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Catarina Schmidt National Agency of Education (2010). Språk- och kunskapsutveckling för barn och elever med annat modersmål än svenska. Kvalitetsgranskning. Skolinspektionen. (Rapport 2010:16). http://www.skolinspektionen.se/Documents/Kvalitetsgranskning/sprak-kunskapsutveckling/kvalgr-sprakutv-slutrapport.pdf [downloaded 2012-10-12] National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011.[dhttp://www.skolverket.se/om-skolverket/publicerat/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687. [downloaded 2012-10-12] New London Group (1996). A pedagogy of multiliteracies: Designing social futures. In Multiliteracies, Cope B. & Kalantzis M. (eds.). London: Routledge. Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press. Street, B. (1993). Cross-cultural approaches to literacy. Cambridge: Cambridge University Press. Vasquez, V.M. (2004). Negotiating critical literacies with young children. Mahwah, New Jersey/ London: Lawrence Erlbaum Associates, Publishers. Children’s and youth literature Adler, C. (2001). En ovanlig häst. Malmö: Stabenfeldt AB. Brown, J. (2008). Piratprinsessan. Stockholm: B Wahlströms. Cederquist, J. (2009). Huset som trollade med tiden. Västerås: Författarhuset. Colbert, D. (2006). Harry Potters magiska värld. Stockholm: B Wahlströms. Jacquemot, N. (2006). Kärlek: så funkar det!. Stockholm: Tiden. Storck, Å. (2008). Farlig besök. Höganäs: Bokförlaget Hegas. Trenter, L. (2005). Det lysande ögat. Stockholm: Tiden. Widermark, M. (2008). Fotbollsmysteriet. Stockholm: Bonnier Carlsen. Wägner, V. (2006). Nattvakt. Stockholm: Bonnier Carlsen. Zak, M. (2008). Alex Dogboy. Bromma: Opal. Textbooks and Teaching Aids Hildingsson, L. & Åsgård, I. (1990). Levande historia. År 4 Lärobok. Stockholm: Natur & Kultur. Hultgren, L. & Nygren, T. (2008). Mini och den röda stjärnan. Stockholm: Liber. Hydén, G., Schubert, M. & Svidén, C. (2002). Läsförståelse A. Lund: Adastra. Redin, B. & Hydén, G. (1996). Veckans Ord 4. Lund: Adastra. Rydstedt, L., Andersson, G., Bladh, T., Larsson, M., Köhler, P.O. & Thorén, K.-G. (1989). Land och Liv 1. Lärobok i geografi och naturorienterade ämnen för mellanstadiet. Stockholm: Natur & Kultur. Schubert, M. & Hydén, G. (2008). Språklära A. Lund: Adastra. Westman, L. (1986). Pojken och Tigern. Stockholm: Natur och Kultur. 314
Education Inquiry Vol. 4, No. 2, June 2013, pp. 315–332 EDU. INQ. Bridging discourses in a writing classroom Berit Lundgren* Abstract The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough 1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consist of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to the editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz.: (1) teaching for learning – deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) feedback and students’ reflections for learning; and (4) writing to learn – reconstruction. The data are analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument provides students with access to the dominating structure of the genre if they are given the time and tools to reflect and are given feedback from the teacher. Keywords: literacy, critical literacy, written argument, response, teaching, learning, Swedish nineyear compulsory school Intentions and regulations The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The questions I pose are to what extent the teaching gives students access to the structure and language of “letters to a newspaper editor” 1 , and which opportunities, but also limitations, the teaching creates. The teacher planned the lesson(s) on the basis of the Swedish curriculum for the compulsory school system, the preschool class and the leisure-time centre (Lgr 11) and then taught the students to write a letter to the editor and given them feedback on their efforts. By describing the teaching processes with written argument in the subject of Swedish, my intention is to elucidate the students’ access to the structure in this kind of writing situation. I followed a number of teachers’ classroom teaching of Swedish in years 5–7 of compulsory school over a two-year period. I watched teachers plan their teaching, *Department of Language Studies, <strong>Umeå</strong> University, Sweden. E-mail: berit.lundgren@sprak.umu.se ©Authors. ISSN 2000-4508, pp. 315–332 315
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