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  • 101.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teachers' Discussions About Writing Assessment: Expressed Assessment Criteria In Relation To Pedagogical Decision-Making2019Conference paper (Refereed)
  • 102.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Vad uppmärksammar lärare i samtal om skrivbedömning? Svensklärares normer för beslut om summativ bedömning2018In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 4, no 1, p. 34-55Article in journal (Refereed)
    Abstract [en]

    This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on theses teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.

  • 103.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    What kinds of instruction do students need to improve their writing?2015Conference paper (Refereed)
  • 104.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande2018In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 4, no 1, p. 1-21Article in journal (Refereed)
    Abstract [en]

    This article reports on a qualitative study of the interaction in Swedish teachers’ discussions about summative assessment of students’ writing. Interactional patterns of dominance, dynamics and coherens in the decision-making processes are described and analyzed, comparing the degree of assessment consistency between and within the groups. The analysis reveals a high degree of consistency within each teacher group’s discussion. However, the assessments that individual teachers make after the discussions comply only to some extent with the group’s decisions. The least degree of consistency was shown by the teacher group who seemed the most consistent in the discussions. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. In teacher group discussions characterized by higher intensity, a variety of suggestions for assessment are made by the teachers. The individual teachers' assessments in those groups are more consistent with the group's decisions. Meanwhile, the overall assessment consistency between the teachers was found to be low.

  • 105.
    Blomqvist, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Styrning, samsyn och självständighet: Didaktiska perspektiv på akademiskt skrivande i grundlärarprogrammet2021Conference paper (Refereed)
    Abstract [sv]

    Denna studie undersöker kursen självständigt arbete i grundlärarprogrammen F–3 och 4–6. Syftet är att genom gruppsamtal mellan lärare, collective remembering interviews (Middleton & Brown), analysera och jämföra beskrivningar av kursens utformning över tid, framför allt avseende vilka förändringar som gjorts och vilka konsekvenser dessa förändringar har inneburit. Samtalen har genomförts på tre språkutbildningar vid tre svenska lärosäten. Resultatet visar ett utvecklingsarbete som i huvudsak inriktats på att bygga progression i utbildningen, ge studenterna adekvat stöttning i akademiskt skrivande och förtydliga kravnivåer i kursen. Skillnader finns i hur denna progression byggts, i vilken omfattning studenterna förbereds inför kursen och vilka aspekter av vetenskaplighet som fokuseras.  Även om utvecklingsarbetet har lett till fler godkända studenter, har det samtidigt synliggjort en problematik kopplad till grad av styrning och självständighet i skrivandet samt brister i samsyn i frågor om vetenskapliga begrepp och bedömning mellan lärare. 

  • 106.
    Blomqvist, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lindberg, Viveca
    Skar, Gustaf B.
    Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal2016In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 10, no 1, article id 9Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of teacher group discussions about students’ writing in the subject of Swedish in upper secondary school. The study adopts a pedagogical perspective on these discussions and focuses on examining teachers’ expressed assessment criteria and relating them to their pedagogical decision-making. The results reveal that teachers’ assessments of students’ writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about students’ texts focus mostly on communicative quality, language style and text structure followed by content and the use of sources. The pedagogical decisions are, on the other hand, almost exclusively focusing on text structure and the use of sources. This means that there is a gap between teachers’ perceptions of qualities in students’ writing and their pedagogical decisions. The pedagogical decisions cover to a limited extent the assessment information that teachers themselves formulated.

  • 107.
    Bock, Anna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skönlitteraturen i läroboken: En undersökning av det skönlitterära urvalet i två läroböcker för gymnasieskolans svenskämne2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån frågeställningarna "Vilka författare finns representerade i läroböckerna och hur ser representationen ut med avseende på texternas genre och originalspråk, författarnas kön och när texterna är skrivna?" och "I vilka sammanhang används skönlitteraturen i läroböckerna?" undersöks det skönlitterära texturvalet och dess sammanhang i två läroböcker i svenska för gymnasieskolans svenskämne, Svenska etc. och Svenska timmar genom en kvantitativ innehållsanalys. Resultatet vad gäller det skönlitterära urvalet i de undersökta läroböckerna visar att det kvantitativt sett finns en stark manlig norm och ett ännu starkare västerländskt perspektiv samt att de flesta skönlitterära texterna hör till genren lyrik men att epiken får större utrymme per utdrag. Dramatiken är underrepresenterad som genre i båda läroböckerna och kvinnliga dramatiker saknas helt. I Svenska timmar förekommer skönlitteraturen som korta citat i den löpande texten för att illustrera eller representera en författare, stil eller epok, texterna presenteras i princip kronologiskt. I Svenska etc. presenteras kortare texter i sin helhet och längre texter av ett utdrag om några sidor, texterna presenteras tematisk och används som ingång till en rad övningar i svenskämnets alla delar. Texterna i Svenska etc. kommer i första hand från 1900-talets slut till skillnad från Svenska timmars texturval som främst är litteraturhistoriskt med tyngdpunkten i skönlitteratur från 1800-talet och 1900-talets första hälft.

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    Skönlitteraturen i läroboken
  • 108.
    Bodemar, Rebecka
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Varför brister vissa SFI-elever i självbedömningen av sina språkkunskaper?: Möjliga orsaker enligt lärare och elever2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vissa elever blir inte godkända när de förväntar sig att bli det – så även inom utbildningen i svenska för invandrare (SFI). En del av dessa elever förstår inte heller att de inte är godkända eller varför de inte är godkända. Bakgrunden till denna studie var att jag själv kände ett behov av att förstå sambanden kring detta för att om möjligt minska problemet i mitt framtida yrkesliv. Syftet var att söka svar på varför vissa SFI-elever inte förstår sin ofullständiga uppfyllelse av kursmålen. Forskningsfrågorna som användes för att undersöka detta var följande: Får eleverna formativ bedömning i undervisningen och i så fall vilken? Har eleverna metakognitiv insikt och får de metakognitiv träning i undervisningen? Vilka andra faktorer har betydelse för elevernas förståelse för sin ofullständiga uppfyllelse av kursmålen? Metoden var att intervjua dels lärare, dels elever. Elva lärare svarade på en enkät med både bundna svarsalternativ och möjligheter till kommentarer.  Två SFI-elever som inte förstår varför de ännu inte är godkända intervjuades genom ett personligt möte med en elev i taget i knappt en timme. Det känsliga i studiens ämne gjorde att dessa intervjuer täckte även andra frågor. Resultatet visar på både överensstämmelse och diskrepans mellan lärarsvaren och elevsvaren. Överensstämmelsen gäller vissa anledningar till elevernas bristande självbedömning såsom utbildningsbakgrund, privat situation och syn på SFI. Diskrepansen gäller synen på hur undervisningen är upplagd, där lärarna uppger användande av många olika metoder för formativ bedömning och några för metakognition, men där eleverna inte uppger några metoder för formativ bedömning och uppvisar brister i sin egen metakognition. Eleverna känner inte till kursmålen, tror sig snart vara godkända och förstår inte varför de inte får skriva det avslutande provet. I diskussionen dras slutsatsen att dessa elever behöver mer formativ bedömning, bland annat genom mer återkoppling kring det de inte behärskar samt fler metakognitiva strategier, bland annat för att få svåra privata situationer att inverka mindre på inlärningen. Ytterligare faktorer som spelar roll för möjligheter till bättre självbedömning hos eleverna är deras uppnådda språknivå, beaktande av det faktum att de är vuxna samt SFI:s kontinuerliga intagning.

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    Varför brister vissa SFI-elever i självbedömningen av sina språkkunskaper?
  • 109.
    Bogren, Simon
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Från språkpolicy till språkutveckling: En fallstudie av en skolas arbete med en språkpolicy2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att beskriva hur en skola har tagit fram en egen formulerad språkpolicy och hur skolan arbetar med policyn i praktiken. Studien består av tre huvudsakliga delar. Den första delen beskriver hur språkpolicyn har skapats, den andra vilka tankar lärarna har kring policyn och den tredje visar hur policyn kommer till uttryck i undervisningen. Data har samlats in med hjälp av intervjuer, observationer och dokumentanalys. Resultatet visar på att språkpolicyn har skapats av lärarkollegiet genom gemensamma diskussioner och gruppvis framtagna förslag på formuleringar av policyn. Att det är viktigt att en språkpolicy skapas av de som ska arbeta med den bekräftas av tidigare forskning och teorier inom området. I resultatet framkommer att lärarna ser policyn som ett sätt att skapa ett gemensamt förhållningssätt hos personalen och de lyfter fram policyns helhetsperspektiv på språkutveckling som dess stora fördel. Helhetsperspektivet som ryms i en språkpolicy lyfts också fram av andra forskare. Vidare visar resultatet på att trots att lärarna har olika tankar om centrala begrepp i policyn, exempelvis stöttning, är policyn i högsta grad närvarande hos lärarna i undervisningen. Studiens resultat kan fungera som inspiration för och ge idéer åt skolor som önskar tillämpa ett helhetsgrepp på elevers språkutveckling och ser nyttan i en språkpolicy för att nå dit.

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    Från språkpolicy till språkutveckling
  • 110.
    Bredby, Eline
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Elevers användning av IKT på engelska i skolan och på fritiden: En kvantitativ undersökning i år 72013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Huvudsyftet med föreliggande studie är att undersöka hur elever i år 7 använder IKT på engelska i skolan och på fritiden. Frågeställningarna som ligger till grund för studien är följande:

    1. Finns det några skillnader i användningen av IKT på engelska i skolan och på fritiden?
    2. Finns det några skillnader i användningen av IKT på engelska mellan pojkar och flickor?
    3. Hur ser eleverna på IKT och lärande?  

    Inom ett samarbete mellan Stockholms universitet och en kommun i Stockholms län har en enkätundersökning genomförts med elever i år 7 på de kommunala skolorna i kommunen. Tre av fyra skolor har medverkat och totalt 125 elever har svarat på enkäten, 53 flickor och 72 pojkar. Resultaten visar att eleverna använder IKT på engelska i högre grad på fritiden än i skolan och på fritiden är de vanligaste aktiviteterna med IKT på engelska kommunikativa aktiviteter så som chatt och sms. I skolan används främst analoga hjälpmedel och aktiviteter utan IKT är vanligare än de med IKT. Resultaten visar även att användningen av IKT skiljer sig åt dels mellan skolor och dels inom en och samma skola.

    Flickor och pojkar använder IKT på engelska i mer eller mindre lika stor utsträckning men de använder olika digitala hjälpmedel, flickorna använder främst mobiltelefonen medan pojkarna främst använder datorn. Vad gäller lärande med IKT så upplever eleverna att olika digitala aktiviteter hjälper dem att utöka sitt ordförråd på engelska. Några av de digitala aktiviteter som både pojkar och flickor lär sig nya ord på engelska genom är att se på otextade filmklipp eller på textad och otextad film, att spela datorspel och att chatta med personer som inte kan svenska. Dock uppger pojkarna i högre utsträckning än flickorna att de lär sig ofta av dessa aktiviteter. Utifrån resultaten går det även att konstatera att både flickorna och pojkarna i första hand använder internet som informationskälla för att söka svar på olika frågor.    

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    Elevers användning av IKT på engelska i skolan och på fritiden
  • 111.
    Britt, Jakobson
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Learning language through science or learning science through language: What can three theories tell us?2011In: Harmony in diversity: language, culture, society, 2011Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to examine how three analysis tools used, i.e. practical epistemology analysis (PEA), systemic functional linguistics (SFL) and thematic patterns (TP), contribute to our knowledge of children's use of of language in relation to learning science. Learning science implies learning to distinguish between everyday use of langugage and the specific scientific language (Halliday & Martin, 1993; Lemke, 1990; Veel, 1997; Schleppegrell, 2004). An analysis of what children are afforded to learn in the discourse of science is hence of interest. A practical epistemology analysis takes its stance in Dewey, the later Wittgenstein and socio-cultural perspectives and implies that words get their meaning in use and action (Wickman & Östman, 2002; Wickman, 2004). Moreover, Dewey's (1938/1997) principal of continuity is essential for studying the direction learning takes. Systemic functional linguistics is concerned with language use in diverse cultural and social contexts (Halliday, 1985; Martin, 1992) focussing both system and text. The meaning system of language is seen as a potential enabling the analyst to consider texts in the light of linguistic choices. Studying thematic patterns involves understanding the relation between words in use (Lemke, 1990). We present results from a primary science class involved in hands-on inquiry in the unit "Soil". The results show how the children moved between everyday and scientific use of language. Mostly the discourse merged making the children's learning of the subject difficult.

  • 112.
    Brodin, Martina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    A case study of Turkish teachers’ perceptions and practices regarding Communicative Language Teaching in English2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to gain an insight into how teachers work practically with the Communicative Oriented Curriculum in English and what factors that could influence the teachers’ methodology. The investigation partially replicated a study by Kırkgöz (2008). The study was conducted at three state elementary schools in Turkey by using multidimensional qualitative research procedures, including classroom observations and interviews. Results demonstrated that all participants showed attributes identified to an Eclectic-Oriented teaching approach placing them in the middle of a continuum from Transmission to Interpretation-Oriented teachers. The results were later compared with the original study displaying both a satisfying and unsatisfying outcome depending on a qualitative or quantitative comparison. Findings also indicated that a holistic perspective must be considered in order to interpret and understand the results. 

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    A case study of Turkish teachers’ perceptions and practices regarding Communicative Language Teaching in English
  • 113. Brown, Joshua
    et al.
    Caruso, Marinella
    Arvidsson, Klara
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Forsberg-Lundell, Fanny
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    On 'Crisis' and the pessimism of disciplinary discourse in foreign languages: An Australian perspective2019In: Moderna Språk, E-ISSN 2000-3560, Vol. 113, no 2, p. 40-58Article in journal (Refereed)
    Abstract [en]

    This article investigates how the disciplinary discourse on the contemporary state of foreign languages in universities hastily refers to these disciplines as being in 'crisis'. This practice is nearly as old as the Humanities itself, and has been employed periodically since at least the 1940s. Despite a period of increasing foreign language enrolment in the first decade of the twenty-first century in Australia, calls of 'crisis' came from across the languages sector. In tracing the use of the term 'crisis', we show how the sector has long been characterised by such alarmist terminology, even when reality suggests otherwise. The article traces this usage in the recent disciplinary discourse in foreign languages. A topical report of the Australian Academy of the Humanities, which shows increased language enrolment over the period 2002-11, leads one to believe that things at universities may not be as bad as first thought. This finding has implications for language enrolments not just in Australia, but around the world.

  • 114.
    Bruce Westerlund, Keren
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Accommodating for different levels of proficiency in the English classroom: With focus on ability grouping2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigated the perceived strategies used to deal with mixed ability classes of four English teachers, two working at a year 4-9 compulsory school, and two at an upper secondary school in Sweden. The same teachers were asked about their attitudes towards and experience of ability grouping. The findings of the latter part of this investigation were discussed in reference to research concerning the field of ability grouping.Semi structured interviews were used. Strategies used by teachers included grouping devices, issues of communication, giving individual attention inside and outside the classroom and encouraging self- and peer reviewing. Two teachers in the 4-9 school used ability grouping sparingly but clearly and had experienced an ability grouping of a year nine class which was perceived to have predominantly positive results in academic terms and both positive and negative results in social areas. The teachers of upper secondary school did not use ability grouping – either on democratic grounds or because it was perceived to be unacceptable in the particular school climate. Because the research in ability grouping is diverse, many of the teachers’ attitudes could be supported, and refuted in the research. The teachers using ability grouping felt themselves to be going against research made, but were confident in the decisions they made. Further investigations about maximum numbers of students in heterogeneous classes and time spent with an extra teacher contra own teacher were encouraged.

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    Accommodating for different levels of proficiency in the English classroom
  • 115.
    Caliolo, Susanna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömningssamtal i ämnet modersmål: En fallstudie i två modersmålsenheter i pandemitider2021Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Co-assessment sessions are supposed to create the conditions for unqualified teachers to be supported in assessment and grading, and to improve their assessment skills. Specifically, co-assessment is expected to lead to greater coherence in the interpretation of pupils' performance. This essay reports and discusses the results of a quantitative and qualitative study of co-assessment by qualified and unqualified mother-tongue teachers who rate students' performance during co-assessment sessions.The overall aim of this study is to explore teachers' approaches to co-assessment and the practices with which co-assessment is carried out. Based on Wenger's Social Theory of Learning and on Sadler's theory of different types of criteria in assessment practices, the study’s research questions aim to investigate (1) the advantages and disadvantages of qualified and unqualified mother-tongue teachers with regards to the co-assessment sessions; (2) the participation of qualified and unqualified teachersduring co-assessment sessions; (3) how they interpret the grading criteria by the National Agency for Education. Furthermore, Ivanič's (2004) six discourses on pedagogical approaches to writing are used to analyse which aspects of written production are given greater importance when assessing pupils' performance. In order to answer the research questions, a quantitative and qualitative analysis has been conducted on the data collected for the study: video-recorded co-assessment sessions, interviews with the participating teachers, and teacher responses to a questionnaire. The analysis has shown that co-assessment sessions are seen as an appropriate way to support reliability in assessment and grading. It has also been found that the majority of the teachers in the study referred to the knowledge requirements specified by the Swedish National Agency for Education in the curriculum for mother tongue instruction. Furthermore, some groups of teachers focused on writing, speaking, and reading abilities, while other groups focused mostly on writing skills and grounded their co-assessment observations on concrete examples of student work. More specifically, this study shows that different teachers focused on a range of different aspects of the pupils’ texts while assessing their written production. That is, some teachers paid more attention to grammatical features, with morphological and syntactic errors leading to negative assessments of the students’ performance. Other teachers focused instead on textual coherence and on the students’ ability to communicate in writing and to follow specific genre conventions. Moreover, the analysis has shown that various factors may negatively affect the reliability of assessment, as different languages may be taught at different proficiency levels, due to the pupils’ possibilities to use the language. The knowledge requirements specified in the curriculum were also considered too abstract by the teachers and therefore subject to different interpretations when used to assess students’ actual performance. Overall, this study contributes to research on co-assessment by highlighting both strengths and shortcomings of such practice. At the same time, this kind of work provides practical implications that may lead to the improvement of co-assessment practices in mother tongue instruction. Furthermore, the results contribute new knowledge on co-assessment practices of value also for other school subjects.KeywordsCo-assessement, mother tongue, social moderation, assessment practices, The Queensland syste

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    fulltext
  • 116.
    Camerini Amara, Nicole
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning i ett språk med diglossi: En retrospektiv fenomenologisk studie om deltagande i arabisk modersmålsundervisning2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det arabiska språket utgörs av olika dialekter som kan skilja sig avsevärt ifrån varandra. Dessutom skiljer sig dialekterna från det gemensamma skriftspråket som introduceras först i skolåldern, även i arabisktalande länder. Detta gör att arabisktalande elever ställs inför en stor utmaning vid läs- och skrivinlärning generellt, inte minst i deltagandet av modersmåls-undervisning i Sverige. Syftet med denna studie har varit att undersöka hur arabisktalande personer upplevde att ha deltagit i modersmålsundervisning under sin tid i grundskolan. Vidare belyser den här studien hur de upplevde skillnaderna mellan språket som talades i hemmet och språket som lärdes ut i modersmålsundervisningen. Slutligen berör studien hur de såg på dessa språkliga skillnader som uppstod i modersmålsundervisningen. 

    Detta är en fenomenologisk studie med intervjuer som datakälla. Resultatet visar att tre av de fyra personerna som intervjuades hade en känsla av utanförskap och upplevde antingen att undervisningen inte var anpassad efter deras språk eller etnicitet. Samtliga personer ansåg att det var stora skillnader i språket som talades i hemmet och språket som lärdes ut i modersmålsundervisningen. Dessutom talade modersmålslärarna inte en dialekt som per-sonerna var vana vid, vilket komplicerade undervisningen ytterligare. Alla i studien ansåg att modersmålet och skriftspråket är lika viktiga och fyller olika funktioner för arabisktalande personer. Slutligen önskade, samma tre av fyra personer som kände utanförskap, att de hade fått möjlighet till en modersmålsundervisning som var bättre anpassad efter deras språkliga och/eller etniska bakgrund.

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    fulltext
  • 117.
    Cardelus, Erik
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Akademin bör ta ett ledande ansvar i klimatarbetet2019In: Universitetsläraren, ISSN 0282-4973Article in journal (Other (popular science, discussion, etc.))
  • 118.
    Cardelus, Erik
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Floden där vänsterns drömmar sjönk2018In: Respons : recensionstidskrift för humaniora & samhällsvetenskap, ISSN 2001-2292, no 5Article, book review (Other (popular science, discussion, etc.))
  • 119.
    Cardelus, Erik
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Omodernt med språk?2016In: Uppsala Nya Tidning, ISSN 1104-0173Article in journal (Other (popular science, discussion, etc.))
  • 120.
    Cardelús, Erik
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Motivationer, attityder och moderna språk: En studie om elevers motivationsprocesser och attityder vid studier och lärande av moderna språk2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Motivations, Attitudes and Modern Languages. A study of students’ motivational processes and attitudes while learning foreign languages.

    This doctoral thesis investigates students’ motivational processes and attitudes while studying and learning foreign languages (FLs). Students were asked about their choice of FL, and what had motivated them during their many years of studies.

    The study analyzes open-ended questionnaires and interviews with 43 students enrolled in the last year of foreign language studies in two schools, limiting its focus to the three most commonly studied FLs – French, German and Spanish. The theoretical framework of the thesis draws on sociocognitive theory (Bandura 1997; Linnenbrink & Pintrich 2002). Several informants refer to motivation in terms that could be related to intrinsic motivation. They have chosen to continue studying their particular target language due to an emotional state which could be related to enjoyment, pleasure and curiosity (Deci & Ryan 1985).

    Another salient feature is the frequent reference to mastery goals. Many of the informants express a motivation directed towards mastery and growth, or a main goal to be fluent or communicatively competent in their target language. Several informants also underline the motivational importance of experiencing competence, success and development. They become motivated by experiencing self-efficacy (Bandura 1997). This self-efficacy is rooted in experience of success, but also in being encouraged by significant others or role models, i.e. family members and friends. Despite a frequent awareness of the weakening general interest for FL, most students have a supportive network.

    Likewise, family and friends play a crucial role for many informants while choosing their target language initially. This key factor interacts with other important factors, such as the experiences of visiting countries or settings where the target language is used. In this context, target language attitudes tend to be important when choosing language and pursuing studies.

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    Motivationer, attityder och moderna språk
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  • 121.
    Castro Lizares, Juana Dennis Paola
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Drama como complemento didáctico en la enseñanza de lenguas: Experiencias y opiniones de alumnos suecos2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här är en studie om drama som ett didaktiskt komplement i språkundervisningen. Denna studie bygger på erfarenheter och åsikter från gymnasieelever. Dessa studenter har lektioner på moderna språk med drama som ett didaktiskt komplement. Syftet med denna studie är att undersöka hos gymnasieelever hur accepterat det är att använda drama i moderna språkundervisning. Till skillnad från andra studier, har dessa gymnasieelever redan drama i undervisningen. För att undersöka ämnet har jag använt mig av följande frågor i studien: Är det möjligt att inkludera drama som ett didaktiskt komplement i språkundervisning? Vilka fördelar och nackdelar finns det för eleverna med denna form av undervisning? Metoden för denna studie bygger på en enkät som kombinerar kvantitativa och kvalitativa frågor. Undersökningen är genomförd med en webbaserad enkät som innehåller tolv frågor.

    Utifrån resultatet av den här studien drar jag slutsatsen att drama som en del i moderna språkundervisning är möjligt, eftersom detta har stor acceptans hos våra studenter. Dessutom visade det sig att studenterna tycker att drama bidrar till att öva den muntliga delen. Det ökar motivationen för lärande, förstärker förmågan och självförtroendet hos studenterna när de ska prata det främmande språket.

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  • 122.
    Ceba, Emrah
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Trosuppfattningar i de abrahamitiska religionerna: En textanalytisk studie av tre läroböcker i ämnet religionskunskap för gymnasiet2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har undersökt läroböcker i religionskunskap för gymnasiet från bokförlagen Gleerups, Natur och Kultur och från Almqvist och Wiksell för att se hur fakta kring trosuppfattningar i de abrahamitiska religionerna framställs. Undersökningens mål var att visa på hur framställningen av de abrahamitiska religionernas syn på Gud beskrivs, hur deras heliga skrifter skildras och hur och varför de firar sina viktiga högtider samt se hur religionsutövandet i Sverige framställs. Undersökningen syftade också till att se om bokförlagen följer läroplanerna i sina beskrivningar av dessa. Jag har genom kvalitativ textanalys gjort en kritisk granskning av läroböckernas framställning av de begrepp som frågeställningarna innehåller. Framställningen av de abrahamitiska religionernas gudsbild är likartad. Läroböckerna framställer monoteismens betydelse för alla tre religionerna. Läroböckerna beskriver även de egenskaper Gud har enligt de abrahamitiska religionernas trosuppfattning. Läroböckernas skildring av de heliga skrifterna som respektive religion har innefattar en historisk bakgrund och dess betydelse för trosutövarna. Även dess innehåll och tillkomst framställs. Kopplingar görs även mellan religionerna. Judiska, kristna och muslimska högtider och festdagar skildras utifrån bakomliggande orsaker och en historisk kontext framställs. A&W är det enda bokförlag som inte beskriver kristna högtider i sin lärobok. A&W är även den enda läroboken som inte framställer judisk religionsutövande i Sverige. Muslimers religionsutövande beskrivs likartad i varje lärobok men det finns radikala beskrivningar av religionen från A&W.

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  • 123.
    Chrystal, Judith-Ann
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Lim Falk, MariaStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.Hedman, ChristinaStockholm University, Faculty of Humanities, Department of Language Education.Josephson, OlleStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.Öhrn, MagnusStockholm University, Faculty of Humanities, Department of Literature and History of Ideas.
    Tionde nationella konferensen i svenska med didaktisk inriktning (SMDI 10): Genre2013Conference proceedings (editor) (Refereed)
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    Konferensvolym SmDi 10
  • 124.
    Cross, Sarah
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Det är som att jag läser tomma ord": En studie om elevers uppfattning av äldre skönlitteratur2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this study was to explore students’ ideas on the readability of classical literature andthe subsequent conversations about the literature. The teacher’s viewpoints were included, and shestated her teaching techniques and how these appeared to be perceived by the students. Theoretically,older literature can present a challenge to understand and interpret, in addition to the language beingold-fashioned. Furthermore, proven scientific strategies such as “deep reading” were explored. In thisstudy, a focus group with ninth year students discussed the texts Mor badar and Vägen ut by MoaMartinson and Harry Martinson and argued their views on the language and the readability in thetexts. The teacher was also interviewed to obtain her perspective of the students’ challenges, as well asher reading strategies to facilitate the students reading comprehension. To summarize, the results ofthe study showed that the students had difficulty in understanding the classic literary texts andrequired help and assistance from the teacher and fellow students, in order to understand the use of thelanguage and the message in the texts. According to the results, the students stated that they appliedreading strategies such as “deep reading” to decipher the meaning of the texts. In addition, havingconversations about the texts and the literary works proved to be a useful tool to them. 

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  • 125.
    Csöregh, Anna-Marie
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lärarlyftet i engelska för tidigare åldrar: Från engelskundervisare till engelsklärare2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades where they teach. The Teacher Certification introduced in 2012, also requires competence for grading. Evaluations of Lärarlyftet has only been made of the first part, and there is nothing published regarding the English subject specifically. This study has its focus on primary school teachers taking an in-service course in English at university level. Based on both quantitative and qualitative methods, data for this study was collected over four years and from three sources: course evaluations, surveys and interviews. This study aims at finding answers to what experiences these teachers were left with after the completion of the in-service training regarding the gains from the course, how they feel they have been able to implement their newly acquired knowledge, and how they feel about the effect on their teacher identity, more specifically their language teacher identity. The results from all data sets is unanimous and reveals that the participating teachers experience great gains for their classroom practices, which in many cases have been heavily modified or completely overturned as a result of the course. These narratives can be linked to the theoretical concepts of teacher-efficacy, agency and teacher identity, as they give witness to gained self confidence in teaching situations (teacher-efficacy), a feeling of higher levels of independence regarding choices of both teaching materials and teaching methods (agency), as well as a more defined language teacher identity. These results also seem to hold over time. The current project also confirms previous evaluations of Lärarlyftet I regarding the spill-over effects of the teachers’ newly acquired knowledge. These are neither asked for nor taken advantage of on an organisation level, why this knowledge stays with the teacher on a classroom level.

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  • 126.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Echoes of Irish in the English of Southwest Tyrone2011In: Researching the Languages of Ireland / [ed] Raymond Hickey, Uppsala: Uppsala universitet, 2011Chapter in book (Other academic)
    Abstract [en]

    The study of English in Ireland has long had the origin of features of Irish English as one of its main themes. This is true both of the study of Irish English in general and Northern Irish English in particular. This interest is understandable, since the kind of contact language situation that Ireland, north and south has experienced has parallels throughout the postcolonial English-speaking world. The complex processes of interaction between Irish, Scottish, and English linguistic input have resulted in a rich cluster of dialect and accent features. This study deals with the English spoken in south-west Tyrone and the traces of the Irish language that are found in the language and language use of this area. 

  • 127.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elever behöver kommunicera spontant på engelska2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza, Lund: Studentlitteratur AB, 2019, p. 37-38-Chapter in book (Refereed)
    Abstract [sv]

    Boken innehåller elva exempel på möten mellan skolpraktik och forskning. Varje kapitel inleds av en lärare eller skolledare som beskriver ett eget valt didaktiskt dilemma. Författarna delar öppenhjärtigt med sig av upplevda svårigheter i den egna verksamheten. Varje dilemma kommenteras sedan av två forskare och en kollega. Avslutningsvis reflekterar läraren eller skolledaren över vad som framkommit i dialogen. Poängen med didaktisk utvecklingsdialog är att praktiska erfarenheter på detta sätt beprövas och generaliseras. Dessutom prövas teoretisk kunskap och görs relevant genom att konkretiseras. 

    Den didaktiska utvecklingsdialogen är grundad i didaktik och aktionsforskning, vilka båda förespråkar att lärare och skolledare ses som experter i sin egen yrkesutövning. En utgångspunkt i boken är att didaktik som kunskapsfält bidrar till utveckling såväl av lärares undervisning som skolledares ledarskap. 

    I boken bidrar varje kapitel med kunskap om de dilemman som bearbetas och avslutningsvis beskrivs hur didaktisk utvecklingsdialog kan användas som skolutvecklingsmodell. Boken riktar sig därmed till både erfarna och blivande lärare och skolledare, på skolor och i lärar- och rektorsutbildningar, som vill ha autentiska fall att diskutera eller som vill använda didaktisk ­utvecklingsdialog i sitt utvecklingsarbete.

  • 128.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education. University of Canterbury.
    Flipping the language classroom2013Conference paper (Refereed)
    Abstract [en]

    The flipped classroom, where learners access teacher-talk and other material, e.g. in the form of web-based mini-lectures, and come to class to apply the knowledge gained from the mini-lectures with support from their teacher and peers, rather than listening to the teacher in class and being left to struggle alone at home with exercises, has gained popularity. This paper argues that flipped classroom thinking is particularly suited to language learning as it uses digital tools to give learners access to extensive, individualised input, including information about target language environments and cultures, acknowledges their target language practices outside the classroom and offers regular engagement with the target language materials while optimising the use of classroom time for communicative interaction in the target language with teacher and peers. The operation of the flipped language classroom is set against current theories of language learning and teaching.

  • 129.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Growing up with two languages: A Practical Guide for Multilingual Families and Those Who Support Them2020 (ed. 4)Book (Refereed)
    Abstract [en]

    Growing Up with Two Languages provides a highly accessible account of the stages of language development, describes and evaluates the various systems and strategies that can be adopted and looks at the problems that can occur when a child is exposed to two languages and cultures.

    Combining research-informed advice and the experience of parents raising children as speakers of a wide range of languages in every populated continent in the world, this book and its associated web material will answer questions, offer tried and tested strategies to keep children speaking a minority language, and provide material to enlist the support of the extended family, teachers and others. The perspective of adults who were themselves raised speaking more than one language is included. New to this edition is a chapter focusing on families raising children as speakers of indigenous and threatened languages as well as chapters for teachers and health professionals who want to know more about multilingual child language development and how they can support parents to continue speaking their language with their children. With new and updated first-hand advice, Internet resources and examples throughout, this book also includes a chapter that introduces important recent research into multilingual children and further reading guides for those who want to know more.

    This book is for parents who are raising or plan to raise children as speakers of more than one language, and for the teachers and healthcare workers who meet and can support them.

  • 130.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Growing up with Two Languages: A Practical Guide for the Bilingual Family2011 (ed. 3)Book (Other (popular science, discussion, etc.))
  • 131.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    How much linguistics do language teachers need?2013Conference paper (Refereed)
    Abstract [en]

    The amount of linguistics required or available as part of an undergraduate degree with a major in a foreign language degree has varied through time and from country to country. Currently in New Zealand it is possible to graduate with a double major in in European or Asian languages without ever having come closer to linguistics than a grammar or pronunciation course. Language graduates may not have studied much in the way of linguistics during their degree study. This means that if they choose to enter initial secondary teacher education, they may be quite linguistically naive, despite years of language study.

     

    Current thinking on language education is that the combination of meaningful spoken and written input in the target language, and the possibility of meaningful interaction in the target language are enough to allow students to acquire communicative competence in the target language. However, all but the most radical believe that most learners will be helped by also learning about the target language – in effect learning something of the pragmatics, syntax, morphology, phonology and phonetics of the target language. Communicative competence is the goal for language education, and this paper examines the role of implicit and explicit linguistic knowledge and linguistic teaching in the learning and teaching of languages and the disconnect between language graduates’ linguistic understanding and language education.

  • 132.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Liminality and Disinhibition in Online Language Learning2011In: International Review of Research in Open and Distance Learning, E-ISSN 1492-3831, Vol. 12, no 5, p. 25-37Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as “neither here nor there” or perhaps simultaneously both here and there is investigated and discussed. 

  • 133.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teachability and Learnability of English Pronunciation Features for Vietnamese-Speaking Learners2013In: Teaching and Researching English Accents in Native and Non-native Speakers / [ed] Ewa Waniek-Klimczak, Linda R. Shockey, Springer Berlin/Heidelberg, 2013, p. 3-14Chapter in book (Refereed)
    Abstract [en]

    Anyone who has tried to learn a language with a very different sound system will understand the challenges faced by speakers of a language as different as Vietnamese who are attempting to learn to speak English in a way that is intelligible to non-speakers of Vietnamese. Many learners have very limited opportunity to hear model pronunciations other than their teacher’s, and no opportunity at all to speak in English outside the classroom. Vietnamese-accented English is characterised by a number of features which ride roughshod over English morphosyntax, resulting in speech that is extremely difficult to reconstruct for the non-Vietnamese-speaking listener. Some of these features appear to be more difficult to learn to avoid than others. Phonotactic constraints in L1 appear to be persistent even in L2, and L1 phonological rules will, apparently, often apply in L2 unless they are blocked in some way. Perception of salient (to native listeners) target pronunciations is often lacking, and learners may not be aware that their pronunciation is not intelligible. Despite years of language study, many learners are unable to produce some native speaker targets. Vietnamese learners typically exhibit a set of characteristic pronunciation features in English, and the aim of this study is to see which of these are susceptible to remediation through explicit teaching. This explicit teaching is compared with a less direct, less interactive kind of teaching, involving drawing native and native-like pronunciation of problematic features of English pronunciation to the learners’ attention. The results of this study can then be interpreted in terms of teachability and learnability, which do not always go hand in hand. If we understand what kinds of phonetic features are teachable and how learnability varies for different features, we can target those features where there is a good return for effort spent, resulting in efficient teaching.

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  • 134.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Twenty quick steps to better English for teachers and other busy people2013 (ed. 1)Book (Other academic)
    Abstract [en]

    This book is intended to support people who need to improve their basic command of written and spoken English, but who don’t have much time to spend working on it. The book focuses on the most common problems Swedish speakers have in English and offers a quick fix and also a simple explanation, without going too far into grammar terms. This makes it especially useful for teachers who need to be able to teach English, but feel unsure about their use of the language.There is a companion website with an electronic version of the text and sound examples for the pronunciation chapters, as well as a self-diagnosis test you can use to see what you need to work on.

  • 135.
    Cunningham, Una
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bergström, Anna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Reimagining Learning in a Language Education Course Thrust Online: Social Constructivism in Times of Social Isolation2020In: Teaching, technology, and teacher education during the covid-19 pandemic: Stories from the field / [ed] Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, Chrystalla Mouza, Association for the Advancement of Computing in Education (AACE) , 2020, p. 449-456Chapter in book (Refereed)
    Abstract [en]

    A campus-based initial teacher education module in nine units was quickly redesigned within the existingsyllabus to run online following the Swedish Government’s recommendation on 17 March 2020 to moveuniversity teaching online. We used a flipped approach: asynchronous preparatory activity (set reading withstudy questions, pre-recorded lectures and other podcasts or videos) was followed up by non-mandatory onlinesynchronous workshops and mandatory written unit tasks to be completed individually or in a group,and handed in individually. The unit tasks were designed as active learning, and entailed the application ofknowledge and understanding gained in the preparatory activities, deepening the learning of each individualwith co-constructed insights. This flipped pedagogy was complemented by collaborative active learning activitiesfor the students who participated in the workshops. The workshop participants were encouraged tocomplete their hand-in work together during the workshop, collaboratively building understanding. Thus, asocial constructivist view of learning was modelled and implemented.

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  • 136.
    Cunningham, Una
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    King, Jeanette
    Greening the information desert: Supporting emergent bilinguals with research-informed workshops2019In: Australian Review of Applied Linguistics, ISSN 0155-0640, Vol. 42, no 1, p. 37-58Article in journal (Refereed)
    Abstract [en]

    Parents and prospective parents who speak a language other than English in New Zealand are in something of an information desert when it comes to how and why they might go about raising their children bilingually. While the official languages, Te Reo Māori and New Zealand Sign Language, have special status among the languages of New Zealand, other languages are viewed very much as the responsibility of ethnolinguistic communities. To support the intergenerational transmission of minority languages in New Zealand, research-informed material has been created for dissemination in a website, an associated Facebook page and a series of lecture-workshops for parents and professionals which have been made available in digital form in this website. Workshops continue to be offered to professionals such as speech-language therapists, early childhood educators, midwives, doctors, and nurses who work with families with young children. Questions asked during these workshops help to select the myths about multilingualism we need to address in this outreach to irrigate and green the information desert. Already, a bilingual French class and a Swedish playgroup have been set up as direct results of the parents’ workshop events. Individual parents have reported feeling empowered to persevere in their efforts to raise their children as speakers of their language. Invitations to contribute to education programs for the professionals who work close to young children are beginning to arrive.

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  • 137.
    Cunningham, Una
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    King, Jeanette
    Information, Education and Language Policy in the Linguistic Landscape of an International Airport in New Zealand2021In: Linguistic Landscapes beyondthe Language Classroom / [ed] Greg Niedt, Corinne A. Seals, Bloomsbury Academic, 2021, p. 99-117Chapter in book (Refereed)
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  • 138.
    Da Lio, Giulia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Vad avses med språkinlärning?: En kvalitativ studie om GERS påverkan på synen av kunskap i ämnesplanerna i främmande språk i Sverige och Berlin2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    The aim of this work is to analyse the influence of CEFR, the Common European Framework of Reference for Languages, on how language learning is presented within the current curricula for upper secondary high school in the subject area of foreign languages in Sweden and in the federal state of Berlin (Germany). The focus is on the notion of knowledge and how the notion of knowledge from CEFR has been translated within the curricula from two different EU school authorities. The method is based on qualitative content analysis. The results are discussed in the light of curriculum theory and the goal is to better understand the connections between (international) education policies and language education.

    The current curriculum from the federal state of Berlin literally reproduces CEFR´s notion of language learning by reproducing the same system of knowledge and skills aimed at developing different competences. On the other hand, together with the definition of different language competences, among which communicative competence is of paramount importance, the curriculum outlines also the thematic content that Berlin schools must follow. The current Swedish curriculum focuses on the learning of different forms of linguistic knowledge and skills aimed at developing proficient communicative skills. 

    These notions are presented in relation to the different school systems and to how language learning is organised within them. The choice of focusing on competences rather than skills and vice versa is discussed in terms of education policy.

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  • 139.
    Dandache, Rayan
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Tasks in English workbooks: An analysis of task types in workbooks for the English subject in the ninth grade2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aimed to find out and compare what skills and task-types that could be found in two workbooks for the ninth grade in English as a second language in Sweden. The research was conducted using a quantitative content and text analysis in order to compare two workbooks and categorize their tasks into production and interaction skills and task-types. The workbooks were chosen as they were the latest editions at the time. The study showed that both workbooks prioritized production and interaction skills. Both had a low focus on speaking skills but Sparks 9 had more integrated skills in tasks. Wings 9 had a major focus on writing skills and grammar. Both workbooks focused on comparing, problem solving, listing and sorting and ordering task-types. Task-types such as creative tasks and sharing personal experience were low in both workbooks but Sparks 9 had a better overall spread of all task-types in general. The understanding that tasks incorporate much more than simply goals to achieve could potentially be used in a practical teaching environment by adapting tasks to fit students´ different needs. 

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  • 140.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att närma sig en naturvetenskaplig diskurs: text och textanvändning i svenska och finlandssvenska klassrum2011In: Kemiundervisning, text och textbruk i finlandssvenska och svenska skolor: En komparativ tvärvetenskaplig studie / [ed] Inger Eriksson, Stockholm: Stockholms universitets förlag, 2011, 1, p. 161-237Chapter in book (Refereed)
  • 141.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Då blir de fulla och glada - multimodala representationer av atommodellen i kemiklassrum2011In: Tekst og tegn: Lesing, skriving og multimodalitet i skole og samfunn / [ed] Jon Smidt, Elise Seip Tønnessen og Bente Aamotsbakken, Trondheim, Norge: Tapir Akademisk Forlag, 2011, p. 121-143Chapter in book (Refereed)
  • 142.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Learning Chemistry. Text Use and Text Talk in a Finland-Swedish Chemistry Classroom2010In: IARTEM e-journal, Vol. 3, no 2, p. 1-28Article in journal (Refereed)
    Abstract [en]

    The article draws on the notion that the process of gradually becoming part of new social contexts always involves a gradual enculturation into the discourse of the field, and also that the responsibility of the educational systems is to give students opportunities to develop their literacy competence in various subject areas. The article also argues for an explicit text focus in science classrooms, due to the complexity of texts used in the area, especially regarding multimodality. For the purpose of discussing these issues, an analysis of literacy events in a chemistry classroom has been done. The starting point was to investigate what semiotic resources connected to a multimodal concept of texts were used, and how, with a special interest in meta-textual classroom discussions. The results of the analysis reveal that the students come across a number of different texts in the chemistry classroom, but that longer running texts neither are read nor written in the classroom and that almost no meta-textual discussions take place. Pedagogical implications of the results are discussed.

  • 143.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läsa kemi - textanvändning och textsamtal i ett finlandssvenskt klassrum2010In: Innehållet i fokus - kemiundervisning i finlandssvenska klassrum / [ed] Eriksson, Inger, Stockholm: Stockholms universitets förlag , 2010, p. 71-144Chapter in book (Other academic)
  • 144.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms2016In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 35, p. 88-99Article in journal (Refereed)
    Abstract [en]

    This study is framed within social semiotic perspectives on multimodality, and it has a twofold aim. The primary aim is to analyze the ways in which teachers draw on different semiotic resources when introducing a new scientific concept in secondary school science classrooms, and to link the results to modal affordance. A secondary aim is to try out parallel analyses of different modes in multimodal meaning making using the ideational meta-function of the SFL framework. Analyses are based on instructional episodes when chemistry teachers introduced the atom as a scientific phenomenon. The main focus of the analyses is on processes used in different modes and how these depict the atom as either static or dynamic. The framework proved fruitful, and analyses revealed important patterns as to what aspects of the atom were given through what mode(s), something which could partly be linked to modal affordance. The results are discussed in relation to its implications for research and education.

  • 145.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multimodal literacy i klassrummet: Möjligheter och begränsningar2013In: Literacy i laeringskontekster / [ed] Dagrun Skjelbred & Aslaug Veum, Oslo: Cappellen Damm Akademisk , 2013, 1, p. 120-136Chapter in book (Refereed)
  • 146.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multimodala perspektiv på naturvetenskapligt lärande2016In: Flerspråkighet som resurs: Symposium 2015 / [ed] Björn Kindenberg, Stockholm: Liber , 2016, p. 196-206Chapter in book (Refereed)
    Abstract [sv]

    Under de senaste årtiondena har vi i forskning och skola sett en allt större insikt om att varje ämnesområde har sitt specifika sätt att språkligt uttrycka innehållet. Den insikten gäller inte minst lärare som arbetar med elever som lär sig på ett annat språk än sitt modersmål. Vad som varit mindre uppmärksammat är hur centralt också multimodalitet är i meningsskapandet, det vill säga att vi använder en mängd olika resurser i samspel i all kommunikation –inte ”bara” ord, utan också bilder, gester, symbolspråk och liknande. Därför är det viktigt för alla lärare att ha kunskap om multimodalitet, inte minst för dem som undervisar elever som lär sig på ett annat språk än sitt modersmål, både för att medvetet kunna utnyttja de möjligheter som ligger i ett multimodalt perspektiv på meningsskapande, och för att öka sin medvetenhet om vilka särskilda utmaningar det kan innebära.

  • 147.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multimodalt meningsskapande i klassrummet2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Christina Hedman & Åsa Wedin, Lund: Studentlitteratur, 2013, p. 169-188Chapter in book (Other academic)
  • 148.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multimodality in the science classroom2012In: Literacy practices in transition: Perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters, 2012, 1, p. 142-166Chapter in book (Refereed)
  • 149.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Löfgren, Ragnhild
    Jahic Pettersson, Alma
    Gains and losses: pictorial language in chemistry classrooms2014In: Proceedings from the ISEC conference, 2014, National Institute of Education, Singapore / [ed] National Institute of Education, Singapore, 2014Conference paper (Other academic)
    Abstract [en]

    This paper reports on findings from two data sets in chemistry learning; one from a multidisciplinary project on teacher lead whole-class teaching, and one from a small-scale study on teacher students’ animations of chemical reactions. The data was analysed as to the use of pictorial language in relation to atoms and ion formation with an intention to shed light on students’ scientific understanding as well as their enculturation into the disciplinary discourse (e.g. Halliday & Martin, 1993; Lemke, 1998; Rogoff, 1990).  Theoretically we draw on social semiotics (e.g. Halliday, 1978; Kress, 2003) allowing analyses of language use in its widest sense, comprising verbal language, images, action, gestures, etc. (e.g. Kress et al., 2001; Lemke, 1998), though here with a main focus on verbal language.  In both learning contexts, we identified common disciplinary metaphors as well as more occasional metaphors. By the use of SFG-analyses (Halliday and Matthiessen, 2004) we also noted more “hidden” metaphoric use, with particles, atoms, and ions being humanised with intentions and feelings. Also, we identified interesting patterns as to the ways students use metaphors to sort out difficulties in understanding chemical processes. The study has implications for the design of classroom practices, not the least as regards possibilities to use meta-discussions to enhance a more reflective use and understanding of the gains and losses around analogies; both as regards teaching material and student-generated analogies (see Haglund, 2013).

  • 150.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Multimodal texts in disciplinary education: A comprehensive framework2021Book (Refereed)
    Abstract [en]

    This open access book provides an introduction to multimodality and the role of multimodal texts in today’s education. Presenting a comprehensive framework for analysing and working with multimodal texts in disciplinary education, it serves as a tool for researchers and teachers alike. The second part of the book focuses on sample analyses of a variety of educational texts for different age groups and from different disciplines, including games and online resources. The authors also comment on the specific challenges of each text, and how teachers can discuss such texts with their students to enhance both their understanding of the content and their multimodal literacy. The book is intended for researchers in fields like education and multimodal studies, and for teacher educators, regardless of school subject or age group. With the combined perspectives on text analysis and implications for education, the book addresses the needs of teachers who want to work with multimodal aspects of texts in education in informed ways, but lack the right tools for such work.

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