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  • 1.
    Eiesland, Eli Anne
    et al.
    OsloMet – storbyuniversitetet, Norge.
    Laake, Signe
    OsloMet – storbyuniversitetet, Norge.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Grammatikk i skole og utdanning – introduksjon2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 4, article id 0Article in journal (Other academic)
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  • 2.
    Malilang, Chrysogonus Siddha
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Exploring children’s and adults’ joint appropriation of children’s books through the concept of playworld2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 1, article id 4Article in journal (Refereed)
    Abstract [en]

    Research into the role of literature in the Nordic classroom has shown that literary texts are predominantly seen as a tool for the developing of literacy skills and often focus on the structural components of the text itself. This often leads to the equally important creative and playful aspects being sidelined. Addressing this imbalance, the present article argues in favour of creating opportunities for young learners to take more agency and promote creative dialogue and playful expression in classroom reading practicesthrough the framework of playworld (Swedish: lekvärlden) (Lindqvist, 1992, 1996). Specifically, this article attempts to answer the following questions: (1) how can oral and written interaction based on the reading of a children’s book be understood in terms of playworld; and (2) in what ways can the concept of playworld enrich the understanding of students’ and teachers' engagement with children’s books? The findings are based on a classroom study of a Swedish Grade 4 students, focusing on discussions and activities related to the reading aloud of Wegelius’s The Legend of Sally Jones. The results of this study have enabled us to shift from the dominant focus on individual readers and readings to the dialogic interplay in playworld between the children and the adult / teachers who creatively reworked and expanded upon the text. The concept of playworldis employed as a tool to empower both teachers’ and students’ creative engagement with literary texts in a way that builds on a collective imagination.

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  • 3.
    Malilang, Chrysogonus Siddha
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Revamping Mrs. Piggle-Wiggle in Classroom Practice: Negotiating Stereotypes, Literary Language, and Outdated Values2022In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693Article in journal (Refereed)
    Abstract [en]

    In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick), and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections.

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  • 4.
    Malilang, Chrysogonus Siddha
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Wiggle through Mrs. Piggle-Wiggle: What (not) to do in promoting children as empowered readers2021Conference paper (Refereed)
    Abstract [en]

    Departing from the premise of ‘death of the author’, this contribution aims to study children’s active participation in the reconstruction and re-appropriation of old and arguably outdated children’s book from 1940’s. The study centered around forty Year 3 students in Southern Sweden who read Mrs. Piggle-Wiggle, a book first published in 1947, together with their teachers and a librarian. In a process resembling Gunilla Lindqvist’s “Playworld”, both children and adults work together to create a more modern iteration of the book. While the librarian provided numerous paraphrases and elaboration to facilitate students’ meaning making of the book, the students were also encouraged to contribute with their own personal experience and intertextual references from their surroundings. This join negotiation resulted in a collective repository from which the students could draw upon in their reimagination of the book through writing letters to the main protagonist. The result of the analysis also highlights how the reading aloud of the book resulted in a sanitized version, which respect to for example representation of gender, which diminished the potentials for a critical and contextual understanding of the book. Implications for engaging children in the reading of older books in ways which treats them as readers and makers in their own right are discussed.  

  • 5.
    Nangimah, Musrifatun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia2023In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 5, no 1, p. 122-153Article in journal (Refereed)
    Abstract [en]

    Literature on thesis supervision emphasises collaborative approaches with strong and supportive relationships. Despite an increasing research interest in supervisory relationships, little cross-cultural research has been conducted on supervisory roles and relationships in expandingcircle countries. This study explores how thesis supervisors negotiate different rolesand relationshipsin supervision in English as an Additional Language (EAL) contexts. A multi-case study was employed in three contexts: a Swedish university, two Indonesian private universities, and an Indonesian public university. Semi-structured interviews were conducted withfourteenthesis supervisors. Thematic analysis and systemic-functional appraisal theory were used to analyse the discourse. Our findings revealed that supervisors expressed dealing with (a)symmetrical relationships with students and colleagues, dealing with different supervision roles, and managing priorities relating to intellectual development and instrumental goals. However, these dimensions of supervision were described differently in the three contexts. The Swedish supervisors expressed concernsabouthavingweak authority; meanwhile, the Indonesian private supervisors described frustrated attempts to form a closer relationship with the students, whereas the Indonesian public supervisors reacted to students trying to become too familiar. Furthermore, supervisors in the three contexts had to take different unwanted roles in supervision. The article concludes with implications for understanding situatedaspects ofsupervision.

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  • 6.
    Nangimah, Musrifatun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, no 1118436, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Introduction: Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision. 

    Method: We conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy. 

    Findings: Firstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode. 

    Discussion: Since only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses 

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  • 7.
    Nangimah, Musrifatun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Insights into undergraduate English thesis writing supervision in non-Anglophone contexts: Supervisors’ voices from Sweden and Indonesia2023Conference paper (Refereed)
    Abstract [en]

    Doctoral thesis supervision and its writing outcome in Anglophone countries has gathered a great research attention. Moreover, the collaborative supervisory relationship has been considered as an important aspect of doctoral students’ achievement and autonomy in thesis writing. Despite the similar student-supervisor model of supervision between doctoral and undergraduate students, cross-cultural research on undergraduate thesis supervision in the expanding countries seems still underrepresented. The presentation is based on a comparative study of Indonesian and Swedish supervisors’ expression about their experience in supervising undergraduate students to write a thesis in English, the students’ additional language (EAL). The research questions are:

    In what ways do Swedish and Indonesian supervisors describe experiencing thesis supervision? In what ways do Swedish and Indonesian supervisors describe their relationships with students and colleagues?

    Since previous research has discussed ideal practices of supervision involving students in dialogue and supporting their intellectual development, this presentation focuses on the exploration of the different challenges and considerations pertaining to this ideal as described by the supervisors in the three contexts (Swedish university, Indonesian public university, and Indonesian private university). This presentation highlights similarities and differences between supervisors in Sweden and Indonesia, and between supervisors in private and public Indonesian universities. It adds to previous research on supervision which are mainly conducted in the postgraduate or doctorate levels in the Anglophone context. Moreover, this presentation contributes knowledge of the supervisor's beliefs about their roles and relationships in three different contexts, with implications for what is seen as constituting a “good” supervision practice.

    Accordingly, a qualitative case study with semi-structured interview technique was conducted with fourteen thesis supervisors (five Swedish and nine Indonesian). Thematic analysis was informed by systemic-functional linguistics from appraisal theory (Martin & White, 2005). It focused on analysing the discourses expressed by thesis supervisors related to their roles, relationship with students and colleagues, and values about supervision that are scrutinised through the use of modality.

    The findings show that supervisors in the three contexts describe tensions related to imbalanced relationships with students and colleagues, supervisors’ various roles, and supervisors’ priority management regarding students’ instrumental purposes and their desired intellectual journey. Different concerns expressed by supervisors related to tensions in their supervisory relationship. Swedish supervisors described experiencing low authority over their students, Indonesian private university supervisors mentioned challenges in befriending students to create more symmetrical supervisory relationships. Meanwhile, Indonesian public university supervisors emphasised their unease related to students’ attitude for being too close to the supervisors. Different undesired supervisory roles recounted by supervisors such as being students’ editors, pseudo debt-collectors, and spoon feeders were necessitated either by institutional situations or personal commitment as the students’ thesis writing gatekeepers.

  • 8.
    Nangimah, Musrifatun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Supervisors’ feedback priorities and students’ reactions to it: How do Swedes and Indonesians describe it?2023Conference paper (Other academic)
    Abstract [en]

    Research on English as an Additional Language (EAL) academic acculturation has focused on international students as newcomers in English speaking countries and has frequently used a linguistically oriented approach. This research aimed to examine EAL thesis supervision as an academic socialisation practice in non-Anglophone context. We focused on exploring supervisors’ feedback provision priorities and students’ reactions to the feedback in one Swedish and three Indonesian universities. We contribute to the Nordic educational context by shedding light on thesis supervision as part of students’ dynamic academic socialisation. The research was conducted in response to the identified need of new strategies for academic literacy development to manage multicultural assets in the EAL academic writing and publication. We employed a multi-faceted view of academic literacy development, involving both cognitive activities and socially situated practice, integrated with. Biesta’ functions of education and Habermas’s Communicative Action concepts. Semi-structured interview was conducted with thirty-nine participants (14 supervisors and 25 students). The findings indicated different supervisors’ feedback provision priorities. Swedish supervisors explained focusing on content to strive for students’ socialisation and subjectification, while Indonesian supervisors mostly prioritise giving both form and content-focused feedback to target the function of qualification. A few Indonesian supervisors described focusing on socialisation in thesis writing and peer-reviewed publication. While supervisors in both contexts expressed striving for learning orientation through supervision, most students in both contexts described focusing on instrumental goals (finishing their thesis projects and getting degrees). Also, many students explained difficulties dealing with feedback in the form of questions. They indicated resistance to the socialisation process by employing strategic action (deleting or shortening the commented part to avoid further questions and revision). Only a few students viewed question-feedback as a communicative means of learning. Students’ responses signalled a lack of disciplinary literacy through unfamiliarity with research methodologies and theoretical framework that created problems in deciphering the supervisors’ feedback. Since the findings illustrate that students and supervisors have different feedback orientations, we call for increased clarity in communicating aims for thesis supervision. Also, the task of students’ academic literacy development and socialisation cannot fall on thesis supervisors alone. Pedagogical practices through embedded-curriculum programmes are required to foster students’ belonging to academic community and identity adaptation.

  • 9.
    Ridell, Kim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school2023In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 73, article id 101137Article in journal (Refereed)
    Abstract [en]

    This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students' everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narra-tives. Finally, the results show that the models' different ways of representing key story elements may be difficult for teachers and students to decode.(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

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  • 10.
    Ridell, Kim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Intermodal re-/dekonstruktion av Rödluvan och vargen: två lärare som promptar och förhandlar om berättande text i årskurs 12023In: NNFF9 - Den nionde konferensen ordnad av Nordiskt nätverk för forskning i förstaspråksdidaktik, Oktober 25-26, 2023.: Abstraktbok, 2023, p. 49-49Conference paper (Other academic)
    Abstract [sv]

    I denna kvalitativa studie undersöktes två lärares iscensättning av gemensamt återberättande av sagan Rödluvan och vargen som ett exempel på narrativ genre. Båda lärarna använde den grafiska modellen Berättelseansiktet i en storgruppsdiskussion i årskurs 1 i svensk grundskola. Studien sker med bakgrund i en textanalytisk studie som analyserade aktuella styrdokument, grafiska modeller samt annat läromaterial med inriktning mot narrativ text i tidiga skolår (Ridell & Walldén, 2023). Presentationen lägger särskilt fokus på respektive lärares intermodala undervisningspraktik där 1) olika uttrycksformer promptade aspekter av narrativ text och 2) förhandlade kring innehållet i sagan utifrån elevernas förslag.

    Studien tillämpar ramverket design för lärande (DfL) samt ett socialsemiotiskt ramverk som innefattar genreteori och visual grammar. Med dessa utgångspunkter synliggörs både lärarnas aktiva bruk av multimodala resurser i undervisningsmomentet samt vilket kunskapsinnehåll avseende narrativa texter som främjades. För att urskilja ytterligare nyanser i lärarnas olika didaktiska iscensättning användes även Bernsteins inramning samt horisontell och vertikal diskurs.

    Utifrån video- och ljuddata producerade i två klassrum studerades iscensättningen i form av olika visuella, verbala och gestikulära uttrycksformer samt lärarens sätt att utnyttja skrivtavlan och styra interaktionen med eleverna. Forskningsfrågorna lyder: Hur kan aspekter av narrativ genre bli visuellt, verbalt och gestikulärt promptat i iscensättning av textdekonstruktion och -rekonstruktion? Vilka metafunktionella dimensioner och genreteoretiska aspekter hamnar i förgrunden i förhandlingen av Rödluvan och vargen?

    Tentativa resultat visar att lärarnas varierade iscensättning genom olika visuella representationer påverkade elevernas handlingsutrymme. Båda lärarna iscensatte en ideationellt orienterad dekonstruktion och rekonstruktion av sagan med fokus på karaktärer och händelseförlopp. Elevernas förslag på spänningsskapande interpersonella aspekter erkändes i huvudsak när de drev handlingen framåt.

  • 11.
    Ridell, Kim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Prompting story elements in first grade: An intermodal approach for exploring two teachers’ orchestrations2024In: Multimodality & Society, ISSN 2634-9795, E-ISSN 2634-9809, Vol. 4, no 1, p. 29-57Article in journal (Refereed)
    Abstract [en]

    Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.

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  • 12.
    Ridell, Kim
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Visuella inramningar av narrativ text: En studie av två grafiska modeller i grundskolans tidigare år2022In: ASLA-Symposiet 7–8 april 2022: Abstractsamling, Stockholm, 2022, p. 83-83Conference paper (Refereed)
    Abstract [sv]

    Grafiska modeller har länge varit en del av läs- och skrivundervisningen i grundskolans tidigare år. Med den nya läroplanen (LGR22) skrivs de explicit fram som ett didaktiskt verktyg i tidig svenskundervisning. Trots att modellerna som dessa redan är undervisningspraktiskt frekventa är forskning kring modellernas roll i konstruktion och rekonstruktion av text ytterst begränsad. Denna studie tar ett socialsemiotiskt grepp om två grafiska modeller för att utforska hur de representerar narrativa texter och centralt innehåll i gällande kursplaner. Bärande teoretiska ingångar är Martin och Roses genreteori, Kress och van Leeuwens visuella grammatik och Bernsteins om teori om rekontextualiseringfält.  

    I studien undersöker vi de två grafiska modellerna Hinderschemat och Berättelseansiktet, som genom Skolverkets Läslyftet lyfts fram som goda exempel i undervisningsprocesser kring narrativ text. Vi studerar dessa grafiska modeller som representation av narrativa textelement i relation till flera kontexter: 1) formuleringar i nuvarande (LGR11) och kommande (LGR22) kring undervisningsinnehåll och kunskapskrav i svenska och svenska som andraspråk upp till årskurs 3, 2) hur de presenteras i artiklar och filmklipp som en del av Läslyftet, samt 3) hur de skrivs fram i läromedel och lärarhandledningar som presenterar dem.   

    Preliminärt resultat visar en variation mellan modellernas bruk av metaspråk i relation till begreppsapparaten i kursplanerna samt en användning av metaforer för att göra modellerna interaktionellt tillgängliga för yngre elever. Representationen av narrativa element motsvarar kursplanerna så till vida att karaktärer och kronologiska händelser sätts i förgrunden medan potentiella evaluerande genresteg som skapar dramaturgi genom att reagera på händelser saknas. Berättelseansiktet gör en särskilt bokstavstrogen representation av kursplanerna men den visuella analysen visar den komplexa tolkningsuppgift lärare och elever står inför när modellen ska användas i klassrumspraktiken. Elevernas möjlighet att praktiskt använda sig av modellerna begränsas dessutom av en liten skrivyta. 

  • 13.
    Sandgaard-Ekdahl, Hanna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Argumentationsskrivande inom grundläggande vuxenutbildning: En utmaning för lärare och elever2022In: Möjligheter till lärande: Andraspråksdidaktik i ett kritiskt perspektiv / [ed] Kristina Aldén, Mikael Olofsson, Stockholm: Liber, 2022, 1, p. 200-213Chapter in book (Other academic)
  • 14.
    Sandgaard-Ekdahl, Hanna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    ”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 2, p. 55-87Article in journal (Refereed)
    Abstract [en]

    ”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts.

    The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development.

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  • 15.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Accepting or Challenging the Given?: Critical Perspectives on Whole-class Readings of Texts in Social Studies2024In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 23, no 1, p. 66-81Article in journal (Refereed)
    Abstract [en]

    Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

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  • 16.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Adult migrants' voices about learning and using Swedish at work placements in basic language education2023In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

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  • 17.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Alla lärare är språklärare! Recension av "Språkutvecklande SO-undervisning"2015In: Lisetten : Föreningstidning för Riksförbundet Lärare i Svenska som Andraspråk., ISSN 1101-5128, Vol. 26, no 4, p. 34-35Article, book review (Other academic)
  • 18.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Assessed into form: The discourse of formative assessment in teacher Facebook interaction2017In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2017, no 2, p. 130-144Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to examine how the discourse of formative assessment is perpetuated and transformed in a Facebook group where teachers and other agents meet for discussions and to share advice about teaching methods. Drawing on concepts from critical discourse analysis (Fairclough 1993), the study shows how teachers position themselves as successful and devout practi-tioners of formative assessment, while perpetuating central concepts such as self-regulation and peer assessment. Additionally, the results show how teach-ers’ voices intermingle with actors seeking to align formative ideals with re-quirements for certain goods and services. In light of these findings, the relation between formative discourse and discourses of marketization and performativi-ty seems dialectic rather than oppositional. It is proposed that the resulting interdiscursive mix pushes teachers towards adopting market-oriented identi-ties, foregrounding not only the assessable behaviors of students but also those of their teachers.

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  • 19.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Att lära om och genom metaforer: Litteraturarbete med vuxna andraspråksinlärare2019In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 13, no 1, p. 49-69Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical metaphors in teacher-led literature work in basic adult education. The material was generated through observations, voice recordings and collected teaching materials during classroom work with literature in the subject Swedish as a second language. Linguistic theories are used in the analysis. The result shows that both hidden metaphors and more creative lexical metaphors became subjects for discussion during the book talks. Meanings of these metaphors were negotiated by the teacher relating literal meanings to figurative counterparts or, especially in cases where the link between literal and figurative meanings were obtuse, by exemplifications and synonyms. As the meanings were related to characters, plot developments and overall themes in the novel, they also played a part in understanding the novels. Additionally, the result shows that grammatical metaphors, most frequently adjectivised or nominalised verbs, were important resources for describing the characters and explaining figurative language. To use them, the second language learners used communicative strategies such as innovations and over-generalisations of word inflections. Potentials for working with metaphors in a more conscious way are discussed, for example by pointing out how conceptual metaphors such as “war against cancer” reflect cultural perceptions.

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    Att lära om och genom metaforer
  • 20.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Att synliggöra skönlitterära ord och uttryck med texten i centrum2023Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Medvetenheten om språkliga dimensioner i ämnesundervisning har ökat det senaste decenniet genom forskningsstudier, pedagogisk litteratur och kompetensutvecklingssatsningar. Fokuset har till större delen legat på läsande och skrivande i andra ämnen än svenska och svenska som andraspråk. I det här blogginlägget vill jag belysa hur lärare hanterar språkliga stötestenar i arbete med romaner och bilderböcker.

  • 21.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?2020In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 20, p. 1-23Article in journal (Refereed)
    Abstract [en]

    In this article, I highlight how two teachers seek to scaffold second language learners’ use of language and engagement with texts in Grade 1 and 6. The aim is to explore the communication of metaknowledge in classroom discourse, more specifically, the communication of knowledge about language and metacogni-tive reading strategies. Two teachers participated in the study, and data were gathered through observa-tions, voice recordings, and the collection of teaching materials. Bernstein’s sociology of education is operationalized to reveal different aspects of framing during teaching activities in second language teaching and geography. Drawing upon systemic-functional linguistics, I show how metaknowledge was fore-grounded by the teacher in ways that sometimes de-emphasized the subject-related texts and concepts expected to be at the center of the teaching. An important empirical finding is that the foregrounding of metaknowledge such as features of the language and cognitive reading strategies in teaching can result in a pseudo-visible modality of pedagogy that provides insufficient scaffolding for dealing with subject-related texts and participating substantially in classroom discourse. Implications for teaching are discussed.

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    Communicating metaknowledge to L2 learners
  • 22.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    ”Den här föräldern smörjer tant Mittiprick litegrann”– integrerat läsande och skrivande under ett litteraturarbete i årskurs 32021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 5-30Article in journal (Refereed)
    Abstract [sv]

    I denna studie undersöker jag litteracitetspraktiker i en årskurs 3 när en skolbibliotekarie leder högläsning av barnboken, Tant Mittiprick, och följer upp läsningen med enskrivuppgift. Empiriska data har insamlats genom observationer och transkriberadeljudinspelningar. I analysen integreras ramverk för litteracitetspraktiker och språkligametafunktioner samtidigt som det kusliga (umheimlich) synliggörs som ett barnboksspecifikt inslag. Resultatet visar att ett förståelsearbete under högläsningssamtalen försvidare i det skrivpedagogiska upplägget, där eleverna skriver brev till varandra och träderin i olika roller baserade på boken. Under genomgångar och återkopplande samtal görseleverna uppmärksamma på hur de behöver utveckla ett relevant innehåll, använda enpassande röst och följa ett ändamålsenligt informationsflöde. Möjligheten att förankrabåde läsandet och skrivandet i en kritisk och kreativ förståelse för barnbokens framställning och typiska drag diskuteras.

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    integrerat läsande och skrivande under ett litteraturarbete i årskurs 3
  • 23.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Diskursöverbryggande perspektiv på återkopplande skrivsamtal i årskurs 32023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 28, no 1-2, p. 73-99Article in journal (Refereed)
    Abstract [en]

    In both current debates on the perceived crisis of young people’s writing and national research on writing instruction, there is a tendency to foreground oneparticular perspective on writing. Debaters focus on technical skills, while many researchers advocate a focus on function rather than form. Also, research on writing instruction in primary years of schooling is scarce. This article responds to the need for a more nuanced understanding of writing instruction in the primary years of schooling. Its particular focus is on the oral feedback given on letters written by students in Grade 3. The research aim is to explore and highlight movements between different perspectives on writing in the interaction. The study is based on transcribed audio recordings of nine feedback talks (1h30m) between a school librarian and Grade 3 students writing letters based on a reading of a children’s book. In the analysis of the data, Roz Ivanić’s discourses of writing are operationalized and visualized in a way which enables the detailed analysis of how oral classroom interactions relate to correctness, disposition, and the communicative context. In particular, this analytical tool highlights discursive shifts, for example between disposition and communicative function. Feedback focusing on the communicative  context is understood in light of Halliday’s contextual categories of field, tenor and mode.The writing assignment given to the students consisted of answering letters from parents seeking aid with misbehaving children. In doing this, they were expected to assume the role of the book’s protagonist, Mrs. Piggle-Wiggle. The letters they responded to had been written by peers in a previous, related assignment. The result of the analysis shows that the librarian underscored the importance of adhering to a prescribed disposition of the letter, with reference to different aspects of the communicative context. In particular, she underlined the importance of explaining why the students’ proposed solutions to children’s misbehavior would work (field) to convince and reassure the parents (tenor). Also, she drew attention to the need for explicitness in written communication, which relates to the contextual category of mode. As such, the results show a considerable interplay between disposition and communicative goals, which can be understood as discursive shifts. The students were also given feedback on syntax, interpunctuation, and spelling. This feedback was rarely related to the construction or communicative goals of the text. However, there were some exceptions, such as when the librarian commented positively on the use of exclamation marks reflecting the “energy” of Mrs. Piggle-Wiggle and guided the children in using a conjunction to give an explanation.In summary, the results highlight the potential of the interplay between different discourses of writing. It is suggested that the analytical lens developed and employed in the study can be used in other activities of writing instruction, for example teacher-led deconstructions of model texts. A more nuanced view of the interplay between textual forms and functions in on-going teaching is desirable to promote students writing and counteract the one-sided perspectives which can otherwise govern discussions about writing instruction.

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  • 24.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Envisioning history: Shaping literacy practices in the teaching of the early modern period in Grade 62020In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 20, p. 1-26Article in journal (Refereed)
    Abstract [en]

    This article aims to contribute knowledge of how literacy practices are actively shaped in the teaching of history. One teacher and her two groups of Grade 6 students were followed during a content area spanning 12 weeks that focused on the Vasa era in Swedish history. The collected material consists of field notes, transcripts of peer group and whole-class interaction, samples of students’ writing, and documented teaching material. Based on theoretical frameworks of literacy and classroom interaction, the analysis of the findings shows how the teacher, using resources such as texts, images, and one epi-sode of a documentary series, facilitated the students’ initial immersion in the historical period and supported their developed understanding. The teacher is shown to employ a dialogic communicative approach while also introducing more abstract and content-relevant perspectives. Although the teacher positioned the students to consider representations of key historical figures, opportunities to critically analyze texts as historical sources were limited. The implications for shaping literacy practices in ways which promote Grade 6 students’ development of disciplinary literacy in history are discussed.

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  • 25.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ett logiskt fokus i undervisningen?: Lärare undervisar om logiska samband i årskurs 1 och 62018In: Grammatik, kritik, didaktik: Nordiska studier i systemisk-funktionell lingvistik och socialsemiotik, Institutionen för svenska språket, Göteborgs universitet , 2018, p. 129-146Conference paper (Refereed)
    Abstract [en]

    This study uses systemic-functional linguistics to explore teaching about logical connections. It is based on observations, sound recordings and teaching materials in school year 1 and 6. The school has many multilingual students and employs genre-based instruction. The result shows that the two participating teachers teach about logical connections which are important for realizing the generic structures which are the focus of instruction: narrative texts and discussions. The result also shows that it can be challenging to teach about logical conections, when they have different semantic functions while also being realized through different grammatical categories. Another important result is that logical connections are most fruitfully explored in light of how they function in specialized texts. An isolated focus on logical connections has limited prospects of scaffolding the production of oral and written texts.

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  • 26.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Focusing on content or strategies? Enactment of reading strategies in discussions about science texts2022In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 13, no 4, p. 407-424Article in journal (Refereed)
    Abstract [en]

    This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning. 

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  • 27.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Genom genrens lins: pedagogisk kommunikation i tidigare skolår2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation is to explore how two teachers communicate content knowledge and metalinguistic knowledge in the teaching of young second language learners. As a qualitative classroom study, it examines how two widely advocated forms of metaknowledge are used in instruction: metalinguistic knowledge, in particular genre knowledge, and reading strategies. Bernstein’s sociology of education theory is synthesized with systemic-function linguistic theory to explore how the participant teachers scaffold and place varying demands on the students. The central concept is pedagogic communication, which is defined as the way in which the teachers use language to communicate instructional content, build and uphold relations and organize information flows in teaching. The materials for the study have been generated through audio recordings, observations and collected teaching materials in school years 1 and 6. The school has a high percentage of second language learners and implements genre-based instruction. The empirical chapters focus on preparations for reading assignments, weekly instances of “sharing time” and a genre-based curriculum area about stories in school year one and a curriculum area about maps and population which integrates geography and Swedish as a second language in school year 6. An important finding is that strongly controlled classroom discourse was associated with introducing and reminding students of abstract concepts in the studied interaction, including metalinguistic and subject-related concepts. Conversely, weaker control tended to promote negotiation of everyday knowledge rather than disciplinary knowledge while also placing implicit demands on students’ participation in the discourse. The study also attends to less-researched features of classroom discourse and scaffolding, such as how the teachers showed solidarity and built engagement through interpersonal resources and managed the information flow through textual ones. A final important finding is that the explicit attention to metaknowledge, such as genre knowledge and knowledge about reading strategies, seemed to come at the expense of encounters with meaningful texts. Therefore, it is argued that such domains of metaknowledge should not become the main instructional content.

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  • 28.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Genom genrens lins: pedagogisk kommunikation i tidigare skolår2018Conference paper (Refereed)
    Abstract [sv]

    Presentationen bygger på ett avhandlingsprojekt om genrebaserad undervisning och pedagogisk kommunikation i årskurs 1 och 6. Genom observationer och ljudinspelningar på en språkligt heterogen skola utforskas hur de två deltagande lärarna kommunicerar metaspråkliga och ämnesspecifika kunskaper. Ett särskilt intresse riktas mot relationen mellan metaspråklig och ämnesspecifik kunskap i genrepedagogisk undervisning. Studien har en diskursanalytisk ansats, och använder ett utbildningssociologiskt och systemisk-funktionellt teoretiskt ramverk för att belysa lärarnas pedagogiska kommunikation. Resultatet visas att genrer används på olika sätt i den studerade undervisningen. I årskurs 1 används kunskap om narrativ genre som en utgångspunkt för att gemensamt förstå och konstruera innebörder i text. I en ämnesintegrerad undervisning om kartor och befolkning som studerats i årskurs 6 står genrekunskapen som sådan i centrum. Att använda sambandsord och en diskuterande genrestruktur får prioritet framför att utforska ämnesspecifika textvärldar. Resultatet visar även att lärarnas pedagogiska kommunikation har många stöttande egenskaper. Lärarna fokuserar och packar upp abstrakta begrepp, bygger engagemang, visar solidaritet, markerar skiftningar i kommunikationen och kondenserar centrala innebörder. Resultatet visar även att öppna kommunikationsformer, där eleverna till synes ges stort utrymme att bidra, kan medföra ojämlika förutsättningar för deltagande samt en dragning mot det talspråkliga och vardagliga istället för det skrifspråkliga och ämnesspecifika.

  • 29.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Genrekunskaper som ett led i läsförståelsearbetet: textsamtal i årskurs 1 och 62019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 95-110Article in journal (Refereed)
    Abstract [en]

    This study focuses on text talk in school year 1 and 6, with the purpose of exploring how classroom communication around written genres can promote the use of reading strategies. The empirical data has been collected through observations, voice recordings and collection of texts used in teaching, whereas the analysis is based on genre theory and frameworks for literacy and reading comprehension. The participating teachers teach according to principles of genre pedagogy. The result shows how knowledge about genre structures and logical connections uphold a point of reference in the interaction based on narrative texts and discussions. Secondly, it shows how this point of reference can contribute to using questioning, summarising, clarifying, evaluating and predictive reading strategies. Thus, genre knowledge can be a basis for objectifying texts used in teaching and at the same time promote negotiation of their meanings.

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  • 30.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Genrer och kunskapsområden i två klassrum2017Conference paper (Refereed)
    Abstract [sv]

    Föredraget kommer att visa hur genrepedagogisk undervisning (Rose & Martin 2012) rekontextualiseras i två grundskoleklassrum med hög andel andraspråkselever. Det rör sig om preliminära resultat från ett pågående avhandlingsprojekt, som undersöker hur kunskap av ämnesspecifik och metaspråklig art representeras i undervisningen. Studien har en diskursanalytisk ansats, och använder ett utbildningssociologiskt och systemisk-funktionellt teoretiskt ramverk för att belysa lärarnas pedagogiska kommunikation (Bernstein 1990/2003; Christie 2002; Martin & Rose 2007). Resultatet bygger delvis på observationer av ämnesintegrerad svenska och SO-undervisning i årskurs 6, och visar härvidlag hur lärarens föresats att modellera diskuterande genre leder bort den pedagogiska kommunikationen från det skolgeografiska kunskapsområde som tidigare har byggts upp. De diskuterande modelltexter som introduceras och samkonstrueras är i hög grad skräddarsydda för att illustrera genrestukturer samt logiska förbindelser, och rör sig i vardagliga fält. En genrepedagogisk undervisningsprocess om narrativ genre observerad i årskurs 1 fokuserar också logiska förbindelser och övergripande genrestruktur, men orienterar sig i högre grad mot att konstruera ett meningsfullt innehåll i text, med relevans för det aktuella kunskapsområdet. Studien bidrar sammanfattningsvis till en diskussion om risker och möjligheter med att sätta genrekunskap i förgrunden för undervisningsprocesser, i ljuset av hur det öppnar upp eller begränsar utsikterna för meningsfulla skriftspråkliga erfarenheter av kunskapsområden. Referenser Bernstein, Basil (1990/2003). Class, codes and control. Volume IV. The structuring of pedagogic discourse. London: Routledge. Christie, Frances (2002). Classroom discourse analysis: a functional perspective. London: Continuum. Martin, J. R. & Rose, David (2007). Working with discourse: meaning beyond the clause. London: Continuum. Rose, David & Martin, J. R. (2012). Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney school. Sheffield: Equinox.

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  • 31.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Genrer och språkliga resurser i grundskolans läromedel: ett funktionellt perspektiv2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 2, p. 100-120Article in journal (Refereed)
    Abstract [en]

    This article investigates how five textbooks instruct about genre structures, logical connections and resources for evaluative descriptions. It also gives theoretical tools for considering the relation between form and function in teaching genre. The analysis was conducted by relating the specific linguistic areas to relevant systemic-functional and genre-theoretical categories. The result shows a weak connection between form and function in the instructions of the textbooks, where descriptions of genre structures are either too vague or too specific to be applied effectively within the relevant genres. Furthermore, logical connections are modelled in contexts where they are not necessitated, while modelling of resources for evaluative descriptions are restricted to adjectives. A contribution from the article is to show how the functional basis of instructions may be improved by greater attention to relations between linguistic resources and communicative needs, as well as by applying perspectives transcending grammatical categories.

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  • 32.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Going Off the Rails With Sally Jones: Promoting Literary Understanding in Character-focused Read-aloud Discussions2022In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 22, p. 1-25Article in journal (Refereed)
    Abstract [en]

    Although discussion-based approaches to literature have been researched extensively, there has been little qualitative research on read-aloud discussions focusing on specific aspects of literature. Moreover, considering the current bias towards comprehension and analytical skills in language arts curricula, an ongoing discussion about different dimensions of literary understanding in classroom practice is necessary. Therefore, the present study seeks to contribute knowledge about possibilities for literary understanding in character-focused classroom discussions. Data, comprised of field notes and transcribed audio recordings, were collected throughout 12 lessons in a Swedish Grade 4 during the reading aloud of the picture book Legenden om Sally Jones (The Legend of Sally Jones). The analysis was guided by thematic content analysis and reader-response theories, enabling a broad view of literary understanding. The result shows that character-focused discussions promoted evaluating the characters, making inferences, and considering important events. Occasionally, the students made analytical remarks about how the story worked. In addition, the students were encouraged to empathise with the characters while making connections between the text and their lives. Furthermore, the students drew on intertextual knowledge to use the text in creative expressions involving pleasurable narrative deaths. Implications for teaching and language arts curricula are discussed.

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  • 33.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    GP Debatt: Både fysiska böcker och digitala texter nödvändiga i skolan2023Other (Other (popular science, discussion, etc.))
  • 34.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    How did a focus on reading strategies shape the discussions about texts and images in a grade 4 science classroom?2022Other (Other (popular science, discussion, etc.))
    Abstract [en]

  • 35.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Implementing genre pedagogy in content instruction: Lessons from Sweden2020In: International Journal of Indonesian Education and Teaching, ISSN 2548-8422, Vol. 1, no 4, p. 1-9Article in journal (Refereed)
    Abstract [en]

    Drawing upon studies conducted in Sweden, this article discusses possibilities and limits of implementing genre pedagogy in content instruction. The wider educational concern is how knowledge of genre and language can be used to promote a deeper engagement with content knowledge. The linguistic theory underpinning genre pedagogy and the pedagogic-practical teaching/learning cycle is explained. Then, two empirical studies of genre-based teaching in Geography in Grade 6 are reviewed, with a particular focus on the texts used as models for the students’ own writing. The studies show two contrasting sides of genre-based intervention: one in which generic structures and other features of texts are used productively to engage with content knowledge and one in which attention to generic structure and logical connections comes at the expense of the negotiation of content knowledge. The article concludes with recommendations for implementing genre pedagogy.

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    Implementing genre pedagogy in content instruction
  • 36.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Implementing genre pedagogy in content instruction: lessons from Sweden2019In: Program Book, Universitas Sanata Dharma , 2019, p. 60-60, article id 111Conference paper (Refereed)
    Abstract [en]

    Drawing upon studies conducted in Sweden, this article discusses possibilities and limits of implementing genre pedagogy in content instruction. The wider educational concern is how knowledge of genre and language can be used to promote a deeper engagement with content knowledge. The linguistic theory underpinning genre pedagogy and the pedagogic-practical teaching/learning cycle is explained. Then, two empirical studies of genre-based teaching in Geography in grade 6 are reviewed, with a particular focus on the texts used as models for the students’ own writing. The studies show two contrasting sides of genre-based intervention: one in which generic structures and other features of texts are used productively to engage with content knowledge and one in which attention to generic structure and logical connections comes at the expense of the negotiation of content knowledge. The article concludes with recommendations for implementing genre pedagogy.

  • 37.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Interconnected literacy practices: exploring classroom work with literature in adult second language education2020In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 11, no 1, p. 45-63Article in journal (Refereed)
    Abstract [en]

    Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussions, through observations, voice recordings and the collection of texts and other teaching materials. The result shows a strong orientation towards meaning-making, which was scaffolded by the teachers directing attention to language, style and narrative structure. Thus, different kinds of literacy practices were interconnected. Although practices of critical text analysis were not prioritised by the participant teachers, it is shown how the students used their diverse experiences and knowledge to read both 'with' and 'against' the grain of the text. Implications for teaching and steering documents are discussed.

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  • 38.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    "It was that Trolle thing" Negotiating history in Grade 6: A matter of teachers' text choice2020In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 60, article id 100844Article in journal (Refereed)
    Abstract [en]

    A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ en- gagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using discourse analysis in- formed by systemic-functional linguistics, the study contributes to existing research by highlighting the role of teachers’ text choices in the shaping of disciplinary literacy practices in the teaching of history. The texts chosen and rejected by the participant teacher are analyzed and put in relation to transcripts of peer interaction and samples of students’ writing. The results show that the texts chosen – unlike those rejected –largely relied on everyday linguistic resources. As the students’ peer interaction and writing closely mirrored the texts presented to them, their opportunities to use the resources of abstract language commonly associated with school history seemed restricted. Implications for teaching are discussed.

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  • 39.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Kommunikativa orienteringar i kunskapsbyggande interaktion: Förhandling om ämnesinnehåll i språkligt heterogena klassrum2021In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 145-181Article in journal (Refereed)
    Abstract [en]

    Exploring spoken interaction in the teaching of texts and content knowledge to linguistically diverse Grade 6 students, this article responds to the need of a more nuanced understanding of how different patterns of interaction function in knowledge-building classroom practices. The study is based on observations and transcriptions of recorded classroom interaction in different school subjects. The analysis is based on theoretical frameworks of communicative approaches, knowledge domains and discursive mobility. The result shows how patterns of classroom interaction are connected to important functions, such as building up prior knowledge, reminding students of key disciplinary concepts,reinforcing meanings in disciplinary texts, problematizing different aspects of how subject content is represented and enabling the diverse students to connect the subject content to personal experiences and process it with innovative use of the target language. The result also shows that movements towards a disciplinary discourse can be promoted by grounding the interaction in written texts and hindered by less functional use of everyday language.

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    Kommunikativa orienteringar i kunskapsbyggande interaktion
  • 40.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Linguistic and Playful Resources of Literacy Teaching2016Conference paper (Refereed)
    Abstract [en]

    My research project focusses meaning-making resources made available in literacy education. A social semiotic (Halliday, Mathiessen 2014, Kress, van Leuween 2006) and sociological (Bernstein 2000) framework is employed in the exploration of these resources and how they help shaping the consciousness of young readers. The project examines current textbooks in mother tongue and second language education, as well as classroom practice. The study of Swedish language textbooks shows that they restrict themselves to general descriptions of narrative fields and rigid delineations of text structure. The study proposes that the reader’s ability to fruitfully engage with these fields can be increased by closer attention to the play of linguistic resources in the modelled texts, unveiled by systemic-functional and genre-theoretical analysis (Martin, Rose 2008). The ongoing study of unfolding discourse in a multi-ethnic first grade classroom examines the resources used in guiding these students into narrative worlds. A special interest is invested in how the teacher introduces fictional aid characters during joint-reading sessions as a playful way to model reading strategies. This apprenticing of emergent, multilingual readers is analyzed through a synthesis of functional linguistic and sociological tools (Christie 1998), cementing a sociocultural view of literacy teaching practices.

  • 41.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Litteraturarbete med vuxna andraspråksinlärare: Språkliga dimensioner2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Anders Jakobsson; Pia Nygård Larsson; Lotta Bergman, Lund: Studentlitteratur AB, 2022, p. 279-302Chapter in book (Other academic)
  • 42.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Looking critically at social studies text material in diverse classrooms: OASIS Summary of Walldén (2021) in Journal of Language, Identity & Education.2022Other (Other (popular science, discussion, etc.))
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  • 43.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Med fokus på ord, uttryck och språklig stil: ett betydelseskapande litteraturarbete i grundläggande vuxenutbildning2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 3-4, p. 35-60Article in journal (Refereed)
    Abstract [sv]

    I denna studie utforskas ett litteraturarbete som involverar en lärare och en grupp andraspråksinlärare inom grundläggande vuxenutbildning. Den aktuella kursen är Svenska som andraspråk Delkurs 3. Syftet med studien är att utforska och synliggöra de litteracitetspraktiker som erbjuds under moment som fokuserar på romanens språk. Materialet grundar sig på observationer, ljudinspelningar och insamlat läromaterial. Analysen vilar primärt på Luke och Freebodys litteracitetspraktiker, Langers teori om textrörlighet samt Bernsteins utbildningssociologiska teori. I analysen betraktas litteraturarbetet som samspelande litteracitetspraktiker, där arbetet med romanens språk utgör en särskild textanvändningspraktik. Resultatet visar att läraren i diskussioner kring ord, uttryck och språklig stil för uppmärksamheten till de centrala karaktärernas egenskaper och utveckling genom romanen. Detta medför att textanvändningspraktiken samspelar med en betydelseskapande praktik, där de betydelser som utforskas i interaktionen överskrider betydelsen av de enskilda ord och uttryck som väljs ut och diskuteras. Detta kan tillmätas viktiga stöttande egenskaper i en undervisningsgrupp där majoriteten av eleverna skulle ha svårt att förstå romanen på egen hand. I artikeln diskuteras även hur fokuset på romanens språk öppnar upp för en textanalytisk litteracitetspraktik.

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  • 44.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching. Trelleborgs kommun.
    Möjligheter till språkutveckling under branschpraktikens språklektioner: Delrapport från följeforskning av projektet Yrkeskedjor Trelleborg2022Report (Other academic)
  • 45.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Negotiating metaphors, narrative structure and linguisticstyle: Classroom work with literature in adult second-language instruction2021Conference paper (Refereed)
    Abstract [en]

    Within research into second language instruction, there has been a major focus on how to scaffold learners' acquisition of different disciplinary literacies. A central question, reflected to a varying degree in approaches such as genre pedagogy, content-based instruction and CLIL, is how the linguistic dimensions of dealing with instructional content can be made explicit to the learner. However, limited attention has been given to second -anguage learners' negotiating content belonging to the language they are studying. My presentation will be dedicated to this less explored form of disciplinary literacy. Drawing upon a classroom study of adult intermediate second-language instruction, I will employ SFL (systemic-functional linguistics) and LCT (legitimation code theory) to explore how two teachers involved their students in classroom work with literature. Based on observations, voice recordings and collected teaching materials, I will show how the teachers and the students negotiated subject content such as metaphors, narrative structure and linguistic style. In particular, I will highlight discursive shifts in classroom interaction between concrete/everyday and more abstract/metaphorical ways of using language as the teachers and the students discussed formulaic language encountered in the novels. In addition, I will show how these discussions related to the comprehension and interpretation of the literary texts.

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    Conference abstract
  • 46.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Pedagogisk kommunikation i svenska som andraspråk: Språk, texter och samtal2020 (ed. 1)Book (Other academic)
    Abstract [sv]

    Ett av de viktigaste verktygen i undervisningen för lärare i svenska som andraspråk är den muntliga kommunikationen. Det är genom den som läraren bland annat kan erbjuda tydliga stödstrukturer, utveckla elevernas metaspråkliga kunskap, främja en kritisk textmedvetenhet, organisera engagerande läs- och textarbete samt skapa lärorika interaktionstillfällen i klassrummet. Pedagogisk kommunikation i svenska som andraspråk ger både teoretisk fördjupning i pedagogisk kommunikation och tydliga råd om hur lärare kan utveckla sin andraspråksdidaktik. Genom rikliga klassrumsexempel från såväl grundskola som vuxenundervisning beskriver författaren vad det är som sker i kommunikationen men också hur den skulle kunna genomföras för att ytterligare stärka elevernas språk- och kunskapsutveckling. Boken är främst avsedd för verksamma och blivande lärare i svenska som andraspråk. Den är även lämplig för den som söker fördjupade språkdidaktiska kunskaper om systemisk-funktionell lingvistik, genrepedagogik, litteracitetspraktiker och utbildnings­sociologi.

  • 47.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    ”Räknas detta också som text?” Lässtrategier i ett ämnesintegreratarbete med läromedelstexter2022In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, no 1, p. 27-50Article in journal (Refereed)
    Abstract [en]

    This article responds to the need of further qualitative insight into teachers’ supporting students’ factual reading by introducing reading strategies. Inspired by ethnographic methods and action research, the material of the study consists of observations and audio recordings (20 lesson) ofteaching in Grade 4 which integrated the subjects Swedish and Science (Physics and Biology). The analysis is mainly based on Langer’s stances for building knowledge in academic disciplines and a social-semiotic perspective inspired by Macken-Horarik’s knowledge domains. The findings show that the classroom interaction involved considerable attention to both the features of the disciplinary texts, verbal as well as visual, and the process of reading. The reading practice allowed the students to share previous experiences and discover a need for new information. However, the teacher and the students largely relied on informal metalanguage and foregrounded connections to everyday experience, rather than using a more elaborate metalanguage to explore how knowledge is construed from the perspective of physics and biology. Implications for teaching reading strategies in ways which promote students’ engagement with disciplinary content are discussed.

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  • 48.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Scaffolding or side-tracking?: The role of knowledge about language in content instruction2019In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 54, article id 100760Article in journal (Refereed)
    Abstract [en]

    Teachers who teach content to immigrant language learners are often asked to attend explicitly to linguistic features of texts dealing with disciplinary knowledge. This study uses the theoretical frameworks of Systemic-Functional Linguistics and Legitimation Code Theory to explore the role of language, more specifically technical terms, grammatical metaphors, and genre structures, in knowledge building. The study is based on observations and voice recordings during a curriculum area about maps and population in grade 6 with the participating teacher employing genre-based pedagogy. The studied interaction shows that an initial focus on technical terms within the field of geography in later phases shifts to features of language: genre structures, logical connections and instances of grammatical metaphors. However, these features of language are modelled in texts and wordings belonging to everyday experience rather than disciplinary knowledge. By closely examining the relationship between field knowledge and metalinguistic knowledge, the study contributes to the discussion about the role of language in content learning.

  • 49.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Sfi-elevers språkpraktik - Upplevelser och ordförrådsdiskussioner2023In: NNFF9 - Den nionde konferensen ordnad av Nordiskt nätverkför forskning i förstaspråksdidaktik: Abstraktbok, 2023Conference paper (Refereed)
    Abstract [sv]

    Under de senaste decennierna har utbildningen i svenska för invandrare (sfi) blivit allt starkare kopplad till arbetsmarknaden. Samtidigt tyder tidigare forskning på att sfi-undervisningens relevans för språkligt deltagande utanför klassrummets väggar behöver stärkas (t.ex. Ahlgren & Rydell, 2020;Wedin & Shaswar, 2022). Denna presentation ger en praktiknära och kvalitativ belysning av en kommuns satsning på en sfi-kurs där klassrumsundervisningen integrerades med elevers praktik inom olika branscher. Undervisningen hade inspirerats av tidigare forskning om språkpraktik (Sandwall, 2013) som har visat behovet av atts kapa meningsfull transfer mellan praktikplats och klassrum. Eleverna fick därför språktränande uppgifter som de genomförde under veckovisa praktikdagar som de sedan redovisade inför klasskamraterna.

    Presentationen utgår från följande frågeställningar: Vilka erfarenheter beskriver sfi-eleverna av att använda och utveckla målspråket (svenska) under språkpraktiken och lektionsmomenten? Vad kännetecknar klassrumsinteraktionen under ett specifikt moment som sökte skapa transfer mellan praktikplats och klassrum, nämligen elevers presentationer av en ordförrådsuppgift?

    Forskningen följde en praktiknära och etnografiskt inspirerad ansats där forskaren och den deltagande läraren samarbetade. 20 sfi-elever ingick i studien som studerade kurs C och D. Undervisningen dokumenterades genom observationer, ljudinspelningar och intervjuer under två kurstillfällen som varade totalt 20 veckor. Tematiseringen av elevernas upplevelser av språkpraktiken inspirerades av situationsvariabler för språkanvändning som har utvecklas inom systemisk-funktionell lingvistik. För analys av klassrumsdiskussioner om ord eleverna hade valt ut från praktikplatserna användes semantiska begrepp från Legitimation Code Theory (Maton, 2013; Walldén & Någord Larsson, 2021). Resultatet visar att elever som praktiserade på äldreboenden och förskolor uppgav relativt rikliga språkanvändningsmöjligheter medan det motsatta fallet gällde för elever med branschval inom lager och kök. Under klassrumssamtalen kopplade till elevernas ordförrådsuppgift skedde en rik interaktion om situationsberoende betydelser av ord och uttryck som kan kopplas till olika språkliga domäner. Momentet öppnade upp för en kunskapsbyggande interaktion där både läraren och eleverna bidrog till att kontextualisera de olika betydelserna.

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  • 50.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Skriftliga genrer i grundskolans läromedel2015In: Dialogkonferens 2015: Pedagogisk forskning i Skåne, 2015, p. 30-31Conference paper (Refereed)
    Abstract [sv]

    Jag genomför för närvarande en delstudie av hur genrepedagogiska principer tar mark i svensk undervisningskontext. Detta sker utifrån positiva exempel på hur arbetssättet har fungerat språkutvecklande i mångkulturella klassrum men också i ljuset av farhågor om att genrepedagogiken för med sig ett formfokuserat och okritiskt skrivande i statiska genrer samt att arbetssättet i svensk tappning riskerar att förlora den lingvistiska och ideologiska bas som utmärker dess ursprungliga intentioner För att ge ett kunskapsbidrag till rekontextualiseringen av genrepedagogiska principer har jag påbörjat en studie av hur läromedel för grundskolan undervisar i olika skriftliga genrer. Detta sker dels med utgångspunkt i de diskursanalytiska system som underbygger arbetssättets lingvistiska komponent (Martin & Rose 2007), dels utifrån ett interdiskursivt ramverk inspirerat av Ivanič (2004) och Janks (2013). Tidiga resultat pekar på att läromedlen till viss del har informerats av genrepedagogikens funktionella språksyn, men att textexempel och skrivuppgifter orienterar eleven mot ett vardagsnära språkbruk snarare än ett språkbruk anpassat för specialiserade och reflexiva domäner. Ett näraliggande problem är att läromedlen endast i begränsad utsträckning utrustar eleverna med ett funktionellt metaspråk, vilket innebär att den språkliga formens roll för att förverkliga olika syften förblir osynlig. Läromedlens tendens att koppla in social-praktiska och processinriktade synsätt på skrivande tycks bidra till dessa förhållanden. Vid vissa tillfällen förekommer som kontrast en överutlärning av språkliga drag som går i strid mot den aktuella genrens särskilda kännetecken. Slutligen tar läromedlen sällan vara på möjligheten stimulera en kritisk medvetenhet i relation till språkbruk och genrer. Uppmaningar till kritisk läsning begränsar sig till att som en del av skrivprocessen reflektera över källors trovärdighet, medan språkets roll för att dölja och upprätthålla maktrelationer inte uppmärksammas.

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