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Att hjälpa eller stjälpa? Om lärarinteraktion och lärarstöd för skrivande i skolan
Stockholms universitet.
2013 (Swedish)In: Språk & Stil, ISSN 1101-1165, Vol. 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 nor controversial. 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 the teacher can abdicate from her or his responsibilities. On the contrary, a dialogical classroom requires highly skilled teachers who know how to lead the classroom interaction and classroom activities toward the necessary goals in a constructive way. This article shows how important it is for a (high school) teacher to make conscious verbal choices in the interaction with students in order to 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) from a sociocultural perspective. The analysis is carried out as a close study of the interaction during a video-recorded writing project in a Swedish classroom.

Place, publisher, year, edition, pages
2013. Vol. 23, 59-84 p.
Keyword [en]
writing development, classroom interaction, oral language education, teacher interaction, interactional sociolinguistics, conversation analysis, Swedish
National Category
Languages and Literature
Research subject
Scandinavian Languages
URN: urn:nbn:se:uu:diva-232383OAI: oai:DiVA.org:uu-232383DiVA: diva2:747818
Available from: 2014-09-17 Created: 2014-09-17 Last updated: 2014-09-18Bibliographically approved

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