du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Whole class interaction in the adult L2-classroom: The case of Swedish for immigrants
Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. (Utbildning och lärande)ORCID iD: 0000-0002-2992-0818
Umeå universitet.
2019 (English)In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 2, p. 45-63Article in journal (Refereed) Published
Abstract [en]

 This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.

 

Place, publisher, year, edition, pages
2019. Vol. 13, no 2, p. 45-63
Keywords [en]
interaction, classroom interaction, adult education, sfi
National Category
Educational Sciences
Research subject
Education and Learning, Språkliga resurser och digitala verktyg i grundläggande skriftsrpåksundervisning inom sfi
Identifiers
URN: urn:nbn:se:du-29802DOI: 10.17011/apples/urn.201903251959OAI: oai:DiVA.org:du-29802DiVA, id: diva2:1299536
Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-03-27Bibliographically approved

Open Access in DiVA

fulltext(459 kB)118 downloads
File information
File name FULLTEXT01.pdfFile size 459 kBChecksum SHA-512
7f2e4958406f6a7d8e8f82c338983c7fb7faa2c5e86a7a87b5c0a8b10b4378df86e6f81c828aa42988dec114ecc74608a35b7eec650828d15aec9ddf3a474efa
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Wedin, Åsa

Search in DiVA

By author/editor
Wedin, Åsa
By organisation
Swedish as Second Language
In the same journal
Apples - Journal of Applied Language Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 118 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 206 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf