scholarly journals Jypp, Dompa och Jackson Pollock - Berättelser om plats, förortiska och överklass i ett innerstadsgymnasium

2021 ◽  
Vol 29 (3) ◽  
pp. 5-29
Author(s):  
Rickard Jonsson ◽  
Anna Åhlund
Keyword(s):  
Secondary School ◽  
Language Use ◽  
Upper Class ◽  
Jackson Pollock ◽  
Social Hierarchies ◽  
Linguistic Style ◽  
Educational Failure ◽  
Elite School ◽  
Upper Secondary

Jypp, Dompa and Jackson Pollock: Narratives on place, urban vernaculars, and upper class at a prestigious upper secondary school. Labelling a linguistic style by appointing it to certain groups of speakers and where they live can be a deeply problematic enterprise as both identities, language use and space become fixed and limited. In Sweden the speech style called Rinkeby Swedish (RS) has become an icon of ethnic Otherness, educational failure, and of an aggressive sexist and homophobic masculinity – ascribed to a fixed locality in the outskirts of the big cities. In this paper we have turned our gaze towards a place that have typically not been associated with RS before: a Stockholm elite school. The analysis reveals how a group of students, illustrated by how the participant Wille, perform authenticity and indexically anchor their linguistic practices and epistemics in various linguistic contexts. In a case study, we explore how the participants talk about and use not one but many different linguistic styles. We argue that the participants employ these styles as resources to comment on locality as well as social hierarchies in the school and the society at large.

scholarly journals Something new under the sun in secondary school: a case study

2020 ◽  
Vol 28 (106) ◽  
pp. 8-24
Author(s):  
Silvia Regina dos Santos Coelho ◽  
Candido Alberto Gomes
Keyword(s):  
Secondary School ◽  
Quantitative Methodology ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Counter Term ◽  
Organizational Image ◽  
Upper Secondary ◽  
Teachers And Students ◽  
A Company

Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

scholarly journals L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions

2018 ◽  
pp. 118-138
Author(s):  
Pauliina Peltonen
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Empirical Studies ◽  
Upper Secondary School ◽  
School Students ◽  
Theoretical Approaches ◽  
Upper Secondary ◽  
Spoken Interaction ◽  
Problem Solving Task

Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

Error Analysis on the Malaysian Students’ Writing for ESL Classroom

2021 ◽  
Vol 8 (2) ◽  
pp. 55-65
Author(s):  
Wan Khairunnisa’ Wan Ibrahim ◽  
Zarina Othman
Keyword(s):  
Secondary School ◽  
Error Analysis ◽  
English Language ◽  
Language Use ◽  
Upper Secondary ◽  
Core Subjects ◽  
Written Test ◽  
Malaysian Students ◽  
Correct Structure ◽  
Selection Of

English has been regarded as one of the core subjects in the Malaysian Certificate of Education or known as the Sijil Pelajaran Malaysia (SPM). There has been a concern over the writing components in English language papers at the SPM level. Writing requires students’ competence in syntax, coherence, developing and arranging ideas, mechanics in writing and appropriate use of vocabulary. A concern over students who produce very limited number of words in their essays has resulted in the lack of content to be assessed which then led to low scores. This paper presents an error analysis focusing on the types of errors found in students’ written test scripts to identify the weaknesses of students' writing abilities. The study adopts a qualitative approach where the students’ written assessment texts were collected. A total of 18 upper secondary Year Four students (aged 16 years old) were selected as the research participants.  The selection of participants was carried out in a secondary school in one of the states in Malaysia. The students’ written tests were analysed to identify the emerging categories of language use, focusing on language and grammar inaccuracies. It is found that students have the idea on how to write the answers to the task but seem to have difficulties putting the ideas in the correct structure.

scholarly journals Scaffolding open inquiry: How a teacher provides students with structure and space

2015 ◽  
Vol 11 (3) ◽  
pp. 223-237 ◽  
Author(s):  
Birgitte Bjønness ◽  
Stein Dankert Kolstø
Keyword(s):  
Secondary School ◽  
Scientific Inquiry ◽  
Interaction Analysis ◽  
Upper Secondary School ◽  
Open Inquiry ◽  
Upper Secondary ◽  
Set Up ◽  
Scaffolding Strategies ◽  
Present Case Study

The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.

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