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  • 1.
    Björk, Oscar
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay consists of a heuristic analysis of referents in the Swedish educational act, leaning on the methodological guidelines of discourse analysis. The overall aim of the essay has been to analyse in what way language in the educational act works as guidelines and law in relation to teachers’ work. To correspond to this aim an openly structured questionnaire has been used, providing an empirical view of how teachers understand certain words, or referents, in the educational act. This empirical data has then been shaped to a spectrum view of the definitions of the referents showing a number of deductable facts, including the significance of the apparent use of institutional and professional language, which then have been viewed from two theoretical perspectives. The theories are a structuralist one represented by Ferdinand de Saussure and Claude Lévi-Strauss, and a sociolinguistic one represented by Michel Foucault and Norman Fairclough. The theoretical analysis is based on three stages of the constitution of meaning in the communication between the educational act and the interpreting teachers. Four questions has guided the analyses and reads as follows: Which referents are used in the educational act to describe the purpose and forming of the education for the students?; How are said referents interpreted by active teachers?; Which are the gains of the understandings provided by the theoretical perspectives of the analysis of referents in relation to the empirical enquiry?; How are the referents to be understood functioning as imperative law regarding the teacher and its practice?

    The main conclusion of the essay is that depending on our theoretical understanding of language, the function of the Swedish educational act as imperative law with a clear relationship between vision and reality is questionable. Therefor it is important to acknowledge the need for guidelines in teachers’ interpretation of the law, better ensuring consensus in how central values of the school corresponds in practice. 

    Fulltekst (pdf)
    Björk, Oscar, Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet
  • 2.
    Björk, Oscar
    Södertörns högskola, Institutionen för kultur och lärande.
    En trädgård, en boksamling och det väl valda ordet: genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues:

    1. How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts?
    2. How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose?

    To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits. 

    Fulltekst (pdf)
    Examensarbete O. Björk
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