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Språkhistoria i gymnasieskolan: Att rekontextualisera styrdokumentens intentioner i en undervisningspraktik
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2017 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
History of language in upper secondary school : To recontextualize the intentions of the steering documents in teaching practice (English)
Abstract [sv]

Undersökningens syfte är att undersöka hur lärare i intervjuer om språkhistoria rekontextualiserar styrdokumentens intentioner i gymnasieskolans kurs Svenska 3 i sin undervisning. Intresseområdena i lärarnas språkhistorieundervisning gäller vilket innehåll som tas upp, hur undervisningens struktureras, och vilka motiv som anges för att elever behöver kunskaper i språkhistoria. Studien visar att det finns samstämmighet mellan lärarnas innehåll och motiv, medan undervisningsstrukturen varierar. Detta gör att det både kan sägas att lärarnas flexibilitet och tolkningsutrymme i skolan framträder, men också att det verkar finnas en relativt gemensam överenskommelse om vilket innehåll som ska delges eleverna och varför detta ska göras. Vidare framkommer en stark koherens mellan varje lärares innehåll, metod och motiv, vilket gör att momentet språkhistoria framstår som välmotiverat, och därmed även rättfärdigar sin plats i svenskundervisningen. Att rekontextualisera styrdokumentens formuleringar i undervisningen framstår som relativt oproblematiskt för lärarna i studien.

Abstract [en]

The aim of the study is to examine how teachers recontextualize the intentions of the steering documents in their teaching of the Swedish 3 course in upper secondary school in interviews about the history of language. The areas of interest in the teachers’ instruction in the history of language concern the content they take up, how the teaching is structured, and the reasons they state for pupils needing a knowledge of the history of Swedish. The study shows that there is concordance between the teachers’ content and motives, whereas the structure of their teaching varies. As a result, it can be said that the teachers’ flexibility and scope for interpretation in school stands out, but there also appears to be fairly good agreement about the content that should be taught to the pupils and why they should be taught this. There was also good coherence between each teacher’s content, method and motive, which means that the module of history of language seems well motivated, thus justifying its place in the teaching of Swedish. Recontextualizing the wording of the steering documents in teaching seems relatively unproblematic for the teachers in the study.

Place, publisher, year, edition, pages
2017. , p. 36
Keyword [en]
History of language, Swedish, subject teaching, upper secondary school, teaching.
Keyword [sv]
Språkhistoria, svenska språket, språkhistoriedidaktik, gymnasieskolan, undervisning
National Category
Specific Languages Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-60215OAI: oai:DiVA.org:lnu-60215DiVA, id: diva2:1068501
Subject / course
Swedish Language
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2017-02-01 Created: 2017-02-01 Last updated: 2018-01-13Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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