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  • 1.
    Backström, Ida
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Karlsson Falk, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Man kan döda genom att göra det för formellt”: En intervjustudie av sju lärares skrivdiskurser i årskurs 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Writing instruction is affected by teachers’ ideas about writing, learning to write, and what is judged to be acceptable writing. To ascertain seven teachers’ didactic choices when teaching writing, the present study has investigated their perceptions of writing instruction in grade 3, based on Ivanič’s writing discourses. The results of the study show that the teachers relate to several different writing discourses, but the most common are the genre discourse, the skills discourse, and the process discourse. Another finding is that the national tests affect the content of writing instruction, and three of the teachers think that it takes too much time from the ordinary teaching. At the same time, they appreciate the assessment support that comes with the national tests, since this can be used in all writing instruction. The teachers find the national tests time-consuming, while they can simultaneously be regarded as an evaluation of the writing instruction. The teaching of writing is also affected by the pupils’ different needs, and the pupils are offered support in the form of compensatory tools and special teaching to further their writing development and challenge them to achieve more advanced writing as a result of higher demands.

  • 2.
    Backström, Ida
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Karlsson Falk, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Vad sker i klassrummet?: En studie om språkutvecklande aktiviteter inom svensk- och matematikundervisningen i årskurs 2 och 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Language development benefits pupils’ knowledge development and progress in school. Pupils whose linguistic ability is deficient risk encountering difficulties with knowledge development in school. Teachers therefore need to know what they can do to support pupils’ language development. This study examined the occurrence of seven language development activities in four classes in Swedish and mathematics in grades 2 and 3. The practice of the teachers was documented with the support of an observation schedule based on the British “Communication Supporting Classrooms Observation Tool”. The results were analysed and compared according to school subject and grade. The study shows that language development activities occur more often in Swedish teaching but that the range of activities in mathematics teaching is wider. Moreover, the study shows that the pupils are offered few opportunities to work together, as the focus is instead on activities directed by the teacher.

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CiteExportLink to result list
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf