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Att hjälpa eller stjälpa? Om lärarinteraktion och lärarstöd för skrivande i skolan
Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
2013 (Swedish)In: Språk & Stil, ISSN 1101-1165, no 23, 59-84 p.Article in journal (Refereed) Published
Abstract [en]

To assume that a classroom is a place for interaction and a multivoiced arena is neither new norcontroversial. Today it is common that students are given more space on the conversational floor,in the name of democracy and dialogue-based pedagogy. However this does not mean that theteacher can abdicate from her or his responsibilities. On the contrary, a dialogical classroom requireshighly skilled teachers who know how to lead the classroom interaction and classroom activitiestoward the necessary goals in a constructive way. This article shows how important it is fora (high school) teacher to make conscious verbal choices in the interaction with students in orderto give them the best and most solid support during a writing project.The framework in this article is interactional analysis (activity analysis, CA, text analysis) froma sociocultural perspective. The analysis is carried out as a close study of the interaction during avideo-recorded writing project in a Swedish classroom.Keywords: writing development, classroom interaction, oral language education, teacher interaction,interactional sociolinguistics, conversation analysis, Swedish.

Place, publisher, year, edition, pages
2013. no 23, 59-84 p.
Keyword [sv]
skrivutveckling, klassrumsinteraktion, samtal, samtalsanalys, skola
National Category
Specific Languages
Research subject
Scandinavian Languages
URN: urn:nbn:se:su:diva-101731OAI: diva2:705199
Text- och kunskapsutveckling i skolan
Swedish Research Council, 2006-2671
Available from: 2014-03-14 Created: 2014-03-14 Last updated: 2014-03-24Bibliographically approved

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