Abstract The language that is used in the schoolbooks in the subject history seems to be problematic for many students. Its abstract nature and the preparation of events require that history teachers need to make didactic choices that allow students to acquire the subject language. Whit students’ lack of everyday language makes it difficult for students, but also for teachers, as language development should be thought in all subjects in school. Thus, students’ lack of vocabulary generates, not just in the subject of history, that students have difficulties with reading comprehension. Processing the content before, meanwhile and after is something that has a positive effect on students’ language development, but it needs to be connected to their prior knowledge and the context. Furthermore, it is important that students understand the language in which the teaching takes place but also that they are cognitively challenged, which makes demands on the teacher´s didactic choices when it comes to the character of the languages that is used in the teaching. The purpose of this study is, therefore, to study how history teachers, that teach students in the age of nine to twelve, provide language development in the language of history. To gain an insight into, and understand the teachers, semi-structured interviews were used. The theoretical choice for the study was the socio-cultural perspective and as a tool for the analyses of a teaching model named by Cummis were used. The results of the study showed that the two youngest female teachers were the teachers who, through their conscious didactic choices, gave the student the opportunity to develop their language of history. The other teachers also did some didactic choices that gave some development in the language of history to the students, but they were not as conscious about their choices as the youngest teachers. The conclusion that could be drawn was that the younger teachers are probably more aware of what science says about the didactic choices, therefor their teaching methods provide more language development for the students. They may also have the advantage of being examined in conjunction with, or following, the new curriculum, which raises awareness of the demands of language in the subject of history but also the fact that language development should take place in all subjects in school
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-78612 |
| Date | January 2020 |
| Creators | Storm, Mimmi |
| Publisher | Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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