Kartläggning av en nyanländ elevs litteracitet i Sverige

Abstract

Den här studien handlar om en nyanländ elevs möte med svensk skola och kartläggningen av hennes litteracitet. Studien är en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartläggningssamtal. I de inspelade samtalen deltar en elev, en förälder, tolk samt en kartläggare. Under samtalen ställs en stor mängd frågor men det ges inte mycket tid eller utrymme för utvecklande av svar, fördjupande frågor eller följdfrågor. Eleven ifråga kan tala flera olika språk och har haft såväl franska som arabiska som undervisningsspråk då hon har gått fem år i skola innan hon anlände till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begränsad till högläsning samt att skriva av text som läraren skriver på tavlan. Det blir därför svårt för henne att förstå frågor som kartläggaren ställer i samband med textläsning och textanalys under kartläggningen. I flera avseenden föreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som väntar henne i Sverige.

Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school

“…Unfortunately, national classroom studies on the teaching of narrative texts according to the genre-pedagogical teachinglearning cycle confirm the lack of attention to both interpersonal aspects and linguistic features beyond macrostructure and linking words ( Hermansson et al, 2019 ;Walldén, 2019, Vuorenpää, 2016Yassin Falk, 2017 ). It seems likely that the vague metalanguage in the curricula, as part of the official recontextualization field, impacts recontextualization of genre knowledge through both graphical models and genre-based teaching in the pedagogic recontextualization field.…”

“…This raises expectations of both a genre-theoretical lens (see Section 3.2 ) on texts, focusing on typical structures and linguistic patterns, and a pedagogy for supporting students' writing through the phases of the teaching/learning cycle (i.e., deconstruction of model texts within the target genre followed by joint construction and independent construction ( Rose & Martin, 2012 ;Rothery, 1996 )). However, several studies indicate that the uptake in Swedish classrooms seems restricted to modeling the macrostructure of narrative texts, as well as the use of "linking words" in narrative texts ( Hermansson et al, 2019 ;Walldén, 2019, Vuorenpää, 2016Yassin Falk, 2017 ). Such recontextualizations of narrative genre knowledge seem reductive in light of the careful attention to metalanguage at different levels of language associated with genre-based pedagogy (e.g., Humphrey & Feez, 2016 ).…”

Exploring children’s and adults’ joint appropriation of children’s books through the concept of playworld

“…This realisation empowers the children in the construction of playworld. proceeding to give feedback or corrections according to often-criticised traditional models of classroom interaction & Coulthardt, 1975;Vuorenpää, 2016), the teacher refrains from making any authoritative judgement. Her confirming responses, such as "Yes, exactly.…”

“…As playworld's most striking feature is the relegation of adult authority and children's rise to power (You & Malilang, 2017;Nilsson, 2009;Lindqvist, 1996), we have also explored how this temporary abolition of aetonormativity (Nikolajeva, 2011) opened up an opportunity for teachers to frame classroom discussions and writing activities in ways which give the students agency in exploring and re-shaping the text. They do not need to conform to pre-determined didactic readings of the text or instrumental uses of children's book -which is generally established by adults -to acquire decontextualised genre knowledge (e.g., Vuorenpää, 2016;Walldén, 2020;Watkins, 1999). With the close association of play with child(ish) activity and the absence of teacher authority, the young readers are allowed to feel at home with the playworld and seize the opportunity to establish their leadership during the whole activity.…”

“…This argument also echoes the concerns raised in Gabrielsen et al's (2019) large-scale classroom study of the use of literature in Norwegian lowersecondary classrooms which showed a marked slant towards genre knowledge and analytical skills. National qualitative studies of Swedish classrooms have found a similar emphasis on using children's literature to learn and use principles for structuring texts (Vuorenpää, 2016;Walldén, 2020Walldén, , 2021. As also shown by Watkin's (1999) examination of structuralist, genre-based approaches to classroom reading, such an instrumental use of literary texts is unlikely to foster students' meaningful participation in reading practices.…”