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Framing English learning at the intersection of school and out-of-school practices
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Applied Information Technology.
Göteborgs universitet.
2013 (engelsk)Inngår i: Journal of International Scientific Publications: Language, Individual & Society, ISSN 1313-2547, Vol. 7, nr 1, s. 205-221Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students.

This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported.

sted, utgiver, år, opplag, sider
Bulgaria: Info Invest , 2013. Vol. 7, nr 1, s. 205-221
Emneord [en]
Second language learning, framing, out-of-school learning, ICT
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Utbildningsvetenskap; HUMANIORA, Engelska
Identifikatorer
URN: urn:nbn:se:hv:diva-5600OAI: oai:DiVA.org:hv-5600DiVA, id: diva2:663348
Tilgjengelig fra: 2013-11-11 Laget: 2013-09-17 Sist oppdatert: 2019-05-03bibliografisk kontrollert

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