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Narration in Swedish pre- and primary school: a recourse for language development and multilingualism
Örebro University, School of Humanities, Education and Social Sciences. (KKOM-DS)ORCID iD: 0000-0002-2992-0818
2010 (English)In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, no 3, p. 219-233Article in journal (Refereed) Published
Abstract [en]

An increasing number of children in Western countries are taught through a second language in school. Research mainly in Australia has shown the importance of developing knowledge-related language skills, academic school language, among all students through schooling. These language skills are necessary for success in different school-subjects later on in school. This is particularly important for L2-students who are less likely to meet this type of language outside school. In this article is argued that the development of academic school language needs to start already in pre- and primary school and that narration could provide necessary linguistic challenges and simultaneously including diversity in classrooms. By listening to stories, oral and written, and by getting opportunities to tell stories of different type, children exercise skills that are typical for academic school language.

Place, publisher, year, edition, pages
Oxfordshire, United Kingdom: Routledge, 2010. Vol. 23, no 3, p. 219-233
Keywords [en]
Narration, multilingual education, multiliteracy, diverse classrooms, academic school language
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-11757DOI: 10.1080/07908318.2010.515995ISI: 000283881000005Scopus ID: 2-s2.0-78149431950OAI: oai:DiVA.org:oru-11757DiVA, id: diva2:349456
Available from: 2011-01-14 Created: 2010-09-07 Last updated: 2017-12-12Bibliographically approved

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Wedin, Åsa

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  • apa
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  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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