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- Dahl, Marianne, 1954-
(författare)
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På spaning efter fritidspedagogisk undervisning
- 2021
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Ingår i: Nordisk tidskrift för Allmändidaktik. - : Göteborgs universitet. - 2002-1534. ; 7:1, s. 55-71
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Tidskriftsartikel (refereegranskat)abstract
- The study is aimed at how teaching within school-age educare can be made visible through a LEGO project. Based on Bernstein’s socio-linguistic theory, a re-analysis is carried out. Field notes from a previously conducted study have been processed again, now with a focus on how the teachers teach and what roles they play in the project. The analysis shows that teaching within school-age educare is based on a visible pedagogy of both strong classification and framing, in line with a traditional image of instruction. At certain times, the school-age educare becomes invisible, primarily from the children’s perspective, partly because of admonitions along with maintaining the rules of the project, and partly because of the children’s sense of control whether events in the project are real or pretend. The play-oriented features in the project can be seen as a way of working, demonstrating the opportunities with school-age educare in creating behavior that explores different possibilities of knowledge. One conclusion of the study highlights the teachers’ sense of intonation, an art of teaching that requires teachers both to lead and participate in order to provide the conditions for learning. The teaching can complement the school as well as provide the conditions for pupils to obtain national goals in the long term as according to the mission of the school-age educare center.
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| 2. |
- Snoder, Sara, 1978-
(författare)
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”Var i kroppen känns språken liksom?” : Fyra flerspråkiga lärares reflektioner över yngre elevers språkliga identitetskonstruktioner
- 2021
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 7:1, s. 19-37
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Tidskriftsartikel (refereegranskat)abstract
- Although an increasing number of pupils and teachers in Swedish primary schools bring languages other than Swedish and English to the classroom, research is lacking about multilingualism in mainstream primary school settings. This article is based on a research project with an ethnographic approach. The project was conducted at two elementary schools with a high proportion of multilingual teachers and pupils and involved in total three classes in second and fourth grades. The study aims to illuminate multilingual teachers’ perspectives on their pupils language identity construction, through language portraits (Busch, 2017, 2018). Data consist of field notes from observations of the multilingual teachers’ modeling of and reflective talks on the research-generated activity (language portraits). In these reflective talks the teachers exhibited good knowledge about their pupils’ language repertoires. They also expressed surprise that some multilingual pupils filled in only one language in the portrait. Other pupils portrayed themselves as monolingual Swedish speakers, but wanted to add for additional languages to their portrait. The teachers’ reflections also comprised complex notions of what languages are, linguistic identity, and multilingualism relating to their own experiences and emotional understanding. This use of language portraits may provide more knowledge about identity constructions as well as showing the complexity of multilingualism.
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