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Möjliga framgångsfaktorer för elever i språklig sårbarhet: En intervjustudie med lärare som fått fortbildning och handledning
Umeå University, Faculty of Arts, Department of language studies.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Possible success factors : An interview study with teachers who had received professional training and tutoring (English)
Abstract [en]

The present study focuses on students with linguistic vulnerability. It may be students who have diagnosed language impairment, but also students with similar expressions/needs. It is an interview study of teachers who have received further education and tutorials on the subject. The study focuses on the preventive work, how teachers can make the language available in teaching conditions for their communication, verbally, but also in writing, as language is a channel for acquiring knowledge in all subjects. The study also focuses on the impact of the course and the tutorial on teachers' ways of thinking and teaching. The study has also investigated the continuing need for support teachers find that they have. The course that the teachers have participated in is built on the circle model. Based on that model, scaffolding is provided to make these students educatively involved. It was found in the study that the circle model is a good working model to start out from in the language supportive work. Scaffolding such as picture support, writing templates, communication-, structural- and strategic support provide opportunities for the student to understand and develop, which is incorporated into the circle models working process. The study emphasizes that teaching should be done explicitly, in interaction in a community with others. All teachers had changed their education towards greater accessibility after participation in further education and tutorial. One of the teachers showed that she worked more consciously and to a greater extent based on the content of the course than the others did. She had received tutorials for a longer time than the others, which had a positive impact. The study found that further education is important, but more steps are needed to successfully complete language-including education. Time, supervision, collegial cooperation, reflection together, consensus and collaboration with several professions are crucial.

Place, publisher, year, edition, pages
2018. , p. 73
Keywords [sv]
språkstörning, inkludering, tillgänglighet, kommunikation, scaffolding, cirkelmodellen, fortbildning, handledning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-144798OAI: oai:DiVA.org:umu-144798DiVA, id: diva2:1183456
External cooperation
Umeå kommun
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2018-02-19 Created: 2018-02-16 Last updated: 2018-02-19Bibliographically approved

Open Access in DiVA

Möjliga framgångsfaktorer för elever i språklig sårbarhet(2400 kB)486 downloads
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Bäcklund, Anna-Karin
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf