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Teachers´perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1 of primary school
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Barn och unga i skola och samhälle (BUSS))ORCID iD: 0000-0002-8931-7463
Mälardalen University, School of Education, Culture and Communication. (Barn och unga i skola och samhälle (BUSS))ORCID iD: 0000-0002-3486-7986
(English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.

Keywords [en]
reading and writing, Teaher´s perspectives
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-45288DOI: 10.1080/00313831.2018.1554600OAI: oai:DiVA.org:mdh-45288DiVA, id: diva2:1353684
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-25Bibliographically approved

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Sandberg, Gunilla

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Sandberg, GunillaNorling, Martina
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  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf