Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History

Anna-Vera Meidell Sigsgaard

Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History

Anna-Vera Meidell Sigsgaard

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

Abstract

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).

Original language	English
Title of host publication	To Boldly Proceed : Papers from the 39th International Systemic Functional Congress
Editors	John S. Knox
Number of pages	5
Place of Publication	Sydney, Australia
Publisher	The Organising Committee of the 39th International Systemic Functional Congress, Sydney.
Publication date	Jul 2012
Pages	9-14
ISBN (Print)	978-0-646-58257-3
Publication status	Published - Jul 2012
Externally published	Yes
Event	39th International Systemic Functional Congress: To Boldly Go... - University of Technology, Sydney, Sydney, Australia Duration: 15 Jul 2013 → 19 Jul 2013 Conference number: 39

Conference

Conference	39th International Systemic Functional Congress
Number	39
Location	University of Technology, Sydney
Country/Territory	Australia
City	Sydney
Period	15/07/13 → 19/07/13

Access to Document

http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf

Cite this

Meidell Sigsgaard, A.-V. (2012). Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. In J. S. Knox (Ed.), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress (pp. 9-14). The Organising Committee of the 39th International Systemic Functional Congress, Sydney.. http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf

Meidell Sigsgaard, Anna-Vera. / Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. To Boldly Proceed: Papers from the 39th International Systemic Functional Congress. editor / John S. Knox . Sydney, Australia : The Organising Committee of the 39th International Systemic Functional Congress, Sydney., 2012. pp. 9-14

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title = "Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History",

abstract = "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{\textquoteright} 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{\textquoteright}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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isbn = "978-0-646-58257-3",

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booktitle = "To Boldly Proceed",

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Meidell Sigsgaard, A-V 2012, Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. in JS Knox (ed.), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress. The Organising Committee of the 39th International Systemic Functional Congress, Sydney., Sydney, Australia, pp. 9-14, 39th International Systemic Functional Congress, Sydney, Australia, 15/07/13. <http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf>

Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. / Meidell Sigsgaard, Anna-Vera.
To Boldly Proceed: Papers from the 39th International Systemic Functional Congress. ed. / John S. Knox . Sydney, Australia: The Organising Committee of the 39th International Systemic Functional Congress, Sydney., 2012. p. 9-14.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

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T1 - Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History

AU - Meidell Sigsgaard, Anna-Vera

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PY - 2012/7

Y1 - 2012/7

N2 - 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).

AB - 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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ER -

Meidell Sigsgaard AV. Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. In Knox JS, editor, To Boldly Proceed: Papers from the 39th International Systemic Functional Congress. Sydney, Australia: The Organising Committee of the 39th International Systemic Functional Congress, Sydney. 2012. p. 9-14

Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History

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Who Has the Knowledge if not the Primary Knower ? - Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History