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Dans säger också tusen ord: En kvalitativ studie om tillrättaläggande för språkutveckling i dansundervisning med fokus på nyanlända elever.
Luleå University of Technology, Department of Arts, Communication and Education.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Dance also says a thousand words : A qualitative study on how dance education enables language development focusing on newly arrived students. (English)
Abstract [sv]

Syftet med examensarbetet är att belysa danspedagogiskt arbetet i relation till nyanländas språkutveckling i förskoleklass, grund- och gymnasieskolan. För att uppnå syftet ställdes frågan: Hur tillrättalägger danslärarna för språkutveckling i dansundervisningen? En utgångspunkt är att dans är ett kommunikationsmedel som kan bidra till dessa elevers språkutveckling. Kvalitativ ansats användes och examensarbetets teoretiska utgångspunkt är socialsemiotisk multimodal teori. Empirin insamlades genom observation av dansunder- visning samt genom uppföljande intervjuer med de undervisande danslärarna. Resultaten visar på att språkutveckling tar sig i uttryck genom två områden: i) genom den multimodala kommunikationen i dansundervisningen ii) genom de sociala sammanhang som under- visningen bestod av. Den multimodala kommunikationen utgörs av flera teckensystem och dess sinsemellan samverkan. Teckensystemen ser ut att förstärka varandra och i vissa situationer kan teckensystemen själva bära mening. Undervisningen var utformad utifrån olika teman eller sammanhang, så som hiphopkulturen eller drömmar. Tillsammans skapar den multimodala kommunikationen och de sociala sammanhangen goda förutsättningar för språkutveckling, där bland annat en djupare förståelse för vissa ord blir tillgängliga. 

Abstract [en]

The purpose of this thesis work is to highlight dance education in relation to newly arrived students’ language development in elementary and secondary school. To achieve the purpose the following question was asked: How do dance teachers enable language skill development in dance education? In this study dance is viewed as a way of communication that can contribute to the language development. In this study, qualitative approach and social semiotic multimodal theory were used and data was collected by observations and interviews with dance teachers. The results show that language skills development appear in two ways, through the multimodal communication in the dance education and through the social contexts from which the teaching consisted of. Communication consisted of modes, and the interaction between them, and can be described as multimodal. The modes seemed able to reinforce each other and in some situations one single mode could solely carry meaning. The teaching was designed based on different themes or contexts, such as hip-hop culture or the theme dreams. Together, the multimodal communication and the context of the communication create fruitful conditions for language development, including a deeper understanding of vocabularies. 

Place, publisher, year, edition, pages
2017. , 53 p.
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:ltu:diva-63935OAI: oai:DiVA.org:ltu-63935DiVA: diva2:1108687
Educational program
Upper Secondary Education
Supervisors
Examiners
Available from: 2017-06-19 Created: 2017-06-12 Last updated: 2017-06-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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