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Åsa af Geijerstam how we as researchers and teachers can adapt international listening research to a Scandinavian context. He also offers an alternative theoretical framework for listening research based on the work of the Russian scholar Bakhtin. Adelmann points to a fact that is relevant to many areas of research concerning the teaching of Swedish in a school context; there is a need for the development of theory and method. Since the field has an interdisciplinary approach, theory as well as research methods are drawn from different traditions. The article “‘Whenever I put a black jacket on, I get dandruff’. On metonymy as a device for constructive argumentation analysis” by Anders Sigrell also emphasises questions of theory and method. With a basis in rhetoric, Sigrell discusses different ways of approaching the labelling of expressions as “metaphors” or “metonymies”. He argues for a more pragmatic understanding of metonymy – one that emphasises the information structure of metonymies compared to metaphors. By providing examples from e.g. posters, Facebook updates and verbal debates where the use of metonymies is used to convey more or less hidden assumptions, Sigrell argues that a more pragmatic view of metonymy can help us detect attempts to convey conceptions about reality that are not made explicit. The persuasive power of language has to be made explicit for students, Sigrell argues, and the classical tropes can, in a more pragmatic interpretation, provide important meta-reflective tools for working with this. Research questions on mother-tongue education are of the utmost importance in contemporary society. Both society and education are continuously changing, and the role of mother-tongue education and language in school is challenged by political and social expectations of education. Research concerning questions on different aspects of mother-tongue education and language in school is thus crucial for deepening our knowledge and critically investigating this field. Åsa af Geijerstam is Assistant Professor in curriculum studies at the Department of Education at Uppsala university. Her research interests include reading and writing development in different educational practices. She has participated in research projects on reading and writing across the curriculum and reading comprehension in international tests. 474
Curriculum studies of mother-tongue in Sweden References Dixon, J. (1967) Growth through English: A report based on the Dartmouth seminar 1966. Reading: National Association for the Teaching of English. Halliday, M., & Martin, J. (eds.) (1993) Writing Science: Literacy and Discursive Power. Pittsburgh, PA: Univ of Pittsburgh Press. Liberg, C. (2012) Svenska med didaktisk inriktning – forskningsämne och nätverket. Svensklärarföreningens årsskrift 2012. Stockholm: Natur och Kultur Malmgren, L.-G. (1996) Svenskundervisning i grundskolan. Lund: Studentlitteratur. Schleppegrell, M.J. (2004) The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum 475
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Hans Örtegren, Umeå University, S
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