Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History
This paper reports on findings from a project researching Danish as a Second Language (DSL). While official pedagogic discourse (Bernstein, 2000) is available in curriculum guidelines, the historically grounded relative autonomy of schools means that the actual pedagogic discourse of DSL varies in terms of teachers’ competencies. A deeply rooted progressivist approach to schooling combined with a more recent focus on national testing correlate with a Ministerial recommendation that DSL be taught embedded in the school’s other subjects (Undervisningsministeriet, 2005). This paper focuses on the pedagogic practices of one case of DSL embedded in a fifth grade History unit, taught in a Danish public school with 85% bilingual students. Exchange structure analysis (Martin, 1992; Martin & Rose, 2007) makes visible certain patterns of classroom discourse. With focus on the K1-move, which according to the theory is the only obligatory move in a knowledge exchange, analysis of the collected data shows, interestingly, that this move is often ambiguous or missing, which raises questions of a more general pedagogic nature, conceptualized here by the knower code from Legitimation Code Theory (Maton, 2000, forthcoming).
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International Systemic Functional Congress 39, 2012