Genom genrens lins : pedagogisk kommunikation i tidigare skolår

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Genom genrens lins : pedagogisk kommunikation i tidigare skolår

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Publication Doctoral Thesis
Doctoral Thesis, monograph
Title Genom genrens lins : pedagogisk kommunikation i tidigare skolår
Author Walldén, Robert
Date 2019
English abstract
The aim of this dissertation is to explore how two teachers communicate content knowledge and metalinguistic knowledge in the teaching of young second language learners. As a qualitative classroom study, it examines how two widely advocated forms of metaknowledge are used in instruction: metalinguistic knowledge, in particular genre knowledge, and reading strategies. Bernstein’s sociology of education theory is synthesized with systemic-function linguistic theory to explore how the participant teachers scaffold and place varying demands on the students. The central concept is pedagogic communication, which is defined as the way in which the teachers use language to communicate instructional content, build and uphold relations and organize information flows in teaching. The materials for the study have been generated through audio recordings, observations and collected teaching materials in school years 1 and 6. The school has a high percentage of second language learners and implements genre-based instruction. The empirical chapters focus on preparations for reading assignments, weekly instances of “sharing time” and a genre-based curriculum area about stories in school year one and a curriculum area about maps and population which integrates geography and Swedish as a second language in school year 6. An important finding is that strongly controlled classroom discourse was associated with introducing and reminding students of abstract concepts in the studied interaction, including metalinguistic and subject-related concepts. Conversely, weaker control tended to promote negotiation of everyday knowledge rather than disciplinary knowledge while also placing implicit demands on students’ participation in the discourse. The study also attends to less-researched features of classroom discourse and scaffolding, such as how the teachers showed solidarity and built engagement through interpersonal resources and managed the information flow through textual ones. A final important finding is that the explicit attention to metaknowledge, such as genre knowledge and knowledge about reading strategies, seemed to come at the expense of encounters with meaningful texts. Therefore, it is argued that such domains of metaknowledge should not become the main instructional content.
DOI https://doi.org/10.24834/2043/26799 (link to publisher's fulltext.)
Publisher Malmö högskola, Fakulteten för lärande och samhälle
Series/Issue Malmö Studies in Educational Sciences : Doctoral Dissertation Series;84
ISSN 1651-4513
ISBN 978-91-7104-957-5
978-91-7104-956-8
Language swe (iso)
Subject literacy education
genre pedagogy
school literacy
Swedish as a second language
second language instruction
primary school
classroom interaction
systemic-functional linguistics
geography teaching
sociology of education
teaching narratives
writing instruction
genre theory
Bernstein
Social studies
discourse analysis
discourse semantics
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/26799 Permalink to this page
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