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Högläsning, rim, ramsor, gestaltning, ordkort och skrivande: Lärarinitierade litteracitetspraktiker i enspråkiga och flerspråkiga förskolor
Södertörn University, School of Culture and Education.
Södertörn University, School of Culture and Education.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This thesis is based on a qualitative study on four different preschools in Sweden of which two are monolingual and two are multilingual. The purpose has been to study and compare literacy practices initiated by preschool teachers in mono- and multilingual preschools to examine how the preschool teachers themselves discuss on this topic.

The theoretical framework of the study draws upon a socio-cultural theory based on literacy with an emergent literacy perspective in focus. The empirical material has been collected through observations and interviews. We are two authors on this study and the result is distributed in two case studies which are divided on the mono – and multilingual preschools. We have handled the responsibility for one case study each, including the collection of the empirical material.

Results show that children in preschools are introduced and schooled in different literacy- practices where the preschool teachers work actively with the development of childrens literacity. Preschool teachers want to develop childrens literacy with the purpose to give children an interest and curiosity to develop the written language. Literacy practices that preschool teachers initiate to children are reading and narrative literacy practices and literacy- practices based on text and writing. Results have shown that there generally are no larger differencies in which literacy practices preschool teachers initiate in monolingual and multilingual preschools. However the results show that multilingual preschools have more aspects to consider, among them the native languages importance for the development of literacy. The importance to concretize in order to give support in the context and the relationship between spoken language and future reading comprehension.

Place, publisher, year, edition, pages
2013. , 74 p.
Keyword [en]
Literacy, emergent literacy, children, preschool teacher, preschool, monolingual, multilingual
Keyword [sv]
Litteracitet, emergent literacy, barn, förskollärare, förskola, enspråkiga, flerspråkiga
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-21250OAI: oai:DiVA.org:sh-21250DiVA: diva2:686109
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2014-01-10 Created: 2014-01-10 Last updated: 2014-01-10Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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