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  • 151.
    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.
    Reading Multimodal Texts for Learning – a Model for Cultivating Multimodal Literacy2016In: Designs for Learning, ISSN 1654-7608, Vol. 8, no 1, p. 25-36Article in journal (Refereed)
    Abstract [en]

    The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not least in educational contexts. However, if teachers and students are given tools to “unwrap” multimodal texts, they can develop a deeper understanding of texts, information structures, and the textual organisation of knowledge. This article presents a model for working with multimodal texts in education with the intention to highlight mutual multimodal text analysis in relation to the subject content. Examples are taken from a Singaporean science textbook as well as a Chilean science textbook, in order to demonstrate that the framework is versatile and applicable across different cultural contexts.

    The model takes into account the following aspects of texts: the general structure, how different semiotic resources operate, the ways in which different resources are combined (including coherence), the use of figurative language, and explicit/implicit values. Since learning operates on different dimensions – such as social and affective dimensions besides the cognitive ones – our inclusion of figurative language and values as components for textual analysis is a contribution to multimodal text analysis for learning.

  • 152.
    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.
    Se texten! multimodala texter i ämnesdidaktiskt arbete2014 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Bokens första del ger en introduktion till multimodalitet och hur texter kan representera kunskap på olika sätt. Här presenteras också en modell för analys av multimodala texter och didaktiska implikationer för arbete med sådana texter presenteras.  I bokens andra del görs närläsningar och exempelanalyser av pappersbaserade och digitala pedagogiska texter i olika ämnen och för olika åldrar. 

  • 153.
    Daryamadj, Nima
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Hedersmetaforer: En analys av konceptuella metaforer i skildringar av hedersvåld i ungdomsböcker på svenska2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie undersöker konceptuella metaforer om hedersvåld i skönlitterära ungdomsböcker på svenska. Med utgångspunkt i Lakoff och Johnsons Conceptual Metaphor Theory undersöks vilka konceptuella metaforer som används om heder, vad dessa metaforer avslöjar om hur hedersvåld konceptualiseras, samt vilka potentiella värderingar dessa metaforer ger uttryck för. Materialet, bestående av åtta ungdomsböcker, är varierat avseende författarnas kön, ursprung, bokens utgivningsår, etc. I genomförandet används proceduren Metaphor Identification Procedure. Resultatet konstaterar bland annat att heder konceptualiseras som ett ting placerat utanför den egna kroppen, vilket medför allvarliga konsekvenser för personer inom hedersnormer.

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  • 154.
    Davies, Brian
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Core Content and Concretised Goals in the Swedish Upper Secondary English Curriculum2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish Upper Secondary English Curriculum consists of lists describing required core content and attainment levels necessary for assessing students on English courses 5, 6 and 7. These lists display relevant instructional information for individual English courses in different places, complicating efforts in course planning. This study performs a text analysis on the curriculum’s core content and attainment level information, with the aim of making the information more accessible and useful in course planning and assessment. The text analysis synthesises attainment levels into concretised goals and then further analyzes the concretised goals to evaluate how they evolve over the English courses. A text analysis is performed on the curriculum’s description of core content to evaluate how they evolve over the English courses. The results, showing the evolution of both core content and concretised goals over the English courses, are displayed in a tabular format for ease of comparison. In addition, the results comprise a list of concretised goals in each course. The concretised goals evolve to a relatively small degree over the English courses, whereas the core contents evolve to a relatively larger degree over the English courses. This study may be of use in helping teachers in their course planning and assessment first, by providing a checklist of concretised goals that can be used in planning instruction aimed towards student fulfilment of curriculum attainment levels; second, by providing user-friendly information on concretised goals and core contents and their evolution over the English courses.

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    Core Content and Concretised Goals in the Swedish Upper Secondary English Curriculum
  • 155. Degerman, Peter
    et al.
    Johansson, Anders
    Söderberg, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Om det man inte kan tala måste man sjunga": Festskrift till Eva-Britta Ståhl2015Book (Other academic)
  • 156.
    Dogan, Emre
    Stockholm University, Faculty of Humanities, Department of Language Education.
    English Language Learning for Adult Immigrant Students in Sweden: Integration, Language, Culture and Learning2013Student paper first term, 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.

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  • 157. Dragemark Oscarson, Anne
    et al.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Expected teacher assessment literacy in Sweden2019Conference paper (Refereed)
    Abstract [en]

    The presentation provides some preliminary results depicting the expectations the Swedish curricula have regarding assessment literacy (AL) on EFL teachers in secondary school. It is part of a larger study comparing assessment literacy in Sweden and Finland. The main theoretical basis is thus AL and curriculum theory. The aim is to investigate: What is actually said in reference to assessment? Who is to be held accountable for what? What possibilities and challenges emerge in light of current assessment and curriculum theories? The method employed is text analysis ofareas regarding assessment practice in the curricula and how teachers assessment practice is construed and regulated as a consequence. In addition, curriculum theory is employed to elucidate the policies. Teachers seem to be accountable for the lion’s share of planning, conducting and evaluating assessment strategies. However, there are further demands on authorities and heads as well as on pupils for taking responsibility for assessing their own learning. Swedish school policy documents thus place high expectations on progressive assessment strategies as well as on the supervision of pupils self and peer assessment skills yet they leave considerable room for local deliberation, where the lines of responsibility are not as clear cut as one could expect.These challenges in understanding what is actually expected of teachers in relation to assessment practice have caused a large degree of uncertainty for teachers and is most likely the background to much of the current criticism of the curricula.

  • 158. Dragemark Oscarson, Anne
    et al.
    Hildén, Raili
    Yildirim, Ali
    Göteborgs universitet.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Swedish pre-service language teachers' understanding of key elements of summative assessment2021Conference paper (Refereed)
    Abstract [en]

    Summative assessments, especially in the form of testing and grading, are a powerful exercise of authority and “Teachers often seem unable to [...] resist external impositions when they are regressive. This may in part be because of a lack of conceptual assessment tools to evaluate and construct counter arguments, or the practical skills to investigate tests [and] test use” (Fulcher, 2012, p. 114) Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016, p. 101) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019, p. 130). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). This study is based on the notion that “teacher cognitions and practices are mutually informing” (Borg, 2003, p. 81) and investigates pre-service teachers’ perceptions and conceptual understanding at the end of their teacher education. Specifically the research questions focus on how they express the difference between summative and formative assessments, what constitutes good testing practice and how critical terms (e.g. validity, authenticity) are understood or misconceived in relation to language assessment. The data was collected during the last semester of teacher education at two major Swedish universities through three open-ended questions in an extensive online survey (N=40) and semi-structured, in-depth interviews (N=20). The initial results based on qualitative content analysis procedures indicate that pre-service teachers have a praxeological and socio-emotional understanding (Pastore & Andrade, 2019) of assessment and testing, but when it comes to several key concepts such as validity their comprehension is often superficial. The results better our understanding of pre-service teachers’ summative assessment literacy and enables us to improve assessment components language teacher education.

     

  • 159.
    Edlund, Anders
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Undervisning på engelska i den svenska gymnasieskolan - ett experiment med potential?: En studie av tre elevgruppers engelska texter i två register2011Licentiate thesis, monograph (Other academic)
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  • 160. Ehriander, Helene
    et al.
    Söderberg, EvaStockholm University, Faculty of Humanities, Department of Language Education.
    Kulla-Gulla och alla de andra: Martha Sandwall-Bergström 100 år2015Collection (editor) (Other academic)
  • 161.
    Ekengren, Lina-Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läsning i barnperspektiv: En uppföljning av en studie från 19852014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att beskriva hur 10 barn i en förskoleklass uppfattar fenomenet läsning och vad läsning är samt att jämföra detta med Dahlgren och Olssons studie från 1985.

    Studien har en fenomenografisk ansats som är en kvalitativ metod i form av uttydande och tolkning av intervjuer. Totalt har tolv barn intervjuats. Två av dessa var med i min inledande pilotstudie men ingick inte i den redovisade studien. Intervjufrågorna var en upprepning av Dahlgren & Olssons studie 1985 men med tillägg för relevanta frågor som rör samtiden.

    Resultatet visar att de flesta barn förknippar läsning med skolan och vuxenlivet. Barn i förskoleåldern är omedvetna om läsningens form men uttrycker ofta en positiv inställning till läsning som de tror kan ge fördelar senare i livet. Att läsa framstår som hela poängen med läsning och barnen anger inte att de relaterar till textens inehåll. Dahlgren och Olsons (1985) resultat samanfaller till allra största delen med mina och någon nämnvärd skillnad i barnens uppfattning om vad läsning är idag och för 30 år sen finner jag inte.

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    Läsning i barnperspektiv
  • 162. Ellvin, Madeleine
    et al.
    Skar, GustafStockholm University, Faculty of Humanities, Department of Language Education.Tengberg, MichaelKarlstads universitet.
    Svenskämnet i förändring: perspektiv på de nya kurs- och ämnesplanerna Svensklärarföreningens årsskrift 20112011Collection (editor) (Other (popular science, discussion, etc.))
  • 163.
    Engborg, Annsofie
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Förlåt mig, jag kan inte.": Pragmatisk kompetens vid avböjande hos vuxna andraspråksinlärare på sfi.2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie undersöker pragmatisk kompetens hos vuxna interimspråkstalare med syfte att studera hur de uttrycker sig när de avböjer ett erbjudande, en inbjudan och en vädjan. Studien lutar sig mot Celce-Murcias (2008) modell av kommunikativ språkförmåga där pragmatisk kompetens innefattar förmågan att uttrycka sig på ett för situationen, mottagaren och intentionen adekvat sätt. Inom pragmatikforskningen har olika typer av så kallade talhandlingar kategoriserats. Studiens specifika frågeställningar rör interimspråkstalarnas (i) formuleringssätt och (ii) artighetsgrad i talhandlingskategorin ”att avböja”. I studien deltog 24 akademiker på sfi, studieväg 3, kurs D (undersökningsgrupp). Deras svar jämfördes med svaren från en kontrollgrupp svenska målspråkstalare. Datainsamlingstekniken var ett DCT-formulär (Discourse Completion Test). Resultatet visar att undersökningsgruppen avböjer med formuleringar som ofta är direkta, snarare än indirekta, och som varken är idiomatiska eller målspråksenliga. Inte heller uppnår undersökningsgruppen den artighetsgrad som situationen och relationen till personen egentligen kräver. Konsekvensen av att inte ha denna pragmalingvistiska förmåga kan medföra att individerna riskerar att uppfattas som oartiga, okänsliga eller ignoranta.

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    "Förlåt mig, jag kan inte." Pragmatisk kompetens vid avböjande hos vuxna andraspråksinlärare på sfi
  • 164.
    Engström Dray, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att vilja och våga samtala på målspråket: Faktorer som påverkar elevers vilja och förmåga till muntilig interaktion på franska2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to deepen the knowledge about factors that influence students’ willingness and ability to oral interaction in a target language, in this case French. It also aimed to achieve a clearer picture of the tasks the students work with and would like to work with in classroom situations. The study was based on two theoretical frameworks, Willingness to Communicate, which looks into the social and affective factors enhancing the will to communicate, and Task Based Language Teaching investigating how tasks can be designed to promote oral interaction between students in a classroom or in a digital environment. Based on the purpose of the study three research questions were formulated. The first question was about the importance of cognitive factors to promote oral interaction. The second focused on the role Willingness to Communicate and other affective factors play to make students willing to communicate in the target language. The third question aimed at investigating to what extent task-based language teaching occurs in teaching to create opportunities for students to interact in the target language. The design of the study was made up of qualitative personal interviews with students from upper secondary schools in the Stockholm area. In total seven students were interviewed, six of them studying French 4, one of them French 3. 

    All students highlighted cognitive and linguistic factors as being the most important to interact orally, foremost vocabulary and pronunciation and also the ability to express themselves orally. The students did not consider grammar as an important factor to their willingness and ability to communicate in French. Self-confidence, self-efficacy and the teacher’s attitude are the most important social and affective factors influencing the willingness to communicate. The ones that were considered the least important were anxiety, knowing your speaking partner and the topic of the conversation. The students’ opinion of the least important factors differed from research and empirical studies, which rate these factors higher. The students reported that the teaching did not include Task Based Language Teaching as defined in the theory and that limited use of computer mediated communication was used in the classroom. All students express a desire to communicate and interact with each other more than they do at present as well as to work with tasks and tools both face-to-face and digital enabling this to happen.

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  • 165.
    Ericsdotter Nordgren, Christine
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Phonetics of Vowels2019In: Oxford Research Encyclopedias: Linguistics, Oxford University Press, 2019Chapter in book (Refereed)
    Abstract [en]

    Speech sounds are commonly divided into two main categories in human languages: vowels, such as ‘e’, ‘a’, ‘o’, and consonants, such as ‘k’, ‘n’, ‘s’. This division is made on the basis of both phonetic and phonological principles, which is useful from a general linguistic point of view but problematic for detailed description and analysis. The main differences between vowels and consonants are that (1) vowels are sounds produced with an open airway between the larynx and the lips, at least along the midline, whereas consonants are produced with a stricture or closure somewhere along it; and (2) that vowels tend to be syllabic in languages, meaning that they embody a sonorous peak in a syllable, whereas only some kinds of consonants tend to be syllabic. There are two main physical components needed to produce a vowel: a sound source, typically a tone produced by vocal fold vibration at the larynx, and a resonator, typically the upper airways. When the tone resonates in the upper airways, it gets a specific quality of sound, perceived and interpreted as a vowel quality, for example, ‘e’ or ‘a’. Which vowel quality is produced is determined by the shape of the inner space of the throat and mouth, the vocal tract shape, created by the speaker’s configuration of the articulators, which include the lips, tongue, jaw, hard and soft palate, pharynx, and larynx. Which vowel is perceived is determined by the auditory and visual input as well as by the listener’s expectations and language experience. Diachronic and synchronic studies on vowel typology show main trends in the vowel inventories in the worlds’ languages, which can be associated with human phonetic aptitude.

  • 166.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Berg, Astrid
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ekvall, Ulla
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Löfgren, Ragnhild
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum? Kemitexter som redskap för naturvetenskapligt lärande2010In: Resultatdialog 2010: aktuell forskning om utbildning och lärande, Stockholm: Vetenskapsrådet , 2010, p. 51-56Chapter in book (Other academic)
    Abstract [sv]

    Svenska och finska (och finlandssvenska) elevers naturvetenskapliga prestationer uppvisar markanta skillnader i internationella mätningar som PISA. Mot bakgrund av att Finland och Sverige har ett till synes likartat skolsystem är det inte helt enkelt att förstå varför de finska och finlandssvenska eleverna presterar så mycket bättre än de svenska. Vad är det som skapar sådana skillnader? Många olika förklaringar har förts fram, tex i relation till lärarutbildning. Men vilket kemilärande möjliggörs i svenska och finlandssvenska undervisningspraktiker? Kemiinnehållet i läromedel från Sverige och Finland är i stort det samma och i finlandssvenska skolor fram till 2007 användes ofta svenska läromedel. I projektet genomfördes 20-40h videobandade klassrumsobservationer relaterade till kemiundervisningen i tre skolor vardera i Svenskfinland (2007-08) och Sverige (2009). Observationerna, kombinerade med intervjuer och dokumentationer, fokuserade periodiska systemet och kemiska bindningar. De första analyserna ger en bild av att det finns skillnader i innehållets behandling och vad som karaktäriserar de konstituerade undervisningspraktikerna i de båda länderna. I finlandssvenska skolor fokuseras t.ex. faktareproduktion (memorering), formelskrivning och detaljerade provfrågor, samma läromedel används i alla skolor. I svenska skolor betonas förståelse av vardagsfenomen, diskussioner och prov som skiljer på G, VG och MVG-frågor där G-frågor utgörs av enkla faktakunskaper. Undervisningen i de finlandssvenska skolorna framstår således som mera lika varandra medan undervisningen i de svenska skolorna uppvisar större variation gällande innehållets behandling och klassrumskommunikation.

  • 167.
    Eriksson, Miyuki
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att utveckla elevens språkliga medvetenhet i tal och skrift: En undersökning i japanska som modernt språk2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen har varit att ta reda på vad svenska skolans läroplan och kursplan säger om vikten av kommunikation i klassrummet, och hur man arbetar muntligt och skriftligt med att utveckla elevens kunskap samt vilka aktiviteter som kan stärka elevens språkliga medvetenhet. Efter en litteraturstudie av läroplan, kursplan, historisk forskning och språkdidaktiska metoder genomfördes en enkätundersökning med fem öppna frågor till elever som läser japanska som modernt språk i gymnasieskolan, med syftet att ta reda på deras inlärning och åsikter om studier och lektioner i japanska. 

    Litteraturundersökning visar tydligt på vikten av kommunikation i språkundervisning i svensk gymnasieskola. Läroplanen och kursplanen betonar att muntlig kommunikation är viktigt, men skriftlig kommunikation är lika viktigt när det gäller avancerad nivå. Samtidigt är det viktigt att eleverna lär sig om kulturen där målspråket talas, då underlättas kommunikationen på språket. Ur analysen av enkätundersökningen framgår att eleverna tycker olika om vad som är svårt eller lätt för dem under lektionen och det är också varierat vad de har lärt sig under lektionen. De flesta eleverna tycker att det är viktigt att repetera och öva för att behärska språket. IKT-användning och grupparbeten är också bra alternativ för val av aktiviteter som kan stärka elevens språkliga medvetenhet.

    Sammanfattningsvis visar studien vad kursplan, tidigare forskning och elever tycker, vad som är viktigast i språkundervisningen för att utveckla elevens språkliga medvetenhet i både tal och skrift. Under lektionerna i japanska på gymnasiet behövs det tränas på tal/hör i första hand, men skriva/läsa är också viktigt för att kunna få ett bättre betyg. För att kunna utveckla deras språk är det obligatoriskt att veta om språklig medvetenhet, och det finns olika sätt att lära sig om det.

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  • 168.
    Eriksson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Språkdidaktiska strategier i ett andraspråksperspektiv: Ämneslärares strategier i samhälls- och naturvetenskapliga kurser på gymnasiet2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har med utgångspunkt i observationer och semistrukturerade intervjuer sökt svaret på vilka språkdidaktiska strategier två gymnasielärare inom de samhälls- och naturvetenskapliga ämnena använder sig av i klassrumsarbetet. Vidare har andraspråksperspektivet använts för att se vilka konsekvenser dessa strategier kan få samt vilka möjligheter andraspråkseleverna ges att uppnå ett vetenskapligt språk. Resultatet visar att en rad olika strategier används av lärarna i studien. Avslutningsvis visar studien att det riktade arbetet med att ge alla elever generellt och andraspråkseleverna specifikt strukturerade arbetsmoment som syftar till att införliva det vetenskapliga ämnesspråket kan ses som ett utvecklingsområde.

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  • 169. Fahlgren, Siv
    et al.
    Giritli Nygren, Katarina
    Johansson, Anders
    Söderberg, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education. Mid Sweden University, Sweden.
    Neoliberalism - A regime of fear?2014In: Walking beside: Challenging the role of emotions in normalization / [ed] Eva Söderberg, Sara Nyhlén, Sundsvall: Forum for Gender Studies, Mid Sweden University , 2014, p. 106-113Chapter in book (Other academic)
  • 170. Falk, Ylva
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Object pronouns in German L3 syntax: Evidence for the L2 status factor2011In: Second language research, ISSN 0267-6583, E-ISSN 1477-0326, Vol. 27, no 1, p. 59-82Article in journal (Refereed)
    Abstract [en]

    Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French and post-verbal in English, this being applied in both main and subordinate clauses. In target language (TL) German, however, the object placement varies between pre-verbal in the sub clause and post-verbal in the main clause. The two groups behave differently as to both acceptance and rejection of the test items (60 grammatical and ungrammatical main and sub clauses with object pronouns). This difference is significant and can be ascribed to their L2s, respectively. Our results thus show that the L2 transfers into the L3 even at an intermediate level, and on the basis of this we claim a strong role for the L2 status factor.

  • 171.
    Falk, Ylva
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lindqvist, Christina
    L1 and L2 role assignment in L3 learning. Is there a pattern?2019In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 16, no 4, p. 411-424Article in journal (Refereed)
    Abstract [en]

    This study investigates lexical transfer in four German learners? oral production of L3 Swedish. They have already learned English as an L2. The point of departure is Williams and Hammarberg?s [1998. Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19, 295?333] case study in which Swedish was also the L3, but the learner had English as an L1 and German as an L2. Williams and Hammarberg convincingly showed that the background languages played different roles in L3 oral production: L1 English had an instrumental role, while L2 German was assigned a supplier role. The determining factor for the assignment of supplier role was L2 status and of instrumental role common access and established practice. In the present study the model is tested on the same involved languages; but English is the L2 and German the L1. The model would predict that English L2 will be used in both the supplier and the instrumental role. However, the results indicate that this is not the case. Possible explanations are discussed.

  • 172.
    Falk, Ylva
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lindqvist, Christina
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state2015In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 18, no 2, p. 227-235Article in journal (Refereed)
    Abstract [en]

    In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is further motivated by the distinction between implicit competence and explicit knowledge (Bardel & Falk, 2012; Paradis, 2009), we hypothesize that the participants with low explicit MLK in their L1 will transfer from their L2, and that the participants with high explicit MLK in the L1 will transfer from their L1. The structure of interest is adjective placement, which is the same in the L1 and the L3 (but not in the participants' L2s). The results show that the degree of explicit MLK in the L1 plays a decisive role at the initial state of L3 learning.

  • 173.
    Fant, Lars
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics. Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies, Spanish.
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics. Stockholm University, Faculty of Humanities, Department of Language Education.
    La distribución semántica de los constituyentes periféricos de izquierda y de derecha en hablantes de español L1, sueco L1 y español L22024In: Semántica y Léxico: Nuevas aportaciones teóricas y aplicadas / [ed] Rakel Österberg; Mohamed El-Madkouri Maataoui, Stockholm University Press, 2024, p. 141-169Chapter in book (Refereed)
    Abstract [en]

    This paper investigates the structure of syntactic peripheries in the colloquial speech produced by three groups: native users of Spanish, native users of Swedish, and Swedish very advanced users of L2 Spanish. The main aspect addressed is the distribution of left- and right-periphery constituents across three categories defined in semantic terms, viz. denotative, indexical and non-referential (pragmatic) expressions. Our research questions concern (1) to what extent two typologically distinct languages such as Spanish and Swedish differ in this respect, (2) to what extent the Spanish L2 productions align with native use, and (3) whether any transfer from Swedish occurs in the Spanish L2 formulations. The analysis shows important divergences between Spanish and Swedish native use, not only with regard to the size of the respective peripheries but also in the distribution across the three semantic categories. Thus, although in all three groups the proportion of pragmatic constituents is much larger than for the two other categories, this gap is considerably wider in the Swedish L1 data. As regards the Spanish L2 data, a high degree of alignment with native use can be reported, and hardly any transfer from Swedish can be found in these highly proficient L2 speakers. However, a certain overrepresentation of indexical expressions can be observed in the L2 data.

  • 174.
    Faraz, Nuzhat
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The use of English during English lessons: A qualitative study of two teachers’ views2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated.

    In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.

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    The use of English during English lessons
  • 175.
    Fazlji, Adis
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Språkanvändning och språkideologier bland elever på språkintroduktion: En kvalitativ småskalig studie2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie har varit att undersöka språkanvändning och språkideologier i och utanför skolan bland flerspråkiga elever som läser på språkintroduktion. Frågeställningen var 1) Hur porträtterar flerspråkiga elever sin språkanvändning i en skolkontext och vilka språkideologier kan identifieras? 2) Hur porträtterar flerspråkiga elever sin språkanvändning utanför en skolkontext och vilka språkideologier kan identifieras? 3) Vilka skillnader och likheter finns i elevers språkanvändning och språkideologier beroende på kontext? Metoden bestod av att eleverna först färglade två språkporträtt för respektive kontext och sedan genomfördes en semistrukturerad intervju med dem. Materialet bestod av fem språkporträtt och tre transkriberade intervjuer. Resultatet visar att språkanvändning och språkideologier mellan de två kontexterna skilde sig; skolkontexten domineras av svenska i större utsträckning än utanför skolkontexten och skulle kunna härledas till språkhierarkier, en stat – ett språk- ideologin eller standardspråkideologin. Språkanvändning utanför skolkontexter präglas av andra språk än svenska. Ofta lyser svenskan med sin frånvaro. Detta skulle eventuellt kunna härledas till modersmålsideologi. Studiens huvudsakliga slutsats är att en inkludering av elevers flerspråkighet i skolan skulle vara önskvärd.

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    Fazlji_Slutversion
  • 176.
    Flodin, Veronica
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Palm, Ola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jatko Kraft, Veronica
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Granath Zillén, Gunilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sandberg, Ylva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU)2020In: Lärarkonferens2020- möjligheter med akademisk lärarskap: En utvecklingsdag för dig som undervisar vid Stockholms universitet, 2020, p. 25-25Conference paper (Other academic)
    Abstract [sv]

    Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.

    Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.

    Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:

    •Tekniska krav och hantering av GDPR

    •Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser

    •Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet

    •Studenters och lärares engagemang och medverkan i projektet

    •Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar

  • 177.
    Franker, Qarin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Litteracitet och visuella texter: Studier om lärare och kortutbildade deltagare i sfi2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims to contribute to the growing body of knowledge concerning the adult basic literacy education in the Nordic countries and broaden research on literacy from its traditional focus on verbal texts to include images and visual texts. The thesis comprises a research survey concerning adult literacy and two empirical, exploratory studies focusing on the use of visual texts in the basic Swedish language programme for adult immigrants, Svenskundervisning för invandrare (sfi).

    The first study presents international and Nordic research on literacy with a focus on current sociocultural, and critical perspectives. Together with the three concepts of mutual respect, meaningfulness and participation, an ‘expansive’ model for adult literacy instruction is also presented.

    The second study deals with the teachers´ views on appropriate visual materials for second language and literacy teaching. The results show an extensive but diversified usage of visual material but also that literacy teachers pay very close attention to participants´ sociocultural background in their image selection but tend to underestimate their cognitive ability. From a critical perspective the teachers´ statements can be regarded as part of a discursive practice in which they unintentionally contribute to a discourse construction of an identity of deficiency of the learners.

    The third study examines and compares, how adult second language learners interact with and understand a number of Swedish election posters. The analyses identify processes and variations in the learners´ interaction. The results show that the reconstructions of the visual texts are influenced by the participants´ linguistic, educational and cultural ‘repertoires’, as well as the posters´ graphic, visual and textual design. A certain level of linguistic proficiency as well as formal schooling and knowledge of the current discourse seem to be indispensable for making the intended interpretations.

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    FULLTEXT01
  • 178.
    Franker, Qarin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Val, vägar, variation: Vuxna andraspråksinlärares interaktion med svenska valaffischer2011Report (Other academic)
    Abstract [en]

    Posters, paths and patterns. Adult second language learners interact with Swedish election posters

    The study examines and compares, at group level, how adult second language learners interact with and understand a number of image based Swedish election posters. The analyses identify processes and variations in the learners´ interaction with the posters and expose patterns and structures as graphic ‘reading paths’ and ‘focus points’. The result shows that the reconstructions of the visual texts are influenced by the participants´ linguistic, educational and cultural resources, their ‘repertoires’, as well as the posters´ graphic design and visual and textual elements, ‘the model reader’. A certain level of linguistic proficiency as well as formal schooling and knowledge of the current discourse seem to be indispensable for making the intended interpretations. The design of election posters will need to change to enable the multicultural and second language perspective to be deliberately taken into account.

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    FULLTEXT01
  • 179.
    Fransson, Malin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Flervalsfrågor – för de lata?: – elevers och lärares uppfattningar om frågetyper i samband med läsförståelsetest i svenska årskurs 7-82021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka elevers och lärares uppfattningar om vilken frågetyp, flervalsfrågor eller öppna frågor, som ger mest rättvisande bild av elevernas läsförståelse. I studien deltog två svensklärare och två av deras klasser, en årskurs 7 och en årskurs 8.  För att fånga in båda parters perspektiv och i viss utsträckning relatera dem till varandra användes frågeformulär och semistrukturerad intervju som kompletterande metoder. Dessa gav såväl kvantitativ som kvalitativ data. I studien användes fyra för studien framtagna lästester, två med enbart flervalsfrågor och två med enbart öppna frågor. Resultatet visar på såväl skilda som lika uppfattningar bland lärarna och eleverna. Under intervjuerna tog såväl eleverna som lärarna upp möjligheten att chansa som en nackdel med flervalsfrågor och lärarna ifrågasatte till viss del frågornas pragmatiska validitet. Hos lärarna och till viss del även hos eleverna framträdde uppfattningen om flervalsfrågor som något för de som inte orkar anstränga sig, vilket inte stämde med resultaten från frågeformulären där uppfattningen om grad av utmaning var relativt lik för de båda frågetyperna. 

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    Flervalsfrågor - för de lata? – elevers och lärares uppfattningar om frågetyper i samband med läsförståelsetest i svenska årskurs 7-8
  • 180.
    Franzén, Gesche-Kathrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Intersektionalitet i läroböcker: En läromedelsanalys utifrån skolans värdegrund.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie analyserades två läroböcker ur populära läromedelsserierna Happy och Magic ur ett intersektionellt perspektiv för att undersöka deras överensstämmelse med skolans värdegrund (Lgr11). Böckernas karaktärer låg till grund för analysen. Analysen visade på allvarliga brister i representationen av minoriteter och icke-normativa egenskaper. Det tas endast hänsyn till jämlik representation av kön och (i viss mån) etnicitet, andra faktorer som könsöverskridande identitet, funktionsvariation, sexualitet/alternativa familjeformer eller religion tas inte hänsyn till överhuvudtaget.

    För att kunna använda dessa böcker i engelskundervisningen och samtidigt kunna skapa ett tryggt sammanhang för eleverna rekommenderas därför komplettering med andra, mer inkluderande läromedel eller användning av mer intersektionella läroböcker.

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    fulltext
  • 181.
    Fredholm, Kent
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Eleverna, datorn och språket: Studier av skoldatoriseringens effekter på elevers attityder, skrivstrategier och textproduktion i spanskundervisningen på gymnasiet2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Kent Fredholm (2015). Eleverna, datorn och språket: Studier av skoldatoriseringens effekter på elevers attityder, skrivstrategier och textproduktion i spanskundervisningen på gymnasiet. (The Pupils, the Computer and the Language: Studies of the Effects of School Computerisation on Pupils’ Attitudes. Writing Strategies and Written Text Production in Upper Secondary School Spanish Classes.) Stockholm University, Studies in Language Education 12. ISBN 978-91-7649-090-7. Written in Swedish, English and Spanish with abstracts in the three languages and a summary in English.

    The present work is based upon three studies performed between 2012 and 2014 at the Swedish upper secondary school with pupils studying Spanish as a foreign language. The first study investigates through lesson diaries and an online survey the pupils’ attitudes towards and perceptions of computer use in language learning at large, and specifically of online grammar exercises as compared to paper-based exercises. The participating pupils showed mixed attitudes towards using online exercises for grammar practice, with high demands on websites’ design and user friendliness, as well as for the correctness and reliability of automated corrections. A majority preferred mixed teaching methods (including computer use, teacher-led explanations and the use of paper- and pen-based exercises, especially translation tasks). The major advantage of using computers was considered to be for essay writing and information search.

    The second study investigates how a group of pupils use online resources when writing essays in Spanish, focussing on their extensive use of online translation services such as Google translate. The writing strategies of these pupils with free access to the Internet are compared to the strategies of another group working without Internet access.

    The third study examines effects of the use of online translation on the language in the pupils’ essays. The texts written with online translation are compared to texts written without Internet access, but with access to printed dictionaries. Few statistically significant differences can be seen between the two groups. These concern grammatical and lexical complexity and accuracy. The most clear differences regard spelling and article/noun/adjective congruence (with higher degrees of accuracy among the users of online translation), and syntax (with fewer errors in the group writing without online translation). The grammatical complexity was also somewhat higher in the online translation group. As for fluency (text length) and complexity, differences can be correlated to the pupils’ proficiency in Spanish, whereas no such correlation can be seen regarding accuracy. 

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    Eleverna, datorn och språket
  • 182.
    Fredin, Emma
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Återkoppling i språk pågår: Lärares syn på återkoppling och hur det påverkar elevernas användning av det engelska språket.2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att fördjupa förståelsen kring lärares syn på hur återkopplingen i engelskundervisningen bidrar till elevers användning av målspråket i årskurs 4-6. Under lärarutbildningen har många teorier som vi fått arbeta med handlat om hur vi ska motivera våra elever och öka deras användning av engelska i klassrummet. Trots detta stöter vi ständigt på lärare som aktivt väljer bort engelskan för att istället stötta eleverna på svenska under engelskalektionerna. Hur kommer det sig att detta händer och är verkligheten en annan sanning än vad teorierna påstår?

    För att ta reda på lärarnas tankar kring hur deras återkoppling påverkar elevernas muntliga produktion av engelska har kvalitativa metoder i form av semistrukturerade intervjuer använts. Fokus i studien är att tolka respondenternas svar och få tillgång till deras erfarenheter. Detta för att öka förståelsen av lärarnas didaktiska val kring användningen av återkoppling och se hur den påverkar elevers användning av målspråket. I studien används olika teorier som kan relateras till en gemensam grund, nämligen Vygotskijs (2001) sociokulturella perspektiv.  

    Studiens resultat visar hur och när lärarna använder sig av sin återkoppling, samt hur de anser att det påverkar elevernas användning av det engelska språket. Resultatet från intervjuerna sammanställs under resultat och diskussionsdelen. Studien visar att varje enskild lärare beslutar i vilken utsträckning de själva använder sig av engelska och hur de riktar sin återkoppling till sina elever. Alla lärare som deltog i studien ansåg att det är viktigt att prata mycket engelska som möjligt och att de stöttar eleverna med svenska när engelskan inte ger eleverna tillräckligt stöd. Majoriteten av lärarna i studien talar dock inte engelska i den utsträckningen som de önskar eftersom att eleverna är på en nivå där de fortfarande behöver stöttning på svenska. Hinder som påverkar eleverna i att integrera på målspråket är bristande språkligt självförtroende, de olika kunskapsnivåerna i klasserna samt klassrumsklimatet. Lärarna som intervjuats hanterar dessa hinder genom stöttning och motivation i form av återkoppling.  

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    bilaga
  • 183. Freebody, Peter
    et al.
    Kindenberg, Björn
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Critical literacy: pedagogy, diversity, and the digital environment2019In: Litteraciteter och flerspråkighet / [ed] Kristina Aldén, Aina Bigestans, Stockholm: Liber, 2019Chapter in book (Other academic)
    Abstract [en]

    Starting out from an early Swedish example of emerging critical literacy development in the 17th century, the chapter explores literacy as an evolving concept, by reviewing related research. This review hoghlights three aspects of critical literacy relevant for contemporary soecieties: pedagogy, diversity, and the digital environment. The chapter concludes with drawing a lesson from the past, namely that a pedagogy for critical literacy needs to make use of texts connecting to students' experiences, while still critically examining these same texts. 

  • 184.
    Frånlund, Caroline
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att kunna läsa är en rättighet för alla barn: Hur jobbar skolorna för att ge alla barn chansen att lära sig läsa och skriva?2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna komparativa studie gick ut på att undersöka vilket stöd som tre skolor kan ge till elever med läs- och skrivsvårigheter och dyslexi. Studien gjordes genom att med hjälp av semistrukturerade intervjuer, intervjua rektor och speciallärare på tre skolor och sedan sammanställa resultatet för att kunna göra en jämförelse mellan dem. Resultatet visade att det fanns en del skillnader mellan skolorna men även inom skolorna fanns det meningsskiljaktigheter. Vad dessa skillnader beror på var svårare att se men jag har gjort antaganden som grundar sig på till exempel elevsammansättningen, föräldrainflytande och skolans arbetssätt.

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    Att kunna läsa är en rättighet för alla barn
  • 185.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Assessing speaking on campus and in school. Results from research conducted at the teacher training programme for secondary school at Stockholm University2017Conference paper (Refereed)
    Abstract [en]

    During the fifth term of teacher training for secondary school, assessing speaking is the focus of a course at the Department of Language Education, Stockholm University. The student teachers were asked to reply to fifty-nine questions about formative and summative assessment. The replies were then analysed from the perspective of assessment literacy and cognitivism immediately prior to the course and how it had increased over time. As this is a sandwich course involving eight seminars on campus and four weeks of practicum in school, both theoretical and empirical concerns were considered and compared. In addition, results from the student teachers' interviews with fifty-five language teachers (that is to say, interviews with three teachers for each student) will be presented.

    The results show that student teachers increased their level of assessment literacy both from attending the campus course and practicum, which is hardly surprising, but it is also evident that the student teachers gained crucial insights into the disparity in assessment literacy that language teachers can have about assessing speaking.

    This research is work-in-progress and will be continued in August/September 2017, but the results that can be presented during the EALTA conference 2017 will mainly focus on the results from the first stage. References that will be included in my presentations are, for example, research conducted by Wiliam (2011); Vogt and Tsagari (2014); Kunnan, ed. (2014) DeLuca, LaPointe-McEwan and Luhanga (2015 and 2016) as well as reports from the Swedish National Agency for Education, the European Council and OECD.

  • 186.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Assessment literacy on campus and in school – Preconditions for progressive language teaching2017In: LICE-2017: Proceedings, London International Conference on Education , 2017, p. 393-396Conference paper (Refereed)
    Abstract [en]

    This study maps requirements and expectations for assessment literacy (AL). It indicates the extent to which student teachers can be prepared to meet these demands. Addressing pre-service teachers’ AL is of importance today, given the extensive research in the field of assessment. This line of inquiry can provide insights into circumstances in academia and in schools. The theoretical framework revolves around (pre-)teacher cognition and AL. Furthermore, challenges for student teachers, who depend on training on campus, during practica and internships in school are addressed. Given the fact that assessment training on campus was not introduced officially until the 2010s in Sweden, there is a need for continuing reform both in terms of formal decisions and of cognitive approaches to assessment strategies as integral parts of teaching and learning. Theories, rules and regulations stipulated by authorities as well as results from questionnaires and interviews form the framework of this article.

  • 187.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Challenges and Benefits of formative ELT in Sweden2014Conference paper (Refereed)
    Abstract [en]

    Formative teaching–which includes formative and summative assessment–attracts extensive interest in Swedish language education. School reforms on a national scale from 2011 onward further underline this well-known fact. As OECD has shown, however, there are still things to be desired when managing assessment in Swedish schools. For example, on the national level Sweden needs to develop a strategic plan for assessment. Furthermore, in-service training for teachers in assessment should be enforced. In addition, the large variation of assessment procedures on the municipal level throughout this country requires rectification. Formative and summative assessment should be intertwined in effective, efficient teaching. The aim of my paper is to focus on certain challenges and benefits of a structured implementation of such teaching in Sweden. My findings emerge from empirical observations of teaching in a pilot study. The theoretical framework of my paper rests on international and domestic research in this field.

  • 188.
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Pre-and In-service Teachers’ Assessment Literacy – A Qualitative Approach2018In: Literacy Information and Computer Education Journal, E-ISSN 2040-2589, Vol. 9, no 2, p. 2886-2894Article in journal (Refereed)
    Abstract [en]

    The national school curricula in Sweden (2011) outline general targets for assessment and grading. Teachers are expected to foster learner autonomy in compulsory school so that students in upper secondary school can take responsibility for their own learning. Teachers are accountable for facilitating such progress, while head teachers are expected to manage and coordinate pedagogical activities in schools so that the national targets can be reached. The results in this study show that the majority of pre- and in-service teachers advocate alignment between various assessment strategies for validity and reliability. However, questionnaires and semi-structured interviews also reveal that uncertainty when applying such strategies and diverse approaches to optimal assessment and grading in primary and secondary school provide challenges for pre- and in-service teachers. This article advocates a systematic approach to assessment training for pre-service teachers and continuing training for in-service teachers to alleviate these challenges.

  • 189.
    Fröjdendahl, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Yildirim, Ali
    Dragemark Oscarson, Anne
    Hildén, Raili
    Helsingfors universitet.
    Learning about summative assessment: What pre-service language teachers want and need to know2021Conference paper (Refereed)
    Abstract [en]

    One aim of this paper is to examine pre-service language teachers' perspectives on what they want to know, to scrutinize how they may reason and how they perceive summative assessment. Another aim is to show what regulatory frameworks stipulate and what research shows with regard to assessment literacy and cognitive approaches to learning. 

    Results from interviews (n=25) and surveys (n=90) showed that a majority of the students thought that they could define assessment terminology. One recurring feature, however, was that the respondents in the interviews needed to be reminded about the theoretical definition of terms. Nevertheless, it became obvious that they knew and could describe the practical implications of terminology in follow-up questions. An analysis of these and further aspects of our study will be introduced in light of constructivist grounded theory. 

  • 190.
    Fröjdendahl, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Yildirim, Ali
    Dragemark Oscarson, Anne
    Hildén, Raili
    Pre-service teachers’ summative assessment literacy. Reflections on teacher education2021In: EARLI 2021 Online: Book of Abstracts, European Association for Research on Learning and Instruction , 2021, p. 47-47Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is threefold. First, it examines what the TE programmes at three universities offer pre-service language teachers with regard to instruction and training in summative assessment (SA). Secondly, it analyses pre-service language teachers' responses to questions about SA at these universities.  Thirdly, it addresses issues in the interface between on-campus courses and teaching practice, such as the validity of courses that are offered and examined by universities but that are conducted primarily in schools with local supervisors.  Conclusions were drawn from analyses of policy documents for the three universities. Furthermore, semi-structured interviews (n=25) with pre-service teachers and surveys (n=90) from the same cohorts have been collected.  The results of the present study showed that the authorities involved provide general requirements about subject-specialized knowledge of assessment and grading for local deliberation.  This approach can both create opportunities and challenges for academics. On the one hand, they are entrusted with the task of teaching students knowledge and understanding as well as the skills needed for implementing assessment. On the other hand, such an unrestricted mandate can involve threats to validity in that deliberations on the micro-, meso- and macro levels may vary.  Pre-service teachers in our project faced similar challenges and where neither offered the same amount of instruction on campus for various language subjects, nor during practicum. 

  • 191.
    Gadea, Marisa
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att tala på målspråket i undervisningen i moderna språk: Ur ett lärarperspektiv: Vad motiverar högstadieelever att studera spanska?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Språkvalet i grundskolan idag är ett milt obligatorium det vill säga eleverna tvingas att välja ett språk men kan senare välja att hoppa av och börja den så kallade svenskengelskan (SvEn). Ämnet är betygslöst och ställer således inget egentligt krav på eleven och följderna blir inte så allvarliga då man i slutet på grundskolankan välja bort ett ämne inför gymnasievalet. Konsekvenserna har blivit att många elever, cirka 25 % hoppar av moderna språk och därmed tappar ett helt ämne och med detta också möjligheten att kunna studera språket vidare på gymnasiet och/eller ha grundläggande kunskaper för eventuella utlandsstudier. Enligt Skolverket och kursplanen är syftet med moderna språk att utöver att kunna kommunicera på ett främmande språk även kunna få perspektiv på sin omvärld och öka sina möjligheter att kunna ingå i olikasociala och kulturella sammanhang.

    Syftet med denna undersökning är att utreda hur man kan motivera högstadieelever till att läsa moderna språk, i detta fall spanska och även få dem motiverade att fortsätta. Frågeställningarna har besvarats meden kvalitativ undersökning bestående av en enkät och en intervju av 4 praktiserande lärare i spanska. Resultatet har visat att lärare i spanska anser att den muntliga färdigheten är en av det största motivationsfaktorerna i språkinlärningen och att en viss otydlighet i kursplanen för moderna språk inte stödjer undervisningen vad gäller den muntliga färdigheten och undervisningen generellt. I övrigt saknar lärarna en verklighetsanknytning till ämnet som skulle kunna avhjälpas med att använda "Gemensameuropeisk referensram för språk" (GERS). Enligt undersökningen har lärare alla förutsättningar för att skapa en god språkinlärning då de använder olika motivationsfaktorer som löpande feedback, kognitiva motivationsverktyg och talar övervägande på målspråket i undervisningen. Dock visar intervjuerna i denna undersökning att skolinspektionens siffror stämmer vad gäller avhopp i moderna språk och att detta är en direkt koppling till det milda obligatorium som är fallet med moderna språk. Konklusionen är att enobligatorisk status på ämnet också skulle höja attraktionsvärdet på ämnet och således göra elever mermotiverade att studera spanska och moderna språk generellt. Därtill skulle ett förtydligande av kursplanen stödja lärares undervisning och öka tydligheten i kursplanens mål gentemot eleverna och på så vis ökaelevernas förståelse för ämnet och därmed också motivationen för densamma.

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    Att tala på målspråket i undervisningen i moderna språk
  • 192.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ideology vs. practice: Is there a space for pedagogical translanguaging in mother tongue instruction?2017In: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud; Jenny Rosén; Boglárka Straszer; Åsa Wedin, Bristol: Multilingual Matters, 2017, p. 208-226Chapter in book (Refereed)
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  • 193. Ganuza, Natalia
    et al.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Kritiskt språkmedveten undervisning2020In: Modersmål, minoriteter och mångfald: i förskola och skola / [ed] Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2020, p. 171-194Chapter in book (Other (popular science, discussion, etc.))
  • 194.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 13, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

    The present study explores the relationship between participation in mother tongue instruction (MTI), students’ reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali–Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali–Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6th or 7th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants’ reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results indirectly point to a positive relationship between MTI and students’ school results, which, if confirmed by future studies, is quite remarkable considering the limited teaching time allotted to MTI and its’ marginalized position in the Swedish school system.

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  • 195.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning: möjligheter och utmaningar2018In: En god fortsättning: nyanländas fortsatta väg i skola och samhälle / [ed] Tore Otterup, Gilda Kästen-Ebeling, Lund: Studentlitteratur AB, 2018, p. 163-180Chapter in book (Other academic)
  • 196.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Struggles for legitimacy in mother tongue instruction in Sweden2015In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, no 2, p. 125-139Article in journal (Refereed)
    Abstract [en]

    This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers’ narratives center round issues of legitimacy, both for the subject per se and for the teachers’ right to be viewed as ‘real’ teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a ‘common heritage’ and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.

  • 197.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2019In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 40, no 1, p. 108-131Article in journal (Refereed)
    Abstract [en]

    This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and depth. The study was designed to allow for cross-sectional, longitudinal, and cross-linguistic analyses of data. Overall, the results showed that participation in MTI contributed positively to participants’ results on Somali reading comprehension, beyond the influence of chronological age, age of arrival, and reported home language and literacy use. Furthermore, higher results in Somali were associated with higher results on the same measures in Swedish, in particular for the reading measures. In sum, the results indicate that MTI has an impact on some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated for it (<1 h/week). They also indicate that MTI, albeit indirectly, may benefit the stated proficiencies in the language of schooling.

  • 198.
    Gevorkian, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3: Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The fact that English is not only a widespread foreign language,a recognized lingua franca in Sweden but even one of the major subjects at Swedish secondary school promotes its acquisition at all levels of everyday life. The increasing mobility of the world population has resulted in a unique situation when English is acquired as L3 by many students. In secondary schools English teachers daily meet students whose native language is not Swedish. The palette of the students' native languages is colourful and diverse: Polish, Arabic, Spanish, Chinese, Croatian, etc.-- all in one classroom.

    Teaching English in multicultural classes is a more complex and flexible process than it was two decades ago.The problem a teacher of English faces now is that English has to be taught not only as L2 to native Swedish speakers but as L3 (and even L4) to non-native ones. Both learning and teaching L3 differs in many ways from teaching and learning L2. This task becomes even more complex if one takes into account the diversity of proficiency levels of Swedish as L2 among students.

    Better understanding of cross-linguistic interferences between L2 and L3 would provide teachers with better understanding of processes that non-native Swedish students undergo while acquiring English as L3 and provide them with necessary scaffolding.

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  • 199. Giritli Nygren, Katarina
    et al.
    Johansson, Anders E.
    Nyhlén, Sara
    Söderberg, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Inledande ord2016In: Ko: festskrift till Siv Fahlgren / [ed] Katarina Giritli Nygren, Sara Nyhlén, Anders Johansson, Eva Söderberg, Sundsvall: Mid Sweden University , 2016, , p. 7-14Chapter in book (Other academic)
  • 200. Giritli Nygren, Katarina
    et al.
    Johansson, Anders E.Nyhlén, SaraSöderberg, EvaStockholm University, Faculty of Humanities, Department of Language Education.
    Ko: festskrift till Siv Fahlgren2016Collection (editor) (Other academic)
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