Språket är bärande för innehållet: : En observations- och intervjustudie av språkstöttning i samhällskunskapsundervisning
Umeå universitet, Statsvetenskapliga institutionen, 2024
Online
Hochschulschrift
Zugriff:
This study investigates how the inclusion of a linguistic perspective in teaching social studies can benefit students' development of both knowledge and a cognitive academic language proficiency. By exploring social studies teachers' instructional practices and thoughts on language-supported teaching, the study aims to answer the following questions: How do teachers provide language support (scaffolding) in their social studies education? What opportunities and obstacles do they encounter in working with language support? How does their reasoning relate to previous research? Through classroom observations and interviews with three social studies teachers, the study is grounded in a socio-cultural perspective on learning and a functional view of language. The analysis identifies that teachers provide language support in several ways, but these practices are often not consciously designed to be language-support. Nevertheless, the results indicate that the threshold for developing a more explicit and systematic language support is low, as many existing teaching methods can be further developed. The study highlights the need for an increased awareness of language within social studies, as well as a clearer ambition from teacher education programs to integrate a linguistic focus into subject didactics. Furthermore, it raises concerns about simplification in certain courses and programs, emphasizing the need to develop teaching methods that promote both language and knowledge development. This is crucial to ensure equality and democracy in the Swedish education system.
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Språket är bärande för innehållet: : En observations- och intervjustudie av språkstöttning i samhällskunskapsundervisning
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Autor/in / Beteiligte Person: | Johansson, Elin |
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Veröffentlichung: | Umeå universitet, Statsvetenskapliga institutionen, 2024 |
Medientyp: | Hochschulschrift |
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