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Johansson, Annelie
Publications (2 of 2) Show all publications
Johansson, A. (2018). Lärares bedömningsspråk: Språkhandlingar, bedömning och språklig utformning i grundskolans skriftliga omdömen. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Lärares bedömningsspråk: Språkhandlingar, bedömning och språklig utformning i grundskolans skriftliga omdömen
2018 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
Teachers’ Assessment Language : Speech Acts, Assessment and Linguistic Choices in Written Assessments in Elementary School
Abstract [en]

This thesis studies elementary school teachers’ language use in written assessments of students, and problematises the relation between teachers’ experiences of written assessment and the institutional and social expectations of professional language use.

The study is based on three types of material: questionnaires answered by 39 teachers, interviews with 3 school principals and approximately 2,200 assessments of students, written according to three different templates. The assessments are analysed using methods derived from stylistics and textanalysis. The analyses of the texts focuses on speech acts, the content of the assessment and linguistic choices. The teachers’ testimonials in the questionnaires and the principals’ perspectives provide contextual information necessary for the understanding of the various forms of language used in the assessments.

The theories applied are critical discourse analysis (Fairclough, e.g., 1992), Roberts & Sarangi’s model of language usage in professional practices (1999,2003), Bernstein’s theory of discourses in pedagogical practices (1990, 1996) and Gerrevall’s (2008) theory of assessment practices.

The results indicate that the teachers’ language use positions them on a scale from formal to informal, and reflect different conditions for writing assessments. The templates for assessments, the statements of teachers and principals illustrate a wide range of institutional, collegial and personal language use. Teachers use six macro speech acts in their assessments: they inform, evaluate, summarise, guide, express feelings and attitudes, and seek dialogue. The content of the assessments focuses on the students’ achievements, processes, personal qualities and behaviour, but also on psychosocial evaluation, which promotes self-esteem and enhances selfregulation ability. In the assessments, teachers often reproduce parts of previously used texts, switch between formal, institutional, and bureaucratic language and context-bound, informal, and dialogical language use. The results show four typical roles that a teacher can assume: the reporter, the processor, the educator, and the coach. Teachers embrace these roles, and switch between them when navigating between institutional and social expectations of form, function and focus of the assessments, which can partly be explained by the influence of New Public Management on teachers’ documentation practices.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2018. p. 204
Series
Linnaeus University Dissertations ; 341/2018
Keywords
educational linguistics, documentation, New Public Management, written assessment, professional discourse, elementary school, critical discourse analysis, systemic functional linguistics, speech acts, svenska med didaktisk inriktning, dokumentation, new public management, skriftlig bedömning, professionell diskurs, grundskola, kritisk diskursanalys, systemisk funktionell lingvistik, språkhandling
National Category
Specific Languages
Research subject
Humanities, Swedish Didactics
Identifiers
urn:nbn:se:lnu:diva-78876 (URN)978-91-88898-26-5 (ISBN)978-91-88898-27-2 (ISBN)
Public defence
2018-12-14, Weber, K-huset, Växjö, 13:15 (Swedish)
Opponent
Supervisors
Projects
Texter med tyngd. Skrivande i utbildning och yrkespraktik
Available from: 2018-11-20 Created: 2018-11-20 Last updated: 2019-01-16Bibliographically approved
Johansson, A. (2015). Textens vävda mönster: struktur och samband i en elevtext. In: Maria Lindgren och Gudrun Svensson (Ed.), Skrivande i skolan: (pp. 57-78). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Textens vävda mönster: struktur och samband i en elevtext
2015 (Swedish)In: Skrivande i skolan / [ed] Maria Lindgren och Gudrun Svensson, Malmö: Gleerups Utbildning AB, 2015, p. 57-78Chapter in book (Other academic)
Abstract [sv]

I artikeln liknas en text med en väv som hålls ihop av ett stort antal trådar, men i stället för trådar är det olika textbindningsfenomen som knyter ihop texter och lyfter fram samband. Utifrån en elevtext belyses styrkor och svagheter i textbindningen med syfte att visa hur en text kan konstrueras och sättas samman för att skapa mening.

Olika genrer kräver olika bindningsmönster vilket elever också måste lära sig för att kunna skriva fullgoda texter. I artikeln uppmärksammas strukturen och sammanhanget i en argumenterande text, en texttyp som är särskilt viktig att både kunna skriva och genomskåda som aktiv samhällsmedborgare.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015
Keywords
textbindning, struktur, styckeindelning, sekvenser, disposition, konnektivbindning, referensbindning, tematisk bindning, elevtext, argumenterande text, textmönster, samband
National Category
Humanities and the Arts Specific Languages Didactics
Research subject
Humanities, Swedish Didactics
Identifiers
urn:nbn:se:lnu:diva-42896 (URN)978-91-40-68848-4 (ISBN)
Projects
Skrivbanksprojektet
Available from: 2015-04-28 Created: 2015-04-28 Last updated: 2018-01-11Bibliographically approved
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