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English Hemspråk: Language in Interaction in English Mother Tongue Instruction in Sweden
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
2018 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Engelska Hemspråk : Språk i interaktion i modersmålsundervisning i Sverige (Swedish)
Abstract [en]

The thesis investigates teacher-student interaction in English mother tongue instruction (MTI), offered within mainstream education to English heritage language students in Sweden. In particular, it examines the type of language work that was in focus during the lessons and the ways teacher and students engaged in the language work in situ. The study is based on approximately thirty hours of video-recordings of three groups of students who attended the lessons with the same teacher, at two Swedish schools. The students in the groups ranged from age six to fifteen. Using an ethnomethodological conversation analytic framework, the thesis analyzes the situated ways that teacher and students co-constructed what aspects of language were topicalized and how this was accomplished.

The empirical studies shed new light on the dynamic connections between pedagogy and the emergent practices through which MTI is achieved. From the analysis, vocabulary emerged as a prominent feature of the lessons, where the teaching of form, meaning and use of lexical items variously grew out of both planned and unplanned activities. Hence, the empirical studies explore different aspects of vocabulary work. The studies also discuss the role of the local availability of both English and Swedish in shaping the types of practices that took place at the MT lessons.

Abstract [sv]

Föreliggande avhandling undersöker samspel mellan lärare och elever i modersmålsundervisning i engelska. I synnerhet studeras det språkliga arbete som lyftes under lektionerna samt lärare och elevers situerade deltagande i detta arbete. Studien baseras på cirka trettio timmars videoinspelningar av tre grupper elever som deltog i undervisningen med samma lärare, vid två svenska skolor. Elevernas åldersspann var 6-15 år. Genom etnometodologisk samtalsanalys utforskar studien hur lärare och elever samkonstruerade vilka språkliga aspekter som aktualiserades i undervisningen samt hur detta åstadkoms.

De empiriska studierna belyser det dynamiska förhållandet mellan pedagogik och de situerade praktiker genom vilka modersmålsundervisningen åstadkoms. Det framgår i data att ett fokus på ordförråd var framträdande på lektionerna, där ordens form, betydelse och användning diskuterades under såväl planerade som oplanerade aktiviteter. Avhandlingens empiriska studier undersöker därför olika aspekter av arbetet med ordförråd. I studierna diskuteras också vilken roll den lokala tillgången till både engelska och svenska spelar i att forma olika typer av språkliga praktiker under lektionerna.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. , p. 137
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 36Linköping studies in education and social sciences ; 16
Keywords [en]
Mother tongue instruction, English as a heritage language, conversation analysis, classroom interaction, bilingual interaction, vocabulary teaching, language alternation
Keywords [sv]
Modersmålsundervisning, engelska som modersmål, samtalsanalys, klassrumsinteraktion, tvåspråkig interaktion, ordförråd i undervisning, kodväxling
National Category
Learning Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-152857DOI: 10.3384/diss.diva-152857ISBN: 9789176851821 (print)OAI: oai:DiVA.org:liu-152857DiVA, id: diva2:1265350
Public defence
2018-11-16, K3, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-11-29Bibliographically approved
List of papers
1. What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
Open this publication in new window or tab >>What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
2018 (English)In: Conversation Analysis and Language Alternation: Capturing transitions in the classroom / [ed] Anna Filipi and Numa Markee, John Benjamins Publishing Company, 2018, p. 83-106Chapter in book (Refereed)
Abstract [en]

The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2018
Series
Pragmatics & Beyond New Series, ISSN 0922-842X ; 295
Keywords
Language alternation, mother tongue instruction, translation requests, English as a heritage language, conversation analysis, vocabulary teaching, transitions
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-152855 (URN)10.1075/pbns.295.05sto (DOI)9789027201409 (ISBN)9789027263575 (ISBN)
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-11-23Bibliographically approved
2. Impromptu vocabulary work in English mother tongue instruction
Open this publication in new window or tab >>Impromptu vocabulary work in English mother tongue instruction
2019 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 2, p. 123-150Article in journal (Refereed) Published
Abstract [en]

This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.

This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

Place, publisher, year, edition, pages
Routledge, 2019
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-152856 (URN)10.1080/19463014.2018.1516152 (DOI)000472542600001 ()
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2019-08-07Bibliographically approved

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