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Narration in Swedish pre- and primary school: a recourse for language development and multilingualism
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0002-2992-0818
2010 (engelsk)Inngår i: Language, Culture and Curriculum, ISSN 0790-8318, Vol. 23, nr 3, s. 219-233Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2010. Vol. 23, nr 3, s. 219-233
Emneord [en]
narration, multilingual education, multiliteracy, diverse classrooms, academic school language
HSV kategori
Forskningsprogram
Kultur, identitet och gestaltning
Identifikatorer
URN: urn:nbn:se:du-11174DOI: 10.1080/07908318.2010.515995ISI: 000283881000005OAI: oai:DiVA.org:du-11174DiVA, id: diva2:564650
Tilgjengelig fra: 2013-02-01 Laget: 2012-11-02 Sist oppdatert: 2018-01-12bibliografisk kontrollert

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