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"It was that Trolle thing" Negotiating history in Grade 6: A matter of teachers' text choice
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2020 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 60, article id 100844Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Elsevier, 2020. Vol. 60, article id 100844
Keywords [en]
classroom discourse, disciplinary literacy, history teaching, primary education, teaching material
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Didactics
Identifiers
URN: urn:nbn:se:mau:diva-24048DOI: 10.1016/j.linged.2020.100884ISI: 000595307500006Scopus ID: 2-s2.0-85093694287OAI: oai:DiVA.org:mau-24048DiVA, id: diva2:1484115
Available from: 2020-10-28 Created: 2020-10-28 Last updated: 2024-02-05Bibliographically approved

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Walldén, Robert

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