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A restricted curriculum for second language learners – a self-fulfiling teacher strategy / Asa Wedin
// Language and education Vol24, N.3 p171 - p183 Asa Wedin.The forcus of this article is on relations between classroom interaction, surricular knowledge and student angagement in diverse classroom. It’ s based on a study with emographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws in Halliday’s Systemic Funtional Linguistics. The reults indicate that language use in the classroom is on a basic everyday level and that high teacher control results in low-demanding talks and low engagement among students. Interaction in the classroom mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is frendly and inclusive, second language students are denied necessary opportunities to develop curricuular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their oppotunities to school success. Thus, i argue for a more reflective and critical approach regarding language use in classroom
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Letters, authority and secrecy: the case of Karagwe in Tanzania / Asa Wedin
// Language and education 2013, Vol27, N.1 p. 44-58 Asa WedinThis paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of th< secrecy. It is also shown how children are socialized into this pattern of secrecie through literacy as they are used as messengers. When delivering secret letters an messages, they may be said to exercise a passive voice through literacy
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