Authors:Tuva Bjørkvold, Anne Kristine Øgreid, Ingvill Krogstad Svanes Abstract: Våren 2020 hadde norske elever hjemmeskole som et resultat av covid-19-pandemien. Denne artikkelen bygger på 203 tekster om hjemmeskolen skrevet av elever på barnetrinnet i denne perioden. I artikkelen undersøker vi hva og hvordan elevene skriver om hjemmeskolen, kategorisert med utgangspunkt i Normprosjektets skrivehandlingskategorier. Resultatene viser for det første at de fleste elevene velger reflekterende eller beskrivende skrivehandlinger. Refleksjonene hos de yngre elevene går ofte over i egenvurdering. For det andre ser vi hos de eldre elevene flere skrivehandlinger benyttet, som overbevisende og forestillende skrivehandlinger. Disse elevene bruker videre flere ulike ressurser som modaliteter, tekststruktur og skriveredskaper enn de yngste elevene i studien. I drøftingen av resultatene knytter vi det første til en skolsk tekstkultur som innebærer refleksjon over og vurdering av egen innsats og faglige utvikling, i motsetning til en narrativ struktur som ellers ofte brukes av yngre elever. Det andre kopler vi til at økt literacy hos eldre elever gir flere innganger til å formidle sin hjemmeskoleopplevelse, der overbevisende skrivehandliger kan gi et sterkere følelsesuttrykk og forestillende skrivehandlinger kan forstørre forskjellene elevene opplever mellom fysisk og digital hjemmeskole. English abstract English title: How do primary school students write about and from their home school' In the spring of 2020, Norwegian students had homeschooling as a result of the Covid-19 pandemic. This article is based on 203 texts about homeschooling written by primary school students during this period. In the article, we examine what and how students write about their home school, categorized on the basis of the writing action categories as formulated by Normprosjektet. The results show, firstly, that most students choose reflective or descriptive writing actions. The reflections of the younger students often turn into self-assessment. Secondly, we see in the older students several writing acts used, as convincing and imaginative writing acts. These students use different semiotic resources such as modalities, text structure and writing tools, to a larger degree than the youngest students in the study do. In the discussion, we link the first findings to reflection and assessment of one’s own efforts and professional development within school text culture, in contrast to a narrative structure that is often used by younger students. The second results we connect to increased literacy in older students which provide more approaches to convey their home school experience, where convincing writing skills can give a stronger emotional expression and imaginative writing actions can enlarge different students experience between physical and digital home school. PubDate: 2022-03-16 DOI: 10.23865/njlr.v8.3108 Issue No:Vol. 8, No. 1 (2022)
Authors:Nina Klang, Johanna Åsman, Maria Mattsson, Claes Nilholm, Jenny Wiksten Folkeryd Abstract: The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines. PubDate: 2022-02-07 DOI: 10.23865/njlr.v8.2740 Issue No:Vol. 8, No. 1 (2022)
Authors:Agnes Strandberg, Outi Toropainen Abstract: Inom ramen för en kontextualiserad grammatikundervisning utforskar och analyserar den här artikeln svenska gymnasieelevers metalingvistiska aktiviteter där de resonerar om ett skönlitterärt textutdrag. En induktiv innehållsanalys genomfördes i syfte att belysa på vilka sätt tre elevgrupper resonerar om huvudsatsformade och icke huvudsatsformade meningar i ett textutdrag ur Stina Jacksons roman Silvervägen. Resultatet visar, i likhet med tidigare studier, att elevernas resonemang i första hand stödjs av minnesregler och betydelser, vilket kan försvåra igenkännandet av den syntaktiska (o)fullständigheten. När eleverna kopplar samman meningarna till kringliggande meningar lyckas de emellertid känna igen den syntaktiska (o)fullständigheten. Även om ett betydelsemässigt fokus kan förhindra eleverna att identifiera och förklara grammatiska strukturer visar resultatet att utgångspunkten i att textuellt knyta an meningar, såväl syntaktiskt som semantiskt, kan stötta eleverna i resonemang rörande syntaktisk (o)fullständighet. Resultatet pekar vidare på att en utgångspunkt i skönlitterära texter och syntaktisk (o)fullständighet kan fungera som en deskriptiv ingång för att synliggöra och diskutera språkliga strukturer och konventioner i förstaspråksundervisningen. English abstract English title: “You really need to know the context”: Students’ discussion about syntactic (in)completeness in a literary text Within the framework of a contextualized view of grammar teaching, this paper explores and analyzes metalinguistic activities in which Swedish upper secondary school students (aged 15–17) discuss a fictional text (Stina Jackson’s novel The Silver Road) and its syntactical components. In order to shed light on the students’ reflections about syntactical (in)completeness, an inductive content analysis was carried out. The findings show that the students primarily used rules of thumb and semantic associations in their reflections, which can complicate the recognition of syntactically (in)complete sentences. However, when they considered the sentences as linked together textually, they succeeded in recognizing syntactic (in)completeness. While using semantic associations can make the identification and explanation of grammatical structures more difficult, the results indicate that students’ reflections about syntactic (in)completeness can be facilitated by considering both syntactical and semantic cohesion in texts. Finally, the present study shows the potential of a contextualized grammar teaching, as it explores how fictional texts and syntactic (in) completeness can function as starting points for grammar teaching and thus support a descriptive approach to linguistic structures and conventions in the first language classroom. PubDate: 2022-01-31 DOI: 10.23865/njlr.v8.3286 Issue No:Vol. 8, No. 1 (2022)
Authors:Anna-Maija Norberg, Anna Hjalmarsson Abstract: Studien undersöker unga elevers läsning av skönlitteratur i ämnet modersmål (ryska) och hur läraren stöttar elevernas tolkande läsning under textsamtal. Studien är en del av ett treårigt projekt med en designbaserad ansats, vilket innebär att undervisningen planerades av lärare och forskare gemensamt utifrån ett teoretiskt ramverk i syfte att stötta elevernas tolkande läsning. Två inspelade litteratursamtal analyserades utifrån elevernas läsarpositioner och lärarens olika former av stöttning under samtalen. Resultaten visar bland annat att eleverna behövde mycket stöttning för att utveckla sin tolkning bortom den konkreta texten och sina vardagserfarenheter. Olika typer av frågor, fortlöpande relaterade till elevernas olika läsarpositioner, bidrog som stöttning, och den mest effektiva formen av stöttning var en konkret, visualiserande uppgift. English abstract English title: Scaffolding of primary school students’ interpretive fiction reading in Russian as a mother tongue in Sweden Using data from a three-year project with a design-based research approach, this study investigates young students’ reading of fiction in mother tongue instruction and the teacher’s scaffolding of the interpretative process of “envisionment building”. Instruction was planned by teachers and researchers together, aiming to support students’ interpretive reading of fictional stories. Two audio-recorded teacher-student discussions of one children’s story were analyzed, identifying how these students made sense of the narrative, and how the teacher scaffolded reading. The findings show that scaffolding was vital for these young students to build envisionments that went beyond literal readings and beyond their everyday experiences. Different types of questions, continuously related to the students’ envisionments, contributed to the students’ envisionment building, with the most effective scaffolding resource being the use of a concrete visualizing of the task. PubDate: 2022-01-31 DOI: 10.23865/njlr.v8.3212 Issue No:Vol. 8, No. 1 (2022)
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