Litteraturarbete i ett svenska som andraspråksklassrum
DOI:
https://doi.org/10.5617/adno.1704Abstract
Abstract
This article considers the role of reading fiction in Swedish as a second language instruction. The study examines how a group of advanced second language learners in a Swedish upper secondary school read, interpret and discuss a contemporary Swedish novel, how they interact with the text and with each other in relation to the text. Furthermore, it analyses which forms of reading the students use. It is a qualitative, empirical study based on field studies, transcriptions of tape recorded interaction and of written texts. The results indicate that second language learners in this context have a positive attitude towards reading and discussing what they read using several forms of reading. They often compare the content of the text to their own lives. One conclusion is that literature teaching and literature can be integrated into one Swedish subject in order to create even more meaningful interactions between students from different backgrounds. Another is that literature can be a means of language development as well as personal development.
Keywords: Second language learners, literature pedagogy and didactics, forms of reading, democracy.
Sammandrag
Denna artikel handlar om skönlitteraturens roll i skolämnet svenska som andraspråk. Studien undersöker hur en grupp avancerade andraspråksinlärare i en svensk gymnasieskola läser, tolkar och diskuterar en modern svensk roman och hur de interagerar med texten och med varandra i relation till texten. Dessutom analyseras vilka läsarter som eleverna använde sig av. Den är en kvalitativ, empirisk studie som baseras på fältstudier, transkriptioner av inspelade boksamtal och elevtexter. Resultaten visar att andraspråkseleverna hade en positiv attityd till boksamtal och de använde sig av flera läsarter. De jämförde ofta texten till sina egna liv och erfarenheter. En slutsats är att litteraturundervisning och litteraturarbete skulle kunna integreras i ett gemensamt ämne så att ännu mer meningsfulla samtal mellan elever från olika bakgrund. Dessutom kan litteratur bli ett medel för personlighetsutveckling liksom för språkutveckling.
Nyckelord: Andraspråkselever, litteraturpedagogik och didaktik, läsarter, demokrati.
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