Språkkunskaper och kunskapsspråk. Ämneslitteracitet i ämnesprov, undervisning och elevtexter inom svenska som andraspråk och fysik

Abstract

The overall aim of this thesis is to gain a deeper understanding of disciplinary literacy in two subjects, Swedish as a second language (SSL) and physics, among ninth-year students in compulsory school. This thesis focuses on students learning subjects in a second language and analyses disciplinary literacy from three perspectives. It investigates how literacy expectations are expressed in two national tests for SSL and physics, how disciplinary literacy is explicitly utilised in collaboratively teaching of these subjects and how students articulate their subject knowledge in their final assignment. The data include national tests, classroom observations in SSL and in physics, teaching materials and students’ texts. This thesis is grounded in empirical studies, primarily using Legitimation Code Theory and Systemic Functional Linguistics to analyse and interpret the data. The results indicate that national tests in both SSL and physics have high literacy expectations, but they manifest differently. In Swedish, literacy expectations are characterised by high demands for reading and writing, requiring students to read various genres and write longer texts. The vocabulary is mainly not subject specific. In contrast, the national test in physics demands disciplinary vocabulary and subject-specific texts but expects fewer and shorter texts. The results of the classroom study reveal that disciplinary literacy is addressed in both subjects, but to a limited extent. The teaching of SSL primarily focuses on general school literacy, with some emphasis on metalanguage that indicates disciplinary literacy. In physics, the teacher emphasises subject-related concepts and explains scientific reasoning, but only to a small extent. This thesis also analyses students’ texts. The results reveal that most of the students adhere to the macrostructure of an argumentative text, as they are explicitly taught. However, the paragraph level is challenging for the students. This indicates a need for more in-depth knowledge of text structure and the linguistic resources required for more advanced texts. In particular students who learn subjects in a second language need to be taught not only general school literacy but also subject-specific language in connection with subject knowledge.