Att hjälpa eller stjälpa? Om lärarinteraktion och lärarstöd för skrivande i skolan
2013 (Swedish)In: Språk & Stil, ISSN 1101-1165, no 23, 59-84 p.Article in journal (Refereed) Published
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.
skrivutveckling, klassrumsinteraktion, samtal, samtalsanalys, skola
Research subject Scandinavian Languages
IdentifiersURN: urn:nbn:se:su:diva-101731OAI: oai:DiVA.org:su-101731DiVA: diva2:705199
ProjectsText- och kunskapsutveckling i skolan
FunderSwedish Research Council, 2006-2671