|Author(s)||Hartsmar, N., Nilsson, J.|
|Editor||A. Ross, Citizenship Education: Europe and the World|
There are strong connections between the development of knowledge and of language, but traditionally Swedish primary schools separate language from content. Language is associated with formal aspects of reading and writing. Changes in teacher education at Malmö University show students how children develop their language when they examine their living conditions and the world. Language and understanding are developed in a dialectic relationship. This paper charts how a group of student teachers studying mathematics, science and geography interviewed teachers in partner schools about language development in their subjects. The students plan authentic dialogues, characterised by openness, with pupils. There are no correct answers, but those involved in the discussion are free to choose direction and outcome - not necessarily a consensus.