The right of all to inclusion in the learning process: Second language learners working in a technology workshop

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The right of all to inclusion in the learning process: Second language learners working in a technology workshop

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dc.contributor.author Hartsmar, Nanny
dc.contributor.author Sandström, Maria
dc.date.accessioned 2009-05-26T11:40:48Z
dc.date.available 2009-05-26T11:40:48Z
dc.date.issued 2008
dc.identifier.citation 43-81 en
dc.identifier.issn 1653-1868
dc.identifier.uri http://hdl.handle.net/2043/8202
dc.description.abstract With its background in research on the development of the second language and the language use of immigrant children as portrayed in political discourse, this article discusses the significance of the mother tongue in the access of newly-arrived pupils to teaching in school subjects while the development of their second language is in its earliest stages. The starting point for the project is a socio-cultural perspective of teaching and the development of knowledge, and that language is discourse. If one sees citizenship as an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. Two preparatory classes in Malmö were invited to problem-solving work sessions in the technical workshop at the School of Education. The student teachers acted as supervisors and observers alternately, and documented the conversations that took place. Sequences of conversation were recorded for analysis. The study illuminates and problematises the content of the conversations during problem-solving, what initiatives to conversation are taken by pupils and students, what the possibilities of problem-solving using the mother tongue are, and what the pupils’ texts contain and if they are functional, in the sense that it is possible to understand what the pupil wants to mediate to the reader. Excerpts from the recordings show that both children and students use a variety of “strategies” in the conversations and this has a number of consequences for the processes of knowledge. en
dc.language.iso swe en
dc.publisher Lärarutbildningen, Malmö Högskola en
dc.subject second language development en
dc.subject citizenship education en
dc.subject mother tongue en
dc.subject observations en
dc.subject socio-cultural learning en
dc.subject technology en
dc.subject.classification Humanities/Social Sciences en
dc.title The right of all to inclusion in the learning process: Second language learners working in a technology workshop en
dc.type Article, peer reviewed scientific en
dc.identifier.paperprint 0 en
dc.contributor.department Malmö University. School of Teacher Education en
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES::Social sciences en
dc.relation.ispartofpublication Educare;3 en
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