This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study w...
This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study w...
Learning in school is in many respects done through language. However, it has been shown that the language of school assignments is seldom explicitly discussed in school. Writing tasks are furthermore assigned without clear guidelines for how certain lexical choices make one text more powerful than another. The present study is a contribution to a ...
When children encounter new subjects in school, they are also faced with new ways of using language. Learning science thus means learning the language of science, and writing is one of the ways this is accomplished. The present study investigates writing in natural sciences in grades 5 and 8 in Swedish schools. Major theoretical influences for thes...
During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus...
