Dialogkompetens i skolans vardag - Publikationer - LTU - Luleå ...

competence in a class environment can contribute to a double feeling of marginalisation
in contexts outside school. On the other hand, pupils with dialogue competence
can choose to assume the role of actor in contexts in which they wish to
participate, an option of importance for pupils’ self-image and identity development.
As emphasised by Bergöö and Ewald (2003), communication with other
people constitutes a prerequisite for social and personal development, and it is
through participation in linguistic and cultural communities that children’s and
young people’s self-image develops.
Inclusive work must have an entrance and it is wholly possible to start in the small
context. It is doubtful whether an activity can be described at all as inclusive, if
not all pupils have an opportunity to develop tools for being actors in the dialogue.
A route to lived inclusion may be for pupils to know how to take part in
dialogues at school. Study I shows that multi-voice activities at the micro level
require awareness and competence from the pupil.
The teachers’ learning environments
In the Dialogue project, the work of change was conducted in collaboration between
five regional hard-of-hearing schools. In practical terms this meant that the
cooperation took place in seven volunteer improvement groups of teachers. The
groups met once per term; between the meetings, the participants exchanged experience
in the form of written dialogues. The overarching aim of the project was
to increase the pupils’ participation in classroom communication. Within this aim,
the teachers were supposed to choose their own development questions. When the
teachers’ dialogues were realised in oral and written contexts, they were used for
documentation and reflection in the form of tools for learning 44 , tools that were
also subjects of studies II and III.
Study II
Research question: How can tools used in action research promote learning in
relation to Vygotsky’s concept of the zone of proximal development?
44 Tools for learning in this study: logbook, shadowing, facilitation, video documentation and a
web based dialogue. The term ‘shadowing’ refers to observations in the classroom made by colleagues.
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