umu.sePublications
Change search
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
Språk och minne – hinder eller verktyg?: En studie om pedagogers förhållningssätt till elever med språkstörning i lärandesituationer, med fokus på arbetsminne
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to generate knowledge about how teachers relate to students with language impairment in learning situations, with particular focus on working memory. The questions are: What kind of knowledge do teachers have regarding language impairment and working memory?, What experience do teachers have regarding lack of working memory abilities among students with language impairment and which consequences do the teachers believe such defects may have for the students? and How can teachers create a learning environment that reduces the working memory demand for students with language impairment? A review of the field shows that there are gaps to fill regarding students with language impairment and working memory. Language impairment has so far been neglected by researchers and within the public debate. How working memory capacity affects the students has only recently begun to receive attention in school and research. The study was conducted through a qualitative phenomenographical methodology. Structured observations and semi structured interviews have been conducted in primary school classes years 1-3. The sample consisted of four teachers at two different schools. The analysis revealed six different themes. Three of them, knowledge of language impairment and working memory, experiences with language impairment and working memory and consequences in the learning environment was analyzed, and linked to theories of language impairment and working memory. The final three themes scaffolding, artifacts and structure were analyzed based on concepts from sociocultural theory and from theories of language impairment and working memory. The results show that both language impairment and working memory are perceived as complex concepts that are difficult to define whether teachers have the knowledge and experience or not. The teachers realize that the disability results in social and emotional consequences as well as consequences of learning. The results show differences in how teachers create a learning environment with reduced demands for working memory. The teachers guides students and create structure in the learning environment through various forms of scaffolding and artifacts. The results further show that knowledge and experience of language impairment and working memory may contribute to the creation of a learning environment with reduced demands for working memory. To create a school for all, knowledge of language impairment and working memory needs to be spread, relationships between neuroscience and education in schools need to be created and the support from special educators need to be expanded. .

Place, publisher, year, edition, pages
2015. , 59 p.
Keyword [en]
language impairment, working memory, policies, learning environment, scaffolding, artifacts.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-105648OAI: oai:DiVA.org:umu-105648DiVA: diva2:827268
External cooperation
Anonym
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2015-06-26 Created: 2015-06-26 Last updated: 2015-06-26Bibliographically approved

Open Access in DiVA

Språk och minne – hinder eller verktyg?(805 kB)246 downloads
File information
File name FULLTEXT01.pdfFile size 805 kBChecksum SHA-512
5657f8cec97541737ae7d1333546d0e95e083e48553dc9869100c3d36e2dedab2287cc3e17619034296d44ebb7fafbbae7b90a14d8c3aab6e09c9df60e3a8a85
Type fulltextMimetype application/pdf

By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 246 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 883 hits
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