ERIC Number: EJ1257718
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Fiction Reading in a Practice Where L1 and L2 Learners Are Taught Together
Pedagogy, Culture and Society, v28 n2 p261-279 2020
This article deals with an educational practice that involved mainstreaming students taking Swedish as a second language and others taking Swedish as a first language. It explores the fiction-reading teaching practice in this mainstreaming framework, a matter of which has been intensely debated internationally. Three upper secondary classes and four teachers were involved and the empirical data consists of interviews and classroom observations. The analysis is built on the theory of practice architecture and captures a set of three arrangements; "cultural-discursive," "material-economic" and "social-political," and seeks to illuminate the associated opportunities and obstacles. The teachers' balanced approaches were found to be enabling while constraining aspects emerged in relation to, among other things, unclear policy documents. The theory not only helped identifying the complexity of implementing a mainstreamed classroom, but also the benefits arising from teachers who took a praxis approach.
Descriptors: Foreign Countries, Swedish, Second Language Instruction, Native Language Instruction, Fiction, Reading Instruction, Teaching Methods, Secondary School Students, Secondary School Teachers, Student Placement, Cultural Influences, Novels
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A