The aim of this study is to investigate how aesthetic learning processes in relation to language development are interpreted and used by three upper secondary teachers within the subject of Swedish as a second language. To do this, the study analyzes interviews with three teachers and their classroom teaching designs. The results show that all three teachers emphasize that aesthetic learning processes can function as means of language development - as long as you have a clearly defined learning object and cognitive resistance in the tasks. It also shows that aesthetic learning processes can be particularly relevant for students whose thoughts are ahead of their second language learning skills. Additionally, the teachers believe that students access to other linguistic resources as well as to previous experiences and interests are important. In summary, two of the three teachers show a wide variety of the aesthetic learning processes such as theatre, pictures, music, painting and small group discussions. The third teacher expresses a desire to include them more, but points out the lack of organizational support.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-50804 |
| Date | January 2023 |
| Creators | Holm, Emmy |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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