The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students. I have also been watching several episodes about genre pedagogy at Utbildningsradions website and analyzed them. I have among others been using Gibbon’s book Scaffolding Language scaffolding Learning and Johansson Sandell Ring’s book (Let the language carry) I have also been using reports from the Swedish school ministry. In this way I have gathered interesting facts about how teachers educate in practice and how the interaction is. Genre pedagogy is about how the teacher together with the students finds subject knowledge and the text structure by speaking about the language with a so called Meta language and practical activities. The teacher part is to clarify the functional grammar and to give the tools so that the student will progress in his/ her writing skills and subject knowledge. The tutoring is presented so that the teachers part is to be supportive in the beginning when the students knowledge is being built up to gradually, when the student has the knowledge, to let the student do the task more and more by it self. There are critics aimed against the genre pedagogy that the student’s creativity and personal writing disappears. By my observation and analyses of the material from Utbildningsradions website, (UR.se) I have gotten a result that shows that the student text is written in the same structure as the template text, but there is space for their own imagination. One of the conclusions is that genre pedagogy fits most students, if the education is flexible and sometimes individualized.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-6106 |
| Date | January 2010 |
| Creators | Karlsson, Annika |
| 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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