“这可能有点棘手”:在公民课堂上讨论学科语言的上下文中

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
R. Walldén, P. Nygård Larsson
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引用次数: 1

摘要

本文主要研究六年级学生如何通过搜索同义词和参与讨论的方式,从公民学教材中遇到的与学科相关的语言中获得意义。采用民族志启发的方法,通过观察和公民教学的录音来收集数据,在两个不同语言的教室里,学生们用主要语言瑞典语授课。在本文中,口语课堂互动被认为是培养学生学科素养的意义制造社会实践的重要组成部分。关键的分析概念是话语转移和话语流动——在不同话语之间和内部移动的能力。结果表明,在线词典的使用促进了去语境化过程,在这个过程中,学生无法成功地协商多个抽象的含义,在许多情况下,这些含义与学科内容无关。在其他交流中,成年人通过以与内容相关的方式将单词和表达置于语境中并指出单词的可识别部分来提供互动支持。在某些情况下,老师反而把注意力集中在具有不同含义的单词上,这使得对单词内容的理解变得复杂。讨论了以支持而不是阻碍学科理解的方式使用学科相关词汇的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms
ABSTRACT This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students’ disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility – the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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