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  • 1.
    Kristensen, Susanne
    Malmö högskola, Faculty of Education and Society (LS).
    The language stimulating classroom. An ethnographic study focusing on the environment, opportunities and interaction2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Title: The language stimulation classroom. An ethnographic study focusing on environment, opportunities and interaction. Writer: Susanne Kristensen Type of essay: Master's thesis (15 credits) Tutor: Olof Sandgren, Examiner: Lotta Anderson Education: Master's Degrees (120 credits) Date: 2016-06-15 Purpose: The primary aim is to, from a development perspective, examine which language development approaches exist within a school. On the basis of special educational and language development perspectives the aim is also to examine how eight teachers in different classes, within the same public sector, work with language stimulation. Defined questions: Which possibilities to language development education are given on the basis of the physical environment? Which language learning opportunities are the teachers creating? How do the teachers interact with the students on the basis of a language development perspective? What are the most visible development areas within the public sector? Theoretical framework: This study is framed by Vygotskijs socio-cultural theories (1934, Swedish translation 2010) which state that people learn in collaboration with each other and the next thing to learn is within the proximal development zone. Furthermore, theories discuss the importance of scaffolding (Wood, Bruner & Ross, 1976) , motivation theories (Deci & Ryan, 2008) and sense of context (KASAM; Antonovsky, 1987; Swedish translation 2011). Methodology: In this study that contains both qualitative and quantitative elements triangulating is used as a method. It means that the ethnographic effort that consists of observations with the researcher as the complete observer is complemented with subsequent reflective conversations in the form of semi structured interviews. In the study 8 teachers evenly distributed over preschool, 3rd grade, 6th grade and 9th grade participate. Results and analysis: In the first dimension, the language learning environment, the result shows that preschool gains the highest quota and that the quota falls when the students get older. Despite this, preschool needs to tone down and re-structure the classrooms, while 9th grade needs to structure and build up a tempting environment. The latter applies also for 3rd grade and 6th grade, although the result was somewhat higher. 3rd grade and 6th grade get the highest quota in regards of language learning opportunities, since the students in these grades were offered to work in smaller groups during the observation occasions. However, the teachers in 9th grade point out in subsequent dialogue that students frequently and consistently work in smaller groups. The general high quotas in the dimension language learning interaction show that language development interactions with the students happen in all classes, but the qualitative description shows that the quality of several of the activities regarding interaction could be improved. Knowledge-contribution in relation to existing research: Unlike earlier research, this study offers a qualitative element that complements the quantitative measurements. The combination of qualitative and quantitative methodology sets this survey apart from earlier research that used the same analysis tools. Here, the result from students belonging to different year classes are measured which imply a relatively large range of age on the students that the participating teachers in this study teach. Special educational implications: On the basis of the three pillars of the special educator the investigating, the supervised and the school developing (SFS 2007:638), this study shows that there is a clear correlation between Dockrell, Bakopoulou, Law, Spencer and Lindsay’s (2012) study and observation schedule and the special teacher`s. Special teacher`s education, function and role observations are a part of the special educator's investigation work and can result in the need to change circumstances in the classroom or activities on the basis of the observation schedule. This can lead to coaching of the staff regarding the changes that may need to be implemented. The special teacher`s role in the supervised function corresponds well with Dockrell et al.: s (a.a.) thoughts about how the observation schedule can be used for school developing purposes. This can result in a change of school developing work where the special teacher has an important function to contribute with competence development in order to keep the public schools on the right track. Keywords: ethnography, language learning environment, language learning interaction, language learning opportunities, scaffolding, socio-cultural theories, special education,

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