ERG SES G 05, Vocational Training and Education
The overall aim of this ongoing PhD study is to explore how content and language integrated learning (sheltered instruction) (Brinton, Snow & Wesche, 2004) is established in two content areas specific of the vocational Health and Social Care programme at a multilingual Swedish upper secondary school. The second aim of the study is to explore challenging dilemmas, with explicit focus on some of the students´ inclusion and participation in literacy related activities in these content areas.
The background to the study is the fact that students with another mother tongue than Swedish are overrepresented when it comes to not reaching the goals in upper secondary school and can be put in relation to the question concerning how to educate learners in culturally and linguistically diverse contexts (Skolinspektionen, 2010; Skolverket, 2010; Myndigheten för skolutveckling, 2007). This is also an educational question shared with many of the European countries.
The fact that multilingual students learn the language while studying different school subjects’ means that teachers need to find ways to work with the language while teaching the school subjects (Gibbons, 2006; Hajer 2000). In vocational programs, the subjects differ greatly from the subjects in the compulsory school which implicates the need for all teachers of working more explicitly with the language to bridge the gap between the students’ prior knowledge and the school knowledge as a way to prevent students´ failing.
The overall research question in the study is how the teachers can use the content learning as a resource for the language development, with the explicit focus on increasing the students´ participation in literacy related activities in the content areas at an upper secondary school. The second research question is what the teachers and the students find and define as difficult and challenging concerning literacy related activities in these content areas. The study is based on a sociocultural view of second language, learning and development (Vygotsky, 1978; Gibbons, 2006; Lantolf, 2008; Daniels & Hedegaard, 2011). It means that language development interacts with the sociocultural contexts in which it occurs. The theoretical framework is also based on the Nordic relational paradigm in the field of inclusive education (Tetler, 2009; Göransson, Nilholm & Magnusson, 2012) which means that success or failure needs to be seen as resting not within the individual but in the interactional contributions of others in the educational process.
van den Akker J., Gravemeijer, K. & Mc Kenny, S. (2006) Educational Design Research. Abingdon: Routledge. Brinton, D, Snow, M. A & Wesche, M. (2004). Putting Content Based Second Language Instruction in Context & Three content Based Models at the University Level. I Content based language teaching. University of Michigan Press 1993/2004. Bryman, A. (2012). Social research methods. (4. ed.) Oxford: Oxford University Press. Daniels, H. & Hedegaard, M. (Eds.) (2011). Vygotsky and special needs education. Continuum publishing corporation. Gibbons, P. (2006). Bridging discourses in the ESL classroom. London, Continuum. Göransson, K., Nilholm, C. & Magnússon, G. (2012). Inclusive education in Sweden - past present and future issues. In: Thomas Barrow & Daniel Östlund (Ed.), Bildning för alla: En pedagogisk utmaning (p. 161-174). Kristianstad: Högskolan Kristianstad. Hajer, (2000) Creating a language promotin g classroom: content-area teachers at work. In J.K. Hall & L.S Verplaetse (Red.) Second and foreign language learning through classroom interaction. (s. 265-286). Mahwah, NJ:Lawrence Erlbaum Associates Lantolf, James P. & Poehner, M. E. (2008). Sociocultural Theory and the Teaching of Second Languages. London: Equinox. Mc Kenney, S. & Reeves, T. C. (2012). Conducting Educational Design Research. New York: Routledge. Myndigheten för skolutveckling (2007). Att läsa och skriva – forskning och beprövad erfarenhet. Stockholm: Myndigheten för skolutveckling. Skolinspektionen (2010). Språk och kunskapsutveckling för barn med annat modersmål än svenska. Skolinspektionens rapport 2010:16. www.skolinspektionen.se. Skolverket (2010). Rustad att möta framtiden? PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap. Stockholm: Skolverket. Tetler, S. (2009). Det didaktiske grundlag for en specialpædagogik i et inkluderande perspektiv. Köpenhamn: Danmarks Pedagogiska Universitetsförlag. Vygotskij, L. (1978). Mind and society: The Development of Higher Psychological Processes. Cambridge, Massachusets: Harvard University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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