgrund. Materialet utgörs av 43 lärares svar på en enkät som utarbetats inom det norska FUS-projektet (se t.ex. Graham et al., 2021) och översatts till svenska. Den består av skalor som rör exv. undervisning, textval, återkoppling och kartläggning. Analysen består av en stegvis explorativ approach som lett till att enkla index har konstruerats. Korrelationer mellan dessa index samt mellan dem och lärarnas bakgrund har sedan beräknats. I denna studie utgår vi från den enkätskala som rör lärarnas undervisningsval och i vilken tre tydliga index fallit ut: High literacy: grupp av enkätfrågor som indikerar att lärarna har både en formaliserad och en funktionaliserad undervisning.Guided writing: grupp av enkätfrågor som indikerar att undervisningen är lärarstyrd.Formalized writing: grupp av enkätfrågor som indikerar att lärarna har en formaliserad undervisning.Resultaten visar att indexet High literacy korrelerar på ett starkt positivt sätt med flera av de index som rör feedback, textval samt kartläggning av skrivutveckling. Däremot återfinns bara ett svagt samband mellan lärarnas bakgrund och High literacy. De andra två indexen för undervisningsval har låga samband med indexen för feedback och kartläggning. Indexet Formalized writing har inget samband med de tre indexen för textval medan Guided writing har svaga samband med textval. Dessa resultat diskuteras vid presentationen i ljuset av ovan indikerade forskningsområde samt vilken relevans de har för en fullskalig enkätundersökning. Referenser Graham, S., Skar, G.B., & Falk, D.Y. (2021). Teaching writing in the primary grades in Norway: a national survey. Reading and Writing, 34(2), 529-563. Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education, 18(3), 220-245. Langer, J.A. (2002). Effective Literacy Instruction: Building Successful Reading and Writing Programs. National Council of Teachers of English. Liberg, C. (2012). Didaktiskt perspektiv på tidig läs- och skrivinlärning. I S. Ongstad (red.) Nordisk morsmålsdidaktikk, Oslo: Novus Forlag. 142-161.
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