Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner
The article presents results from a study in language testing of children in two kindergartens in Copenhagen. Closely related to poor PISA-results in reading in the Danish schools language testing in Danish kindergartens have been vastly extended. This has caused an intense and heated debate among...
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| Format: | Article |
| Language: | Danish |
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Malmö University Press
2015-06-01
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| Series: | Educare |
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| Online Access: | https://publicera.kb.se/educare/article/view/49225 |
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| author | Lars Holm |
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| author_sort | Lars Holm |
| collection | DOAJ |
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The article presents results from a study in language testing of children in two kindergartens in Copenhagen. Closely related to poor PISA-results in reading in the Danish schools language testing in Danish kindergartens have been vastly extended. This has caused an intense and heated debate among scholars, in which the extended language testing in Kindergartens are supported or opposed, based on either generalized perspectives on expected school progress or on generalized perspectives on the harm testing practices might do children in kindergartens. The study reported in this article goes beyond these generalized perspectives from “the outside”, and points to the necessity of an ethnographic-oriented “insideperspective” in which kindergartens language testing is researched empirically as a local and social practice. A theoretical framework for researching language testing as a social practice is developed and applied to ethnographic date from fieldwork in two kindergartens in Copenhagen. The study shows that the view of language and the view of measurement and knowledge embedded in the language test results in specific institutional practices in which the interaction between the child and the preschool-teacher focusses on children’s receptive knowledge of structural components of language. Furthermore the practices appear to be based on highly normative assumptions about children´s language development and everyday life. The analysis shows that the social practices around language testing are placing children in a position in which their potential as creative and productive producers of language in interaction is absent from the agenda. The implications of this for the ongoing development of kindergarten practices and for pre-school teachers are discussed.
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| format | Article |
| id | doaj-art-2e1e2bc98b4e4fa78edf725edb10f125 |
| institution | OA Journals |
| issn | 2004-5190 |
| language | Danish |
| publishDate | 2015-06-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj-art-2e1e2bc98b4e4fa78edf725edb10f1252025-08-20T02:09:51ZdanMalmö University PressEducare2004-51902015-06-01210.24834/educare.2015.2.1134Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutionerLars Holm0Aarhus University The article presents results from a study in language testing of children in two kindergartens in Copenhagen. Closely related to poor PISA-results in reading in the Danish schools language testing in Danish kindergartens have been vastly extended. This has caused an intense and heated debate among scholars, in which the extended language testing in Kindergartens are supported or opposed, based on either generalized perspectives on expected school progress or on generalized perspectives on the harm testing practices might do children in kindergartens. The study reported in this article goes beyond these generalized perspectives from “the outside”, and points to the necessity of an ethnographic-oriented “insideperspective” in which kindergartens language testing is researched empirically as a local and social practice. A theoretical framework for researching language testing as a social practice is developed and applied to ethnographic date from fieldwork in two kindergartens in Copenhagen. The study shows that the view of language and the view of measurement and knowledge embedded in the language test results in specific institutional practices in which the interaction between the child and the preschool-teacher focusses on children’s receptive knowledge of structural components of language. Furthermore the practices appear to be based on highly normative assumptions about children´s language development and everyday life. The analysis shows that the social practices around language testing are placing children in a position in which their potential as creative and productive producers of language in interaction is absent from the agenda. The implications of this for the ongoing development of kindergarten practices and for pre-school teachers are discussed. https://publicera.kb.se/educare/article/view/49225Language evaluationkindergarteninstitutional practicestesting as social practice |
| spellingShingle | Lars Holm Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner Educare Language evaluation kindergarten institutional practices testing as social practice |
| title | Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner |
| title_full | Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner |
| title_fullStr | Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner |
| title_full_unstemmed | Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner |
| title_short | Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner |
| title_sort | kan du tage pigen op af kufferten en analyse af sproglig evaluering i daginstitutioner |
| topic | Language evaluation kindergarten institutional practices testing as social practice |
| url | https://publicera.kb.se/educare/article/view/49225 |
| work_keys_str_mv | AT larsholm kandutagepigenopafkuffertenenanalyseafsprogligevalueringidaginstitutioner |