Texter, läsförståelse och läsundervisning i Norge och Sverige - en översikt [VISIONS 2011: Teaching]

Reichenberg, Monica

doi:10.5617/adno.1073

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Studies, both international and those conducted in a Swedish context, that focus on newly arrived adolescents and reading are hard to find. Most studies in Sweden that focus on reading in an L2 perspective concern primary school (see, for example Lindholm 2019;Reichenberg 2012;Schmidt 2013) or upper secondary school (see, for example Economou 2015). Wedin and Stenbäck's (2020) study shows that there is little focus on text use in LIP teachers' thoughts about reading.…”

Section: Research On Reading In a Second Languagementioning

confidence: 99%

Reading in Language Introductory Program Classrooms in Sweden

Aho

2022

Languages

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The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt’s compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL).

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Section: Research On Reading In a Second Languagementioning

confidence: 99%

Reading in Language Introductory Program Classrooms in Sweden

Aho

2022

Languages

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“…At laereren er "vendt tilbake" i forskningslitteraturen, er påtakelig etter perioder der ansvar for egen laering og mer selvstendige laeringsaktiviteter har hatt status. Funn fra våre prosjekter støtter den nyere forskningen på betydningen av laererens rolle (Askeland & Aamotsbakken, 2010;Danielsson, 2011;Reichenberg, 2008Reichenberg, , 2012. Funn motsier i noen grad tidligere forskning på laerebøker og laeremidler som har lagt stor vekt på fagteksters kvalitet og iboende muligheter for laering.…”

Section: Sammenlikning Av De To Klasserommeneunclassified

Literacy i naturfag og fysikk. Hva kreves av grunnleggende ferdigheter? [VISIONS 2011: Teaching]

Aamotsbakken¹,

Askeland²

2012

ADNO

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Artikkelen drøfter laereplanens vekt på grunnleggende ferdigheter og argumenterer for at grunnleggende ferdigheter lesing og skriving kan studeres som én ferdighet: literacy. Laererens rolle blir ansett å vaere avgjørende for innlaering og styrking av denne ferdigheten, også i fag som naturfag og fysikk. Funnene fra to større forskningsprosjekter finansiert av Forskningsrådet ligger til grunn for valg av to case som vi presenterer og analyserer. I prosjektene har lesing og skriving vaert undersøkt, og vi har i begge prosjekt sett på sammenhengen mellom de to ferdighetene. Den er så tett at vi derfor argumenterer for én grunnleggende ferdighet: literacy. Muntlighet inntar en viktig plass i undervisningen, og i artikkelen er det saerlig laererens rolle som modellerer og mediator som knyttes til betydningen av muntlig kommunikasjon.

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Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk

Wedin

Stenbäck

2020

educare

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Pipils in the Language Introduction programmes in upper secondary schools in Sweden are required to develop reading skills to be admitted to national programmes. This study focuses on perceptions of reading and reading instruction among teachers in Swedish as a second language. The empirical material consists of interviews with five teachers. The interviews were analyzed thematically to illuminate the teachers’ perceptions of reading practices and their underlying understanding of reading and reading instruction. Freebody and Luke’s resource model and Ivanič’s multilayered discourse model served as the theoretical frame for the study. The teachers’ narrow view of reading and reading education was revealed in the analysis, with emphasis on practices of coding and meaning making, and on discourses of skills and processes. A picture emerged of the reading education as lacking richness and without necessary conditions to focus on issues of identity, power and ideologies, something that is important for students in this age and situation. We argue that a prerequisite for development of reading education that includes not only cognitive and psychological perspectives but also sociocultural and sociopolitical is that teachers turn their focus from individual students to the social and cultural contexts. Such education could support reading education to develop these pupils’ interpretation and critical skills necessary for future life.

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Texter, läsförståelse och läsundervisning i Norge och Sverige - en översikt [VISIONS 2011: Teaching]

Cited by 3 publications

References 6 publications

Reading in Language Introductory Program Classrooms in Sweden

Reading in Language Introductory Program Classrooms in Sweden

Literacy i naturfag og fysikk. Hva kreves av grunnleggende ferdigheter? [VISIONS 2011: Teaching]

Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk

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