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Folkeryd, J. W. & af Geijerstam, Å. (2019). Formal and informal metalanguage in primary teachers’ talk about informational student texts.. Nordic Journal of Literacy Research, 5(3)
Open this publication in new window or tab >>Formal and informal metalanguage in primary teachers’ talk about informational student texts.
2019 (English)In: Nordic Journal of Literacy Research, Vol. 5, no 3Article in journal (Refereed) Published
Abstract [en]

Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.

Keywords
formal and informal metalanguage, student writing in early school years, informational texts, professional development workshops
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-401262 (URN)10.23865/njlr.v5.2020 (DOI)
Funder
Swedish Research Council
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-23Bibliographically approved
Liberg, C., Folkeryd, J., af Geijerstam, Å. & Nordlund, A. (2019). Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår. In: Vetenskapsrådet (Ed.), Resultatdialog 2019: . Paper presented at Resultatdialog 2019 (pp. 58-61). Stockholm
Open this publication in new window or tab >>Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår
2019 (Swedish)In: Resultatdialog 2019 / [ed] Vetenskapsrådet, Stockholm, 2019, p. 58-61Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2019
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-399072 (URN)978-91-88943-22-4 (ISBN)
Conference
Resultatdialog 2019
Projects
Funktion, innehåll och form i samspel (VR/UVK 2013-2016/18)
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2019-12-12
Hedman, C., Thomé, E., Frelin, A., Folkeryd, J. W. & Almqvist, J. (2019). Hjälpa eller stjälpa?. In: Anette Olin, Jonas Almqvist, Karim Hamza & Lisbeth Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 85-102). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Hjälpa eller stjälpa?
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2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza & Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, p. 85-102Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-393573 (URN)
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2020-01-15
Hallesson, Y., Visén, P., Wiksten Folkeryd, J. & af Geijerstam, Å. (2018). Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve. L1-Educational Studies in Language and Literature, 18, 1-29
Open this publication in new window or tab >>Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed) Published
Abstract [en]

In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.

Keywords
Disciplinary literacy, Reading approaches, Reading development, Reading to Learn, Social science subjects
National Category
Pedagogy Specific Languages
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-355442 (URN)10.17239/L1ESLL-2018.18.01.06 (DOI)000498516000010 ()
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2020-01-15Bibliographically approved
Folkeryd, J. W., Kaderland, A., Ekstrand, S., Thornberg, F., Tväråna, M. & Wennergren, A. (2017). Att utveckla förmågor genom att prestera sitt yttersta. In: Jonas Almqvist, Karim Hamza och Anette Olin (Ed.), Att undersöka och utveckla undervisning: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att utveckla förmågor genom att prestera sitt yttersta
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2017 (Swedish)In: Att undersöka och utveckla undervisning / [ed] Jonas Almqvist, Karim Hamza och Anette Olin, Lund: Studentlitteratur AB, 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-345335 (URN)9789144114170 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2020-01-23Bibliographically approved
Folkeryd, J. W., af Geijerstam, Å. & Liberg, C. (2017). Different kinds of wrong: Marginalization processes within a reading test. In: Sangeeta Bagga-Gupta (Ed.), Marginalization Processes across Different Settings: Going beyond the Mainstream. Newcastle-upon-Tyne: Cambridge Scholars Publishing
Open this publication in new window or tab >>Different kinds of wrong: Marginalization processes within a reading test
2017 (English)In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-345330 (URN)1-5275-0329-1 (ISBN)978-1-5275-0329-8 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2020-01-23Bibliographically approved
Folkeryd, J. W. (2016). Bedömning av läsförståelse. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: . Stockholm: Gleerups Utbildning AB
Open this publication in new window or tab >>Bedömning av läsförståelse
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Stockholm: Gleerups Utbildning AB, 2016Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Gleerups Utbildning AB, 2016
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-293475 (URN)
Available from: 2016-05-13 Created: 2016-05-13 Last updated: 2016-05-13
Hallesson, Y., Visén, P., Folkeryd, J. W. & af Geijerstam, Å. (2016). Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 12. In: : . Paper presented at ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers” Dublin 22-26/8.
Open this publication in new window or tab >>Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 12
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Content area reading, disciplinary literacy, reading development, reading to learn, social science subjects
National Category
Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-283260 (URN)
Conference
ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers” Dublin 22-26/8
Available from: 2016-04-12 Created: 2016-04-12 Last updated: 2018-03-09
Danielsson, A., WIksten Folkeryd, J., Berge, M. & Lidar, M. (2016). Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics). In: : . Paper presented at ECER, Dublin, Ireland, August 23-26..
Open this publication in new window or tab >>Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)
2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-283845 (URN)
Conference
ECER, Dublin, Ireland, August 23-26.
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14
Heimann Muhlenbock, K., Johanssom K., S., Liberg, C., af Geijerstam, Å., Folkeryd, J. W., Jönsson, A., . . . Falkenjack, J. (2015). A multivariate model for classifying texts’ readability. In: Beáta Megyesi (Ed.), Proceedings of the 20th Nordic Conference of Computational Linguistics: . Paper presented at The 20th Nordic Conference of Computational Linguistics, NODALIDA 2015 (pp. 257-261).
Open this publication in new window or tab >>A multivariate model for classifying texts’ readability
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2015 (English)In: Proceedings of the 20th Nordic Conference of Computational Linguistics / [ed] Beáta Megyesi, 2015, p. 257-261Conference paper, Published paper (Refereed)
Abstract [en]

We report on results from using the multivariate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability form the base to individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.

National Category
Language Technology (Computational Linguistics)
Identifiers
urn:nbn:se:uu:diva-277197 (URN)oai:DiVA.org:liu-117611 (DOI)978-91-7519-098-3 (ISBN)
Conference
The 20th Nordic Conference of Computational Linguistics, NODALIDA 2015
Funder
Marcus and Amalia Wallenberg Foundation
Available from: 2016-02-17 Created: 2016-02-17 Last updated: 2018-03-09
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9878-199x

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