The aim of this study was to identify discourses about oracy and the spoken language, how these discourses were constructed as well as investigating how these discourses compared to those about writing and written language. Through the use of a social-constructivist approach, we have analysed central documents in the Swedish school system and deconstructed these to uncover implicit meanings bound to them. The materials analysed include a standardised test taken by pupils in the 6th grade along with an excerpt from the Swedish curriculum, containing the aim of Swedish as a school subject, as well as a complimentary material provided for clarifying purposes. We’ve fragmented these documents to identify discourse-indicating variables and their possible function in constructing discourse. In this study we have identified small-scale discourses which we believe to be contributing to the present view on oracy as well as an implicit undermining of its legitimacy, something which we haven’t found any signs of in texts associated with written-language education.This undermining presents itself as language which is hard to decipher, which may be perceived as leading to the expressed uncertainty amongst Swedish teachers and a vertigo linked to these forms of educating. Conclusions drawn from this study point toward a favouring of written activities in the texts, reasons for which we believe could be historical and/or social in nature.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-31648 |
| Date | January 2016 |
| Creators | Lilliehöök, David, Söderberg, Hampus |
| Publisher | Södertörns högskola, Lärarutbildningen, 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 |
Page generated in 0.002 seconds