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Writing and reading in a multicultural classroom: how to benefit from writing in building interpretive reading skills

Research output: Contribution to book/anthology/report/proceedingBook chapterResearch

  • Gitte Holten Ingerslev, Denmark
  • Enheden for tekstpædagogik, sprog og kommunikation
  • Department of Curriculum Research
The study investigates how interpretive reading skills and literary understanding may be enhanced through initial narrative writing tasks. In the class in question the majority of students are children of migrant workers in Denmark. The class in question belongs to what is called an ethnic linguistic minority. The few students with a Danish origin all come from backgrounds with a limited tradition for reading fiction. Another aim of the study was to investigate a possible relation between the students? conception of learning and of reading and interpreting literary texts in the subject of Danish literature in order to give teachers broader insight into the underlying factors in a multicultural classroom with regard to writing and reading on the one hand and conceptions of learning on the other.
Original languageEnglish
Title of host publicationSocial justice and intercultural education : an open ended dialogue
Place of publicationStoke on Trent
PublisherTrentham Books
Publication year2007
ISBN (print)978-1-85856-403-6, 1-85856-403-4
Publication statusPublished - 2007

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