<p>This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. </p><p>The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field.</p><p>The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom.</p><p>The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.</p>

This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field. The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom. The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-15T17:12:19Z No. of bitstreams: 1 rafaeljeffersonfernandes.pdf: 3118912 bytes, checksum: ad9964eb31ac53a63bde767cce39bf97 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T17:42:00Z (GMT) No. of bitstreams: 1 rafaeljeffersonfernandes.pdf: 3118912 bytes, checksum: ad9964eb31ac53a63bde767cce39bf97 (MD5) / Made available in DSpace on 2016-01-25T17:42:00Z (GMT). No. of bitstreams: 1 rafaeljeffersonfernandes.pdf: 3118912 bytes, checksum: ad9964eb31ac53a63bde767cce39bf97 (MD5) Previous issue date: 2015-09-24 / O presente estudo constitui uma interface entre linguagem e saúde mental. Inserida nos pressupostos teórico-metodológicos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) e, apoiando-se nos marcos teóricos da Linguística Aplicada das Profissões (SARANGI, 2006), essa dissertação buscou, em um primeiro momento, mapear, sob uma ótica interacional, as fases que compõem uma entrevista psiquiátrica de primeira vez de um ambulatório médico psiquiátrico que funcionda dentro de Centro de Atenção Psicossocial (CAPS), vinculado ao Hospital Universitário da Universidade Federal de Juiz de Fora. Quanto ao método de pesquisa escolhido, utilizamos o estudo de caso, a fim de, em um segundo momento, realizar uma investigação de natureza exploratória, através da qual procuramos compreender as práticas conversacionais realizadas por uma médica residente em psiquiatria de nível um – R1 – para a tomada do histórico de um paciente.A análise de dados evidenciou que, inicialmente, as fases mapeadas durante esse evento discursivo afastam-se da proposta apresentada pela literatura especializada, na medida em que foi encontrado um número superior em relação às descritas nos manuais, isto é, abertura - apresentação do problema – tomada do histórico – avaliação do caso e encaminhamento – negociação e prescrição da medicação – recomendação do tratamento – realização do laudo – encerramento. Ademais, os resultados mostraram que a médica utiliza uma série de práticas, como o uso de formulação, a produção de continuadores (SCHEGLOFF, 1982), a repetição da fala do paciente e a elaboração de novas perguntas (HERITAGE, 2007), que fomentam no paciente a produção de relato, o que parece estar orientado para o objetivo da fase. Acredita-se que, ao desempenhar tais práticas, a médica aproxima-se de uma escuta ativa (HUTCHBY, 2005). Nessa direção, considerando a importância da relação médico-paciente para a construção das hipóteses diagnósticas e para o encaminhamento terapêutico, acredita-se que essa pesquisa é extremamente relevante, pois auxilia na compreensão da dinâmica interacional entre esse par, o que implica uma nova perspectiva para o entendimento do uso da linguagem nesse contexto, o que, por conseguinte, pode melhorar a qualidade dos serviços oferecidos. / The current study forms an interface between language and mental health. Embedded in methodological and theoretical assumptions from the Ethnomethodological Conversation Analysis (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) and, is supported by theoretical milestones of Applied Linguistics on Professions (SARANGI, 2006), this essay aimed, firstly, at mapping, through an interactional standpoint, the stages which compose a first-time psychiatric interview from a medical psychosocial ambulatory that works on a Psychosocial Attention Center (Centro de AtençãoPsicossocial – CAPS), linked to the University Hospital of the Federal University of Juiz de Fora. Regarding the chosen research method, we made use of the case study, aiming at, in a second moment, performing an exploratory-oriented investigation through which we try to understand the conversational practices undertaken by a psychiatric resident doctor on level 1 – R1 – for taking the patient history. The data analysis showed that, initially, the stages mapped during this discursive event moved away from the initiative proposed by the specialized literature, as a higher number of relations when compared to the manuals were found, which is, opening – problem display – history taking – case evaluation and forwarding – negotiation and drug prescription – treatment advisory – report fulfillment – closing. Furthermore, the results showed that the doctor used several practices, such as the use of formulation, the production of continuators (SCHEGLOFF, 1982), the patient speech repetition and elaboration of new questions (HERITAGE, 2007), which encourage patient report, seemingly more oriented to the goal of the stage. It is believed that when engaging this practice, the doctor gets closer to an active hearing (HUTCHBY, 2005). In this direction, regarding the importance of doctor-patient relation for the development of diagnosed hypothesis and the therapy addressing, we consider this research extremely relevant, as it helps understanding the interactive dynamics of the duo, implying a new perspective for the understanding of language use within this context, what, consequently, may improve quality of living of offered services.