På jakt efter språk : om språkdelen i gymnasieskolans svenskämne
(2011) In Malmö Studies in Educational Sciences 60.- Abstract
- A common feature of existing research is that the linguistic part of the subject Swedish in upper secondary school appears to be diffuse and seems to lack core and theoretical framework. The purpose of the thesis ’Hunting for language’ is to describe and investigate how the linguistic part of Swedish is handled in upper secondary school. The study was carried out in two classes of college-preparatory programs during the first semester of the students in high school. In addition to observations of lessons, interviews with students from each class, with their Swedish teachers and with their headmasters were conducted. Further, texts produced by students and teachers were collected.
One background for the study consists of different... (More) - A common feature of existing research is that the linguistic part of the subject Swedish in upper secondary school appears to be diffuse and seems to lack core and theoretical framework. The purpose of the thesis ’Hunting for language’ is to describe and investigate how the linguistic part of Swedish is handled in upper secondary school. The study was carried out in two classes of college-preparatory programs during the first semester of the students in high school. In addition to observations of lessons, interviews with students from each class, with their Swedish teachers and with their headmasters were conducted. Further, texts produced by students and teachers were collected.
One background for the study consists of different conceptions of the subject Swedish and of how these conceptions are related to changes of school policy. Another important starting point is Bernstein's theory of pedagogy with its concepts of classification, and invisible and visible pedagogies. In these, the dichotomy of implicit and explicit teaching is vital and is contained, for example, in the issue of explicit versus implicit writing instruction.
The study shows that the linguistic part is justified in different ways. An emphasis on benefit in terms of personal growth for one’s own career appears in the textbook and the policy documents, as well in interviews with students and school leaders, which is consistent with the principle of school and education as a private good. The teachers further include an idea of personal growth, but the link to a future career is not as strong. The policy documents and the teachers also show a citizenship perspective. On the whole, the classification of the linguistic part stands out as weak. The idea of implicit learning is prominent, while, at the same time, the students and the teachers believe that teaching should be explicit. It is clear that different ideas about language and language development are intermingled in the subject Swedish without being made visible. Thus, the linguistic part of the subject Swedish appears as an example of an invisible pedagogy.
The observed teaching practice shows a domination of implicit instruction and a presupposed implicit learning. A strong external classification in terms of clarity regarding material selection and opening explanations by the teachers contrasts with a weak internal classification indicated by the absence of a linguistic metalanguage when working with, for instance, genres.
Finally, explicitness and use of metalanguage are emphasized. The subject of Swedish must try to accommodate the wishes of the students concerning language as a tool for their personal projects, while, at the same time, values embedded in the language and in the reality that language constructs are challenged and brought up for discussion. (Less) - Abstract (Swedish)
- Popular Abstract in Swedish
Ett gemensamt drag i befintlig forskning är att språkliga delar av gymnasieskolans svenskämne framstår som diffusa och tycks sakna kärna och teoretisk ram. Syftet med avhandlingen På jakt efter språk är att beskriva och problematisera språkdelen i gymnasieskolans svenskämne. Undersökningen är gjord i två klasser på studieförberedande program under deras första termin i gymnasieskolan. Förutom lektionsobservationer har intervjuer gjorts med elever ur varje klass, med deras respektive svensklärare och med deras respektive rektor. Dessutom har elev- och lärarproducerade texter samlats in.
En bakgrund till undersökningen utgörs av olika ämnesuppfattningar och hur de är relaterade till... (More) - Popular Abstract in Swedish
Ett gemensamt drag i befintlig forskning är att språkliga delar av gymnasieskolans svenskämne framstår som diffusa och tycks sakna kärna och teoretisk ram. Syftet med avhandlingen På jakt efter språk är att beskriva och problematisera språkdelen i gymnasieskolans svenskämne. Undersökningen är gjord i två klasser på studieförberedande program under deras första termin i gymnasieskolan. Förutom lektionsobservationer har intervjuer gjorts med elever ur varje klass, med deras respektive svensklärare och med deras respektive rektor. Dessutom har elev- och lärarproducerade texter samlats in.
En bakgrund till undersökningen utgörs av olika ämnesuppfattningar och hur de är relaterade till skolpolitiska förändringar. En annan viktig utgångspunkt är Bernsteins pedagogiska teori med begrepp som klassifikation och osynlig respektive synlig pedagogik. I dessa spelar motsatsparet implicit respektive explicit undervisning en avgörande roll och återfinns i exempelvis frågan om explicit kontra implicit skrivundervisning.
Undersökningen visar att språkdelen legitimeras på olika sätt. En betoning av nytta i form av personlig växt för den egna karriären framträder i läroboken, i ämnets styrdokument, hos eleverna och hos rektorerna, något som stämmer väl överensstämmer med principen om skola och utbildning som ett privat projekt. Även lärarna omfattar en idé om personlig växt, men kopplingen till framtida karriär är inte lika stark. I styrdokumentet och hos lärarna finns dessutom ett medborgarperspektiv. Klassifikationen beträffande språkdelen framstår i stort sett som svag. Idén om ett implicit lärande är framträdande, samtidigt som elever och lärare menar att undervisningen bör vara explicit. Det är uppenbart att olika idéer om språk och språkutveckling samsas i svenskämnet utan att skillnader synliggörs. Språkdelen i svenskämnet framstår härigenom som ett exempel på en osynlig pedagogik.
Den studerade undervisningspraktiken visar att en implicit undervisning och ett förutsatt implicit lärande dominerar. En stark yttre klassifikation i form av tydlighet beträffande stoffurval och inledande förklaringar av lärarna kontrasterar mot en svag inre klassifikation uttryckt genom avsaknaden av ett språkvetenskapligt metaspråk då man arbetar med exempelvis genrer. En iakttagelse är att elever och lärare verkar hamna i en nedglidning, det vill säga en fokusering på de fenomen som lättast låter sig beskrivas, något som kan sättas i samband med avsaknaden av metaspråk. I fråga om bedömning av språket i en roman hamnar eleverna exempelvis i subjektiva värderingar.
Avslutningsvis betonas explicithet och användning av metaspråk. Svenskämnet måste tillmötesgå elevernas önskemål om språket som ett verktyg för det personliga projektet, samtidigt som de värderingar som finns i språket och den verklighet som språket konstruerar utmanas och ställs under debatt. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1883250
- author
- Hansson, Fredrik LU
- supervisor
-
- Jan Svensson LU
- opponent
-
- professor Berge, Kjell Lars, Universitetet i Oslo, Institutt for lingvistiske og nordiske studier
- organization
- publishing date
- 2011
- type
- Thesis
- publication status
- published
- subject
- keywords
- educational linguistics, critical literacy, school subject Swedish, mother tongue subjects, upper secondary school, language development, subject didactics, writing instruction, explicit teaching, invisible pedagogy, metalanguage, grammar instruction, genre pedagogy
- in
- Malmö Studies in Educational Sciences
- volume
- 60
- pages
- 248 pages
- publisher
- Malmö högskola
- defense location
- Malmö högskola, Orkanen, Nordenskiöldsgatan 10, sal D 138
- defense date
- 2011-04-29 10:15:00
- ISSN
- 1651-4513
- ISBN
- 978-91-86295-11-0
- language
- Swedish
- LU publication?
- yes
- id
- 45769e9f-0fa6-46b8-8daf-86fab112410d (old id 1883250)
- alternative location
- http://dspace.mah.se:8080/xmlui/handle/2043/11784?show=full
- date added to LUP
- 2016-04-01 13:30:53
- date last changed
- 2019-05-22 07:36:03
@phdthesis{45769e9f-0fa6-46b8-8daf-86fab112410d,
abstract = {{A common feature of existing research is that the linguistic part of the subject Swedish in upper secondary school appears to be diffuse and seems to lack core and theoretical framework. The purpose of the thesis ’Hunting for language’ is to describe and investigate how the linguistic part of Swedish is handled in upper secondary school. The study was carried out in two classes of college-preparatory programs during the first semester of the students in high school. In addition to observations of lessons, interviews with students from each class, with their Swedish teachers and with their headmasters were conducted. Further, texts produced by students and teachers were collected.<br/><br>
One background for the study consists of different conceptions of the subject Swedish and of how these conceptions are related to changes of school policy. Another important starting point is Bernstein's theory of pedagogy with its concepts of classification, and invisible and visible pedagogies. In these, the dichotomy of implicit and explicit teaching is vital and is contained, for example, in the issue of explicit versus implicit writing instruction.<br/><br>
The study shows that the linguistic part is justified in different ways. An emphasis on benefit in terms of personal growth for one’s own career appears in the textbook and the policy documents, as well in interviews with students and school leaders, which is consistent with the principle of school and education as a private good. The teachers further include an idea of personal growth, but the link to a future career is not as strong. The policy documents and the teachers also show a citizenship perspective. On the whole, the classification of the linguistic part stands out as weak. The idea of implicit learning is prominent, while, at the same time, the students and the teachers believe that teaching should be explicit. It is clear that different ideas about language and language development are intermingled in the subject Swedish without being made visible. Thus, the linguistic part of the subject Swedish appears as an example of an invisible pedagogy.<br/><br>
The observed teaching practice shows a domination of implicit instruction and a presupposed implicit learning. A strong external classification in terms of clarity regarding material selection and opening explanations by the teachers contrasts with a weak internal classification indicated by the absence of a linguistic metalanguage when working with, for instance, genres.<br/><br>
Finally, explicitness and use of metalanguage are emphasized. The subject of Swedish must try to accommodate the wishes of the students concerning language as a tool for their personal projects, while, at the same time, values embedded in the language and in the reality that language constructs are challenged and brought up for discussion.}},
author = {{Hansson, Fredrik}},
isbn = {{978-91-86295-11-0}},
issn = {{1651-4513}},
keywords = {{educational linguistics; critical literacy; school subject Swedish; mother tongue subjects; upper secondary school; language development; subject didactics; writing instruction; explicit teaching; invisible pedagogy; metalanguage; grammar instruction; genre pedagogy}},
language = {{swe}},
publisher = {{Malmö högskola}},
school = {{Lund University}},
series = {{Malmö Studies in Educational Sciences}},
title = {{På jakt efter språk : om språkdelen i gymnasieskolans svenskämne}},
url = {{http://dspace.mah.se:8080/xmlui/handle/2043/11784?show=full}},
volume = {{60}},
year = {{2011}},
}