Ett metaspråkligt vakuum. En intervjustudie av svensklärares grammatikundervisning på gymnasiet
A metalinguistic vacuum. An interview study of Swedish language teachers' grammar teaching in upper secondary school
Summary, in English
The purpose of this study is to investigate how Swedish language teachers handle the metalingual vacuum that arises in Swedish teaching at upper secondary school, and what possible consequences this has for Swedish as a subject. In order to address and answer the purpose, four research questions were formulated based on Swedish language teachers' opinions of (1) students' prior grammatical knowledge, (2) grammar teaching, (3) factors of grammar teaching and (4) metalanguage. Semi-structured interviews were conducted with seven Swedish language teachers from two different schools. The interviews were transcribed, coded and analyzed.
The analysis reveals that students' prior knowledge of grammar is heterogeneous and often falls short. As a result, some teachers choose to teach grammar already in Swedish 1, while other instead wait for the grammatical knowledge requirement in Swedish 2. While Swedish 2 comprises traditional grammar teaching, practical language skills are the focus of Swedish 1 – however, the metalinguistic knowledge becomes peripheral. The students' lack of prior grammatical knowledge, core content open to interpretation and a lack of grammatical knowledge requirements in Swedish 1 result in an education in grammar that cannot be considered adequate.
Student publication for Master's degree (two years)
- Languages and Literatures
- lingvistisk litteracitet
- grammar teaching
- linguistics literacy
- upper secondary school
- Katarina Lundin (Docent i nordiska språk)