Språk, utveckling och språkutveckling: En kartläggning av fenomenet i en pedagogisk kontext
Sammanfattning: The aim of this thesis is to explore and map the pedagogical concept of language development from a post-humanistic theoretical framework. Since plenty of studies focus on this concept from a second language standpoint, the current pro-ject intends to scrutinize language development from a broader perspective. The paper brings up questions regarding the possibilities and limitations of language and develop-ment, as well as it challenges the presupposed views of the concept. It furthermore focuses on language development in a context of Swedish upper secondary school subject within natural sciences. The theoretical framework is grounded on post-human philosophy as well as theoretical insights pro-vided by Deleuze and Guattari, as well as Rancière. The cho-sen method relies on a diffractive reading of policy docu-ments from the Swedish National Agency for Education (Skolverket), subsequently different philosophical texts that focused on language development. The results indicate that language development is frequently rooted within a socio-cultural context, due to the fact that knowledge and language are interlocked and considered as a tool for knowledge devel-opment and learning activities. Furthermore, these views were challenged by the diffractive reading and alternative ways of thinking of the concepts of language and develop-ment were considered. Finally, the conclusions point out the significance of further research on this subject that focus on language development in a context of teaching practices.
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