Språk, utveckling och språkutveckling: En kartläggning av fenomenet i en pedagogisk kontext
(2017) PEDM24 20162Education
- Abstract
- The aim of this thesis is to explore and map the pedagogical concept of language development from a post-humanistic theoretical framework. Since plenty of studies focus on this concept from a second language standpoint, the current pro-ject intends to scrutinize language development from a broader perspective. The paper brings up questions regarding the possibilities and limitations of language and develop-ment, as well as it challenges the presupposed views of the concept. It furthermore focuses on language development in a context of Swedish upper secondary school subject within natural sciences. The theoretical framework is grounded on post-human philosophy as well as theoretical insights pro-vided by Deleuze and Guattari, as well as... (More)
- The aim of this thesis is to explore and map the pedagogical concept of language development from a post-humanistic theoretical framework. Since plenty of studies focus on this concept from a second language standpoint, the current pro-ject intends to scrutinize language development from a broader perspective. The paper brings up questions regarding the possibilities and limitations of language and develop-ment, as well as it challenges the presupposed views of the concept. It furthermore focuses on language development in a context of Swedish upper secondary school subject within natural sciences. The theoretical framework is grounded on post-human philosophy as well as theoretical insights pro-vided by Deleuze and Guattari, as well as Rancière. The cho-sen method relies on a diffractive reading of policy docu-ments from the Swedish National Agency for Education (Skolverket), subsequently different philosophical texts that focused on language development. The results indicate that language development is frequently rooted within a socio-cultural context, due to the fact that knowledge and language are interlocked and considered as a tool for knowledge devel-opment and learning activities. Furthermore, these views were challenged by the diffractive reading and alternative ways of thinking of the concepts of language and develop-ment were considered. Finally, the conclusions point out the significance of further research on this subject that focus on language development in a context of teaching practices. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8902772
- author
- Mufic, Johanna LU
- supervisor
- organization
- course
- PEDM24 20162
- year
- 2017
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Diffraktion, Naturkunskap, Posthumanism, Språkdidaktik, Vardagsspråk, Ämnesspråk
- language
- Swedish
- id
- 8902772
- date added to LUP
- 2017-03-07 14:44:16
- date last changed
- 2017-03-07 14:44:16
@misc{8902772,
abstract = {{The aim of this thesis is to explore and map the pedagogical concept of language development from a post-humanistic theoretical framework. Since plenty of studies focus on this concept from a second language standpoint, the current pro-ject intends to scrutinize language development from a broader perspective. The paper brings up questions regarding the possibilities and limitations of language and develop-ment, as well as it challenges the presupposed views of the concept. It furthermore focuses on language development in a context of Swedish upper secondary school subject within natural sciences. The theoretical framework is grounded on post-human philosophy as well as theoretical insights pro-vided by Deleuze and Guattari, as well as Rancière. The cho-sen method relies on a diffractive reading of policy docu-ments from the Swedish National Agency for Education (Skolverket), subsequently different philosophical texts that focused on language development. The results indicate that language development is frequently rooted within a socio-cultural context, due to the fact that knowledge and language are interlocked and considered as a tool for knowledge devel-opment and learning activities. Furthermore, these views were challenged by the diffractive reading and alternative ways of thinking of the concepts of language and develop-ment were considered. Finally, the conclusions point out the significance of further research on this subject that focus on language development in a context of teaching practices.}},
author = {{Mufic, Johanna}},
language = {{swe}},
note = {{Student Paper}},
title = {{Språk, utveckling och språkutveckling: En kartläggning av fenomenet i en pedagogisk kontext}},
year = {{2017}},
}