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  • 201. Golden, Anne
    et al.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyere forskningsresultater på andrespråksskriving i Norge og Sverige med særlig vekt på andrespråkselevers skriving i skolefagene2019In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 13, no 1, article id 7Article, review/survey (Refereed)
    Abstract [en]

    Recent research on second language writing in Norway and Sweden, with particular emphasis on minority students’ writing in school subjects

    This article provides an overview of Norwegian and Swedish research on second language writing from the last decade. Three main areas that have generated several studies and new perspectives in the two countries’ second-language research are identified: 1) Research related to school subjects, genres and registers, 2) Research on vocabulary in a school context, and 3) Multilingual use in writing. These areas are exemplified in the article and contextualized theoretically, and are also related to previous Norwegian and Swedish second-language research on text and vocabulary. Didactic implications of these recent insights are also discussed. The results of the studies we have explored show that in teaching it is essential to work with written material such as textbooks and model texts prior to the writing as well as with the vocabulary. The studies also show the usefulness of multilingual use in teaching.

  • 202.
    González Toledo, Gabriela
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Kurslitteraturutmaningar inom modersmålsundervisning i spanska: En granskning av kurslitteraturanvändning i modersmålsundervisning i spanska i Sverige2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med det här arbetet var att undersöka användning av kurslitteratur i modersmålsundervisning i spanska i Sverige med utgångspunkt att svara på frågeställningen om det finns specifikt inriktad kurslitteratur för modersmålsundervisningen i spanska. Som en del i detta undersökte uppsatsen också vilka kriterier som ligger bakom valet av läromedel i modersmålsundervisningen samt hur de läromedel som idag används upplevs täcka kraven från läroplanen. Undersökningsmetoden som valts är en kombination av kvantitativ och kvalitativ analys baserat på enkätundersökningar till en utvald grupp modersmålslärare. Ett av undersökningens resultat visar att det finns en spridd användning av lärobokstitlar i modersmålsundervisningen och svaren pekar vidare på att modersmålslärarna inte känner till eller anser att det i dagsläget finns specifikt inriktade läroböcker för modersmålsundervisning i spanska. En majoritet av de tillfrågade lärarna anser att det borde finnas specifikt inriktade läroböcker i spanska. Även attityder till digitala läromedel i modersmålsundervisningen behandlades i undersökningen där många upplever att det finns digitala resurserna som är specifikt inriktade för modersmålsundervisning. Slutsatsen i detta arbete är att det finns en önskan hos modersmålslärarna att få tillgång till specifikt inriktade läroböcker i spanska då läroboken används en stor del under lektionstiden. Lärarna framställer också en önskan att koordinera och sträva efter mer gemensamma urval av läromedel med andra kollegor.

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    Kurslitteraturutmaningar inom modersmålsundervisning i spanska
  • 203. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Muntlig språkfärdighet i främmande språk: en studie av samspelet mellan lärande, undervisning och bedömning2019In: Resultatdialog 2019, Vetenskapsrådet , 2019, p. 29-33Chapter in book (Other academic)
    Abstract [sv]

    De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.

  • 204. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Special issue on Learning, teaching and assessment of second foreign languages in school contexts2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 1-5Article in journal (Other academic)
    Abstract [en]

     The current special issue of Apples – Journal of Applied Language Studies features a subset of the papers presented at the symposium Learning, teaching and assessment of second foreign languages in school contexts held at Lund University, Sweden, in December 2016. The symposium was organised by the TAL-project (Granfeldt et al., 2016), a research project funded by the Swedish Research Council and focusing on the learning, teaching and assessment of second foreign languages (SFLs) in Swedish schools1.

  • 205.
    Granqvist, Angelica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Swedish as a Second Language—a Parallel School Subject in Practice: A case study of multilingual students’ lived experiences of Swedish as one language but two school subjects2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Since 1995 the Swedish language has been taught as two different yet similar and parallel school subjects throughout the educational system: Swedish (SWE) and Swedish as a Second Language (SSL). Building on Hedman and Magnusson (2019a), this case study research focuses on multilingual students’ lived experiences of language and their decision to study SSL as opposed to SWE. Two data sets were collected from focus group interviews with 12 SSL students and by means of a web-based questionnaire completed by 30 SSL students attending a Swedish public high school. The study investigates the reasons why multilingual high school students choose to study SSL despite the legitimacy gap evidenced by prior research (e.g., Economou, 2015; Fridlund 2011) and the ongoing public debate about the justification of SSL as a school subject in its own right. Although equally recognized by institutions of postsecondary education, there is a persistent gap between the implementation of SSL and the school based realities (Skolverket, 2017a). SWE is commonly considered more prestigious, while SSL is often seen as a lower-status alternative to SWE (see Hedman & Magnusson, 2018, for an overview). Based on a thematic analysis in combination with stance analysis, findings show that SSL is considered a justified school subject viewed as a linguistic right (Hult & Hornberger, 2016). It was clear from both data sets that the availability of pedagogical scaffolding as well as social and linguistic belonging constituted the basis for students’ selecting SSL and these findings are consistent with previous research (Bjuhr, 2019; Hedman & Magnusson, 2019a). Nevertheless, these findings do not preclude the fact that some students expressed peripheral concerns in relation to social categorization as a possible negative effect of Swedish as one language but two school subjects. In addition, the construction and physical separation of SWE and SSL per se was not the issue. The negative social categorization was found in the name itself: Swedish as a Second Language as opposed to Swedish.

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  • 206.
    Grundström, Louise
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Flodin, Elias
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Svensklärare som läsare och läsande förebilder: Lärarperspektiv på skönlitteratur i skolåren 4-62021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka privata läsvanor hos svensklärare i årskurs 4-6 ochhur dessa påverkar undervisningen av svenskämnet. Syftet med studien är även att undersökaderas läsintresse samt hur de uppfattar sin roll som läsande förebild. Studien tar avstamp i detsociokulturella perspektivets tankar om samspel och kommunikation samt behaviorismenstankar om betingning och förstärkning. Därefter redovisas litteraturdidaktisk forskning ommyndighetsinsatser med inriktning mot läsning och läsande förebilder. I studien används enmetodkombination bestående av intervjuer och en enkätundersökning. Intervjuerna bygger påenkätundersökningens svar, detta för att åstadkomma en triangulering.Resultatet visar att svensklärare i årskurs 4–6 läser mycket på sin fritid och har ett stortintresse för litteratur. Detta intresse är något de tar med sig in i sin undervisning för attförmedla både vikten av och glädjen med att läsa. De anser att de har en viktig roll somläsande förebilder men understryker att de inte är de enda läsande förebilderna i elevernas liv.

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  • 207.
    Grönblad, Johanna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.

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    English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia
  • 208.
    Grönblad, Johanna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Är dagens klassrumsförutsättningar anpassade för ett användande av IKT-verktyg i engelska?: En studie av flerspråkiga elever på språkintroduktionsprogrammet och deras språkinlärning genom användning av IKT-verktyg och val av arbetssätt på en skola med En-dator-per-elev-modellen.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien har undersökt flerspråkiga elever på ett språkintroduktionsprogram och deras språkinlärning genom användande av IKT-verktyg under sina engelsklektioner. Studien har undersökt hur de flerspråkiga eleverna helst vill jobba med En-dator-per-elev-modellen på sina engelsklektioner samt vilka klassrumsförutsättningar som finns för att arbeta med IKT-verktyg i ämnet engelska. I studien har empiriskt material samlats in genom klassrumsobservationer och en elektroniskenkät utförd på de flerspråkiga eleverna. Sedan har det empiriska materialet sammanställts både kvantitativt och kvalitativt.

    Studien kom fram till att de flerspråkiga eleverna helst tillämpar ett sociokulturellt lärande på sina engelsklektioner och att deras språkinlärning sker genom användning av varierande artefakter på lektionerna inte bara IKT-verktyg. Det multimodala verktyget Youtube och översättningsverktyget Google Translate har använts mest av alla artefakter enligt de flerspråkiga eleverna. Majoriteten av de flerspråkiga eleverna säger också att de lär sig bättre och mer engelska genom att använda olika artefakter på sina engelsklektioner. Studien visar också att klassrumsförutsättningarna för IKT-användning behöver förbättras, eftersom eluttagen inte sitter tillgängliga för alla elevplatser i klassrummet. Dessutom sitter whiteboardtavlan och projektorduken på samma vägg, vilket inte är optimalt om dessa artefakter ska kunna användas samtidigt eller i omgångar av antingen lärare eller elever.

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    Är dagens klassrumsförutsättningar anpassade för ett användande av IKT-verktyg i engelska?
  • 209.
    Gudmundson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Alvarez López, LauraStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.Bardel, CamillaStockholm University, Faculty of Humanities, Department of Language Education.
    Romance Languages: Multilingualism and Language Acquisition2017Collection (editor) (Refereed)
    Abstract [en]

    This volume contains a collection of papers that deal with Romance linguistics from two broad perspectives: multilingualism and language acquisition. Some of the contributions investigate these phenomena in the light of language contact, language attitudes and code switching in multilingual societies or multilingual families. Others focus on the acquisition of rhythmic patterns, intonation or even emotions in a second language. Many of the contributions present themes related to oral production or speech. The book in itself is multilingual and includes papers written in Italian, Portuguese, Spanish and English.

  • 210.
    Gudmundson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Beyond Native-like? The Lexical Profile of a Cultural Migrant in Italy2015In: Cultural Migrants and Optimal Language Acquisition / [ed] Fanny Forsberg Lundell, Inge Bartning, Bristol: Multilingual Matters, 2015, p. 17-58Chapter in book (Refereed)
  • 211.
    Gulliksson, Tova
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Metaforbruk i gymnasieelevers texter i svenska som andraspråk: Från spela roll till skräckslagande2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I föreliggande studie undersöks metaforbruket i 27 uppsatser från det nationella provet i kursen svenska som andraspråk 1 i svensk gymnasieskola utifrån ett diskursdynamiskt förhållningssätt till metaforer. Antal och andel metaforer i materialet sammanställdes och analyserades för att utreda om mängden metaforer i texter med betygen E eller D skilde sig från mängden metaforer i texter med betygen B eller A. Även avvikelser från målspråksnormen vad avser stavning, böjning, formord eller meningsbyggnad registrerades och analyserades utifrån kontexten. Slutligen räknades och analyserades de metaforer som kunde anses icke-konventionaliserade för att försöka förstå i vilka texter de fanns, i vilken grad de var icke-konventionaliserade samt hur de skapade mening i kontexten. Alltså användes både kvantitativ och kvalitativ analysmetod i studien. Resultatet visade att andelen metaforer var högre i texter med betygen B eller A, även om siffrorna måste granskas kritiskt och materialet är för litet för att generaliserbara slutsatser ska kunna dras utifrån det. Det stämmer dock med tidigare forskning att andelen metaforer är högre i texter med högre betyg. Vidare visades att normavvikelserna i metaforerna var förhållandevis få, vilket kanske kan härledas till att skrivsituationen ger mindre benägenhet hos eleverna att ta risker i sitt skrivande. Slutligen fanns ca 79% av de icke-konventionaliserade metaforerna i texter med betyget B eller A och de kunde vidare konstateras ha olika grad av konventionalisering. Många av de icke-konventionaliserade metaforerna var enstaka ordval som inte var idiomatiska och som kunde härledas eller jämföras med mer konventionaliserade ordval eller källdomän, medan en del bestod av flera ord och mer utbyggda bilder, och det var överlag den senare kategorin som hade lägst grad av konventionalisering.

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  • 212.
    Gustafsson, Lina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Elevnära texter – vad är det?: En studie av lärares tankar kring vad en elevnära text är2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker begreppet elevnära som används i Kursplan för Svenska från år 2008. Kvalitativa intervjuer har gjorts med fem yrkesverksamma lärare för att ta reda på deras tolkningar. Skolverkets förklaring av begreppet utforskas även.

    Intervjuernas resultat analyseras enligt en fenomenografisk ansats och lärarnas åsikter har placerats in i ett antal beskrivningskategorier. Analyserna av resultaten visar att både de intervjuade lärarna och Skolverket ser till flera olika aspekter av vad elevnära innebär, men Skolverket har dock en bredare syn.

    Alla de intervjuade lärarna har olika definitioner, vilket visar att det är problematiskt att i ett styrdokument använda ett begrepp där tolkningsfriheten kan vara stor. I och med att kursplanerna är målstyrda är det viktigt att dessa mål är tydliga så att lärarna kan förstå dem. Om tolkningarna skiljer sig alltför mycket åt lärare emellan finns det en risk för icke likvärdiga bedömningar.

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    Elevnära texter - vad är det? En studie av lärares tankar kring vad en elevnära text är
  • 213.
    Gustafsson Nadel, Tammi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att se den andre: texten eller världen?: Interaktion mellan gymnasieelever och en kenyansk novell.2018Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The present licentiate thesis aims to investigate students’ written reflections after reading a Kenyan short story, distant from the students’ previous experiences from a geographical, cultural and societal point of view. The study was carried out at Swedish upper secondary school with 83 16- and 17-year-old students in year one and two at a college preparatory program. After individual reading of the Kenyan short story “Treadmill love” (“Kärlek på löpande band”, Kahora, 2006/2010) the students were instructed to write down “what in the short story they took notice of”). The research questions that guide the study deal with aspects such as what themes can be identified in the students’ written reflections about the short story, what characterizes the interaction between the students and the short story, and what kind of choices connected to the teaching and learning of literature the teachers of these students face?

    The findings reveal a tendency to use the short story a source of factual information of society and geographical as well as cultural aspects. This may lead to a meta-perspective and suggests a critical literacy. The same students’ reading strategies tend to enhance what they consider as exotic in the text, which contributes to an imagined authenticity. At the same time, the aesthetic aspects are de-emphasized and aesthetic and literary characteristics of the text risk remaining unnoticed,

    The results also show how some of the students tend to define literary aspects of the text, such as choice of language, form and characters’ actions, with what they describe as “non-western” qualities. In these cases, the students move away from the text, which also tends to strengthen binary oppositions of “us and them”.

    A pedagogical implication of the study concerns the necessity, when reading world literature, of helping the students develop their ability to shift perspectives and observe their own subjective point of departure from a critical perspective. But equally important is the need of tools for putting focus back on fiction as an aesthetic and fictional piece of work.

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  • 214. Gyllstad, Henrik
    et al.
    Snoder, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Exploring Learner Corpus Data for Language Testing and Assessment Purposes: The Case of Verb + Noun Collocations2021In: Perspectives on the L2 Phrasicon: The View from Learner Corpora / [ed] Sylviane Granger, Bristol: Multilingual Matters, 2021, p. 49-71Chapter in book (Refereed)
  • 215. Gåfvels, Camilla
    et al.
    Paul, Enni
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömning: tolkning, interaktion och urskiljande2021In: Ämneslärararens arbete: didaktiska perspektiv / [ed] Maria Andrée; Ingrid Carlgren; Gabriel Bladh; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 379-408Chapter in book (Other (popular science, discussion, etc.))
  • 216.
    Hagenfors Rafail, Linnea
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyanlända elever i engelskundervisningen: En studie om anpassning till den nyanlända elevens olika behov2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studies syfte har varit att undersöka hur tre engelsklärare anpassar den ordinarie undervisningen till de nyanlända elevernas olika behov. Fokus var främst på anpassning men studien sökte även svar på om det fanns andra faktorer som enligt engelsklärarna var av betydelse för den nyanländes skolframgång i ämnet engelska. Ytterligare tog studien reda på vilka fördelar respektive utmaningar som fanns i arbetet med de nyanlända eleverna enligt engelsklärarna. De empiriska metoderna som har använts har varit en variant av etnografisk metod med klassrumsobservationer samt intervju och enkätfrågor som sedan har transkriberats. Studien har haft ett lärarperspektiv. Resultatet visar att det fanns många tecken på att engelsklärarna anpassar engelskundervisningen för de nyanlända eleverna och detta skedde huvudsakligen i fyra områden: genom anpassning i organisation så som nivåindelning, anpassat arbetssätt, anpassad bedömning och genom individuella utvecklingsplaner. Andra faktorer som lärarna ansåg påverka var elevernas egen motivation. Betydelsefullt var även tillgång till resurser så som modersmålslärare, föräldrarnas påverkan, elevernas tidigare skolerfarenhet samt lärarnas tidigare erfarenhet. Lärarna ansåg även att i arbetet med de nyanlända var det fördelaktigt att många nyanlända elever var motiverade och ville lära sig och att det var intressant att ta del av deras historia. En av lärarna kände en särskild glädje när just dessa elever lyckades i skolan. Samtidigt tyckte de att det var utmanande när vissa av de nyanlända befinner sig på nybörjarnivå och ska gå i den ordinarie klassen.

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    Nyanlända elever i engelskundervisningen
  • 217.
    Hallesson, Yvonne
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Abstraktion i en DN-ledare2011In: Funktionell textanalys / [ed] Per Holmberg, Anna-Malin Karlsson, Andreas Nord, Stockholm: Norstedts Förlag, 2011, p. 39-52Chapter in book (Other academic)
  • 218.
    Hallesson, Yvonne
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Högpresterande gymnasieelevers läskompetenser2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Recent international surveys reveal a decline in reading performance among Swedish students during the past decade. In the light of these results, this thesis describes the reading literacy of a class of high-performing students in the Swedish upper secondary school, in order to discern characteristics of successful readers. More specifically, the aim is to describe these students’ reading literacy in terms of their reading habits, approaches to texts, reading strategies, as well as reading positions.

    The study is framed within a socio-cultural perspective and is based on qualitative methods such as case studies, classroom observations and a group discussion, in combination with a partly quantitative survey. A methodological contribution to the research field is the attempt to develop a method for analyzing students’ reading positions, mainly based on the concept of text movability, as used by af Geijerstam, Liberg et al. The results reveal a deep reading position towards non-fiction texts among a majority of these high-performing students. In comparison with students who adopt a surface-oriented position, these students tend to show greater textual awareness and interactive text movability, and seem to use a wider repertoire of reading strategies in order to attain reading success.

    This study identifies the most prominent features of high-performing students as their textual awareness, i.e. an ability to comment on content, form, function and potential readers of texts, genre awareness, i.e. an ability to identify various text genres, and metacognitive awareness, i.e. knowing what strategies to use and when to use them. These features can be related to the students’ descriptions of their reading habits which imply that they read a great variety of texts, including both fiction and non-fiction. Most of these students report that they read daily and of their own accord. Having broad textual experience helps when it comes to reading texts in specialized domains that require inferencing and/or field knowledge. There also appears to be a match between the literacy supported in school and the literacy sustained in the students’ home environment.

    The pedagogical implications are the need for continuous work with students’ reading development and reading strategies, making students aware of different text genres and their specific features, and the importance for students to be challenged in their reading, but naturally in combination with appropriate scaffolding methods.

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  • 219.
    Hallesson, Yvonne
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Textsamtal som lässtöttande aktivitet: Fallstudier om textsamtals möjligheter och begränsningar i gymnasieskolans historieundervisning2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold.

    Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks.

    The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak.

    In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

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  • 220.
    Hallesson, Yvonne
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Anderson, Pia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läsutvecklande samtal på gymnasiet2013In: Läsning! / [ed] Gustaf Skar, Michael Tengberg, Stockholm: Natur och kultur, 2013, p. 86-103Chapter in book (Refereed)
  • 221. Hallesson, Yvonne
    et al.
    Visén, Pia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Developing Disciplinary Reading Literacies in Secondary Education2019Conference paper (Refereed)
    Abstract [en]

    Literacy is a crucial aspect of disciplinary and vocational competence (Karlsson 2012; Janks 2010). However, literacy emerges in specific contexts for specific, context-dependent requirements (Barton et al. 2000). As school progresses texts become more specialized and require students’ developing new reading literacies (Schleppegrell 2004). This becomes especially apparent in upper secondary school where students enrol in programmes preparing for work or further education in specialized disciplines. Therefore subject-specific reading literacy is required for students to actively take part in the knowledge practices of the different subjects (Shanahan & Shanahan 2012). This presentation deals with how disciplinary reading literacy develops in vocational programmes in upper secondary school in Sweden. The material is taken from two larger studies investigating disciplinary literacies in nine programmes in six schools. In the presentation two examples are analysed. The analyses show how students grapple with content and specialized vocabulary in subject-specific texts. Theoretical perspectives and analytical tools are retrieved from New Literacy Studies (Barton 2000), Systemic-functional Linguistics (Halliday 2014), as well as Reception Theory (Langer 2011). Focusing on how students move between every day and specialized language, we aim to show how content and specialized vocabulary are explored and used in subject-specific ways, and how students thereby develop disciplinary reading literacy.

  • 222.
    Hallgrim, Viveca
    Stockholm University, Faculty of Humanities, Department of Language Education.
    ”Man delar den här stunden på jorden”: Folkhögskollärares upplevelser av sångens betydelse i undervisning av svenska som andraspråk2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 223.
    Hallman, Louise
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lärares inställning till och användning av läxor i engelskundervisningen: En studie i årskurs 4-62017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att undersöka lärares inställning till och användning av läxor i engelskundervisningen utifrån följande läxtyper: repetitions- eller övningsläxor (RÖL), läsläxor (LL), förberedelseläxor (FL), läxor vars innehåll finns utanför skolmiljön eller autentiska läxor (AL), läxor för att arbeta ikapp (LAI) och läxor för rikare bedömningsunderlag (LRB). Studien undersöker också hur frekvent lärare använder sig av de olika läxtyperna, i vilka kombinationer, vilken typ av återkoppling som synliggörs och hur de anser att läxor påverkar elevers språkinlärning i engelska. För att söka svar på detta har en enkätstudie bedrivits som innefattar en kombination av kvantitativ och kvalitativ metod. Validiteten i studien kan motiveras utifrån att datainsamlingen har genomförts på ett stort urval av lärare med hög svarsfrekvens (149) och därav ökar det resultatens generaliserbarhet. Resultatet visar att majoriteten av lärarna använder engelskläxa en gång i veckan och att RÖL tillsammans med LL är mest populära. De läxor som används minst frekvent var AL, LAI och LRB. Synen på läxor och dess lärandeeffekt är mestadels positiv och motiveras med mängdträning i relation till språkinlärning. Den schemalagda undervisningen består i majoritet av att förbereda och följa upp läxan med kontrollbaserad utgång. Lärarna är överens om den formativa bedömningens inverkan på elevers lärande i relation till läxor och ger därför någon form av direkt återkoppling. Vissa lärare problematiserar läxans karaktär och elevers socioekonomiska förutsättningar utifrån det. De slutsatser som kan dras utifrån studien är att lärares läxpraxis borde vara mer varierad för att sträva mot de generiska kompetenserna och en livslång lust att lära. Detta kan motiveras med en omfattande satsning på att införa AL i engelskundervisningen vilket bekräftas i tidigare forskningsresultat.

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    Lärares inställning till och användning av läxor i engelskundervisningen
  • 224.
    Hansson Roomans, Ragnvi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Uppgiftsspecifika matriser: Utformning och användning ur fem svensklärares perspektiv2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the design and use of task-specific rubrics in a Swedish secondary school setting, against the backdrop of the theory of formative assessment and feedback. For teachers, rubrics can be a tool for systematic analysis of curricula and grading criteria (so called knowledge requirements), while for students, rubrics can highlight the connections between learning objectives, teaching and assessment. The purpose was to study the design of rubrics as well as teachers’ beliefs and opinions about and experiences of using rubrics. A phenomenographic approach was used, supported by Borg’s theoretical framework on teacher cognition and combined with qualitative content analysis. The empirical material for this study consisted of seven examples of rubrics, and transcripts of semi-structured interviews with five teachers of Swedish. The analysis of the rubrics showed that, from a usage perspective, these can be divided into three groups: rubrics for summative assessment, rubrics for formative assessment and rubrics that appear suitable for both formative and summative assessment purposes (regardless of actual use). The rubrics studied could also be divided into two main groups from a design perspective: teacher-made rubrics not clearly modelled on official texts, which were rare, and rubrics based either on the grading criteria for the relevant course or on task-specific rubrics derived from national tests, both of which were equally common. Furthermore, three relatively clear perspectives were found in the transcripts of the teacher interviews: the teacher’s, the student’s and society’s. These perspectives were shown to be interdependent. The interviews illustrated that teachers use rubrics to clarify the learning objectives, to improve students’ learning or performance, and/or to help students understand teacher feedback. From the teachers’ own perspective, possible motivations for using rubrics were 1) helping the students understand the learning objectives, 2) planning their teaching and assessment activities, and 3) giving feedback. Teachers did, however, hold partly differing views on which of the potential ways of using rubrics were best suited to their own teaching and to their students’ learning.

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  • 225.
    Harju, Linda
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Communicating Culture: Can cultural studies, from a social constructivist perspective, enhance students' communicative competence?2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats har som syfte att undersöka om kulturstudier kan öka den kommunikativa förmågan, sett ur ett social konstruktivistiskt perspektiv. Frågeställningarna är som följer: Är kulturstudier integrerat i engelska 5 kursen? Finns det en relation mellan kunskap om kultur i engelsktalande områden och länder och kommunikativ kompetens? Anser eleverna själva att kunskap om kultur ökar deras kommunikativa kompetens? Vald metod är kvalitativ intervju samt innehållsanalys av ämnesplanen för engelska 5. Resultatet visar att kulturstudier inte är integrerat i engelska 5 kursen, samtidigt som elever ända har erfarenheter i form av kunskap om kultur i engelsktalande områden och länder. Dock kan endast i två av fallen en tydlig relation mellan kunskap om kultur och elevernas kommunikativa kunskap härledas. Fyra av fem elever anser att deras kommunikativa förmåga ökar tack vare kunskap om kultur.

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    Communicating Culture Can cultural studies, from a social constructivist perspective, enhance students' communicative competence in English?
  • 226.
    Harkin, Regina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    What's fotböja?: Translanguaging som pedagogiskt verktyg i kompletterande svensk undervisning2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att öka kunskapen om translanguaging som pedagogiskt verktyg.  Mer specifikt syftade arbetet till att se i vilken utsträckning translanguaging förbättrade interaktionen mellan eleverna och hur eleverna upplevde translanguaging.

    Studien utfördes i ett engelsktalande land i en undervisningsform som kallas kompletterande undervisning i svenska som erbjuds svenska barn och ungdomar som bor utomlands.

    I studien användes strukturerade observationer med ljudinspelning under två arbetsmoment samt semistrukturerad fokusgruppintervju med sex elever om hur de upplevde det nya arbetssättet med translanguaging.

    Det framgick att eleverna använde sig av sina språkliga resurser, det vill säga både svenska och engelska, när de löste uppgifterna i klassrummet. Eleverna ansåg också att translanguaging underlättade arbetet: De hjälpte och fick hjälp av varandra i grupparbetena. Däremot ansåg eleverna inte att interaktionen dem emellan hade ökat till följd av translanguaging.

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  • 227.
    Harris, Krystal
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Translanguaging in the English classroom: A study examining young learners’ attitudes and perceptions of translanguaging in the English classroom.2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many studies show that language learners see the benefits of using their first language in order to learn second or subsequent languages, while they also see some disadvantages. This reflects dominant ideas in language learning about the importance of keeping languages separate. The present study examines translanguaging, a strategy in which learners are encouraged to use their entire linguistic repertoires during language learning. To this aim, data are examined from Swedish learners (n= 168) in grades 7-9 to investigate their attitudes and perceptions towards translanguaging in the EFL classroom, and to shed light on the roles of age and proficiency in constraining them. The data was collected by means of a questionnaire and a proficiency test in order to measure the participants’ proficiency in English. Unlike the mixed views reported in previous studies, the learners investigated here had a positive view of translanguaging and perceived it as beneficial to their learning. Furthermore, the findings suggest that learners often used Swedish for specific functions, especially explaining grammar and vocabulary, clarifying tasks and instructions, comparing the languages and asking questions. This was even more so for low proficiency learners, who used translanguaging more for both practical and social purposes. On the other hand, higher proficiency learners used less Swedish and viewed translanguaging as less helpful. These learners also reported that their teachers used more Swedish in the classroom compared with their less proficient peers. It was also found that learners showed a greater tendency to use translanguaging with increasing age, although this might have been due to differences between teachers and their individual practices. 

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  • 228. Harris, Leona
    et al.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    King, Jeanette
    Stirling, Dyanne
    Landscape design for language revitalisation: Linguistic landscape in and beyond a Māori immersion early childhood centre2022In: Linguistic landscapes and educational spaces / [ed] Edina Caprez-Krompàk; Víctor Fernández-Mallat; Stephan Meyer, Bristol: Multilingual Matters, 2022, p. 55-76Chapter in book (Refereed)
  • 229.
    Haslam, Mara
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teaching the Sound System of English2018In: The TESOL Encyclopedia of English Language Teaching / [ed] John I. Liontas, Hoboken, New Jersey: John Wiley & Sons, 2018Chapter in book (Other academic)
    Abstract [en]

    The sound system of English is complex and varied. English learners bring their knowledge of other sound systems to the learning of English, and differences between sound systems may cause problems for them in listening and pronunciation. Choosing appropriate goals for pronunciation and listening, using perceptual training in addition to pronunciation training, and helping learners acquire strategies for dealing with problems with listening and pronunciation will help to facilitate successful communication beyond the English classroom.

  • 230.
    Haslam, Mara
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Smith, Oliver
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sandberg, Ylva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Flipping the Classroom with Routine and Innovation2020In: 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, 2020, p. 465-472Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.

  • 231.
    Haslam, Mara
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The importance of aspirated initial stops in English as a lingua franca2016In: Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference / [ed] John Levis, Huong Le, Ivana Lucic, Evan Simpson, Sonca Vo, 2016, p. 66-75Conference paper (Refereed)
    Abstract [en]

    A significant proportion of the population of the world is made up of users of English as a Lingua Franca (ELF). Jenkins (2000) published the Lingua Franca Core (LFC), a syllabus for ELF pronunciation, including the claim that the fortis/lenis distinction must be preserved on English stop consonants for successful ELF intelligibility. The present study evaluates the relationship between Voice Onset Time (VOT) and how the sounds are perceived by ELF listeners. 101 tokens produced during ELF interaction which contained the stops /b/, /p/, /d/, /t/, /g/, or /k/ were played for 9 Swedish listeners, who could indicate that they heard either the word or its minimal-pair counterpart, e.g. bees or peas. The relationship between VOT and perceived stop was analyzed, with the expectation that longer VOTs would be associated with fortis consonants and shorter VOTs would be associated with lenis consonants. Results followed the predicted pattern for /d/ and /g/ but not for /t/ and /k/. In addition, the pattern observed for /p/ and /b/ is the reverse of the pattern found for the other consonants. These results suggest that further research into the LFC’s claim about the fortis/lenis distinction and other LFC claims are warranted.

  • 232.
    Hedblom, Lisa
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Klang min vackra bjällra": En studie om sång som didaktisk metod vid uttalsundervisning i svenska som andraspråk2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen studeras sångträning som didaktisk metod vid uttalsundervisning i svenska som andraspråk. I syfte att undersöka huruvida uttalet hos andraspråkstalare av svenska påverkas av metrisk och musikalisk rytm, gjordes ett experiment för att kunna jämföra betoningsmönster i tre olika modus: sång, läst vers och spontant tal. Tre L2- informanter och en svenskspråkig referensinformant spelades in och analyserades med avseende på vokalkvalitet och längdproportioner i betonade VC-sekvenser (vokal följd av konsonant). Resultatet visade att sångmoduset medför en förlängning av vokalerna hos alla informanter. Denna förlängning visade sig genom ett t-test vara statistiskt signifikant. Hos L2-informanterna gjordes vokalen längre än konsonanten i både kategorin kort vokal och lång vokal, medan distinktionen mellan längdkategorierna bibehölls, och till och med förstärktes något hos den svenskspråkiga referensinformanten. Analysen av vokalkvalitetsförändringar gav inga säkra resultat, mer än en svag tendens till att mindre uppmärksamhet ägnades åt kvaliteten i samband med att längden ökade i sångmoduset.

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    Klang min vackra bjällra
  • 233.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Epilog: Transspråkande som pedagogisk praktik2018In: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, p. 265-271Chapter in book (Other academic)
  • 234.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Flerspråkig elev – med dyslexi?2012In: Flerspråkighet i skolan: Språklig utveckling och undervisning / [ed] Eva-Kristina Salameh, Stockholm: Natur och kultur, 2012, p. 98-128Chapter in book (Other academic)
  • 235.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läsförståelse med flera språk som resurs2017Other (Other academic)
  • 236.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läsutveckling hos flerspråkiga elever2012In: Flerspråkighet i skolan: Språklig utveckling och undervisning / [ed] Eva-Kristina Salameh, Stockholm: Natur och kultur, 2012, p. 78-97Chapter in book (Other academic)
  • 237.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Profiling dyslexia in bilingual adolescents2012In: International Journal of Speech-Language Pathology, ISSN 1754-9507, E-ISSN 1754-9515, Vol. 14, no 6, p. 529-542Article in journal (Refereed)
    Abstract [en]

    This article addresses the issue of whether difficulties with reading and writing in a second language learner stem from developmental dyslexia or from issues associated with second language acquisition. In line with a phonological explanatory model of dyslexia, phonological processing and reading (decoding at both word and text levels) were tested, using data from 10 Spanish-Swedish speaking adolescents whose teachers had identified them as possibly having dyslectic difficulties, and a matched comparison group of 10 Spanish-Swedish speaking adolescents with no reading difficulties. Unlike previous studies, this analysis takes into account results from both languages and uses a matched bilingual comparison group as the norm. Based on these results, a bilingual dyslexia continuum is proposed as an analytical tool to be used for the assessment of developmental dyslexia from a bilingual perspective. The systematized continuum offers various degrees of difficulty-from high indications of dyslexia to no indications of dyslexia-and the positioning along this continuum by the target group participants of this study provides examples of both over-and under-identification of dyslexia. Overall, a greater number of participants in the target group were under-identified rather than over-identified by the schools. An important insight of this study is that the positioning of bilingual participants on the continuum would have been different if the analysis had taken only one of the two languages into account. Furthermore, possible effects from differences between Spanish and Swedish orthographies and syllable structure were observed, as, in general, the participants read more accurately in Spanish. The present data also suggest that decoding processing might vary more in second-language learners with dyslexia compared to monolingual individuals with dyslexia.

  • 238.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ganuza, Natalia
    Uppsala universitet, Sverige.
    Introductory commentary: Lived experiences of qur’anic schooling in Scandinavia2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 4, p. 7-13Article in journal (Other academic)
    Abstract [en]

    Reading the contributions to this special issue, it is striking how little research has hitherto been conducted on qur’anic schooling and Qur’an faith literacy practices in Scandinavia, despite it being well-known that the Qur’an schools constitute important religious and social meeting points for many Muslim faith members (e.g., Risenfors, Gurdal, & Sorbring, 2011). In all of the Scandinavian countries, numerous children and adolescents regularly attend qur’anic schooling from a very young age. As argued by Day and Rogaly (2014), shared Islamic faith literacy practices and participation in qur’anic schooling thus contribute to creating a sense of social belonging and coherence for many faith members. Despite this being the case, we still know very little about faith members’ lived experiences of qur’anic schooling. This lack of attention in the research seems to be a global rather than a local phenomenon. For example, Moore (2011) claims that qur’anic schooling is “[o]ne of the least-studied and most poorly understood educational institutions in today's world.” Consequently, all of the papers in this special issue make a valuable contribution in widening the research focus, and in counteracting the invisibilization of qur’anic schooling and faith literacy in the research.

  • 239.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Constructing success and hope among migrant students and families: A mother tongue teacher's didactic narratives2021In: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 77, p. 93-105Article in journal (Refereed)
    Abstract [en]

    Focusing on the narrations of Omid – a Mother Tongue (MT) teacher of Arabic in a Swedish primary school – we analyze discursive constructions of Sweden, multilingualism and MT instruction in interview data and fieldnotes from parenting courses aimed at migrant parents. Omid constructed a performed role model – based in success stories – and a shared transnational identity with the function, we argue, of presenting an exemplum, and building trust and hope among parents in forced migration. This was evident in narrated alignment with the parents and claimed professional membership. The didactic narrations encompassed ideological space for multilingualism, and, we argue, both addressed and defused discourses on MT as a hindrance to integration through recurrent praise of Sweden and Swedish language learning.

  • 240.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Introductory classes for newcomer primary school students in Sweden: Pedagogical principles and emotional understanding2021In: Multicultural Education Review, ISSN 2005-615X, E-ISSN 2377-0031, Vol. 13, no 1, p. 85-105Article in journal (Refereed)
    Abstract [en]

    Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students’ prior languages differs from previous research. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care formed an important part of the inner logic of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers’ multilingual competencies and long-term experience with ICs, multilingualism and migration, and support from school management. We welcome interrelated discussions of underpinning logics based on research within different educational contexts comprising migrant students.

  • 241.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige2018In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 12, no 1, article id 7Article in journal (Refereed)
    Abstract [en]

    In this article, we take the concept of equality as the basis to discern and discuss discourses in scholarly texts within the Swedish academic field on the school subject Swedish as a second language (SSL) after its introduction in 1995. The study analyzes the types of arguments, their theoretical and empirical under-pinnings, and the assumptions of equality reflected. Two colliding discourses are identified, of which the arguments of the SSL discourse, stemming from research on multilingualism and second language research, recognizes lan-guage educational needs in students’ learning in their second language as an expression of equality-as-equal-opportunity and resistance to “difference blind-ness”. In this line of argument, SSL is constructed as part of a pluralistic language policy comprising SSL and mother tongue education. However, the recognition of second language educational needs exists alongside criticism of the subject’s organization. The colliding discourse centers on inclusion, describes SSL as an expression of deficiency regarding the students, and considers the separation of students to be a key problem. As aspects of the inclusion discourse are also found in the SSL discourse, interdiscursive rela-tions are discerned. The emerging interpretations of deficiency and language reflect how discourses construct their object (Foucault, 1972), in this case contents and aims of SSL. The anticipating characteristics of the discourses indicate an involvement of actors with a high degree of agency, reflecting the relatively high impact of the academic field on the political field in terms of multilingual education policy. Research on the SSL educational practices, partly underpinning the discourses, is however strikingly limited.

  • 242.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Performative functions of multilingual policy in second language education in Sweden2022In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 25, no 2, p. 452-466Article in journal (Refereed)
    Abstract [en]

    This paper targets the aim of 'strengthening the students' multilingualism' in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. "Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach." Language Policy 1 (1): 27-51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. "Semiotic Aspects of Social Transformation and Learning." In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378-387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted 'potential space' [Johnson 2011. "Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research." In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126-139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.

  • 243.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools2021In: Languages, E-ISSN 2226-471X, Vol. 6, no 4, article id 205Article in journal (Refereed)
    Abstract [en]

    This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.

  • 244.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samtal om lärobokstext på två språk: Textsamtalets stöttande funktion för spansk-svensktalande ungdomar med och utan uppfattade läshinder2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 12, no 1, p. 23-44Article in journal (Refereed)
    Abstract [en]

    In this paper we investigate how Spanish-Swedish speaking secondary school students perform in text talk on the topic of a social science textbook. Using the concept of ʻtextual mobility’ (Swedish: textrörlighet), expressions of textual mobility are analyzed qualitatively in both Spanish and Swedish. The paper is based on data from twenty Spanish-Swedish speaking secondary school students, of whom half were perceived by their teachers to have some form of reading disability. The results show that the students in general displayed similar degrees of textual mobility in both of their languages, regardless of genre variation. This indicates language interdependence, although there were also exceptions to this pattern. Group comparisons show that the students with perceived reading difficulties expressed textual mobility to a lesser extent, although all students expressed some degree of textual mobility, in both Spanish and Swedish. The «multilingual text talk» and its scaffolding potential, as well as its function as a didactic tool, is highlighted and discussed in relation to multilingual students, with and without perceived reading difficulties.

  • 245.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Student ambivalence toward second language education in three Swedish upper secondary schools2020In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 55, article id 100767Article in journal (Refereed)
    Abstract [en]

    This paper explores the relatively unique educational design of the school subject Swedish as a second language (SSL) through ethnographic fieldwork in three linguistically diverse schools in Sweden. A main point is the importance of carefully considering the local educational context in relation to its organizational design and embeddedness in language ideologies and linguistic hierarchies when researching and discussing educational practices designed for linguistically and culturally diverse students. Since L2 education2 may become part of a negative social categorization of students (e.g. Talmy, 2011), we focus on student perspectives, i.e. 15 students’ narrated experiences of SSL in upper secondary schools where SSL is a voluntary subject3 and the teachers are highly qualified. On the basis of stance analysis (Du Bois, 2007, Jaffe, 2009), we discuss both the students’ motives for choosing SSL and their reasons for continuing to study SSL. Findings show an ambivalence toward the subject, which is related to conflicting discourses surrounding it (Hedman & Magnusson, 2018). On the one hand, the narratives reflect that SSL may be associated with negative societal discourses on immigration and L2 use; on the other, they provide examples of affordances of SSL, i.e. counter images to these discourses (cf. contrastive insights, Hymes, 1996). Not least, pedagogical scaffolding of advanced content was analyzed as a main reward. The fact that attending SSL in these schools was not an exception, separating a few from the majority, also allows for a problematization of “mainstream”.

  • 246.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Svenska som andraspråk i gymnasieskolan : praktik och ideologi i tre gymnasieskolor2020In: Lisetten, ISSN 1101-5128, Vol. 30, no 1, p. 20-21Article in journal (Other (popular science, discussion, etc.))
  • 247.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teachers’ acts of legitimation in second language education in Swedish upper secondary schools 2020In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 34, no 6, p. 535-552Article in journal (Refereed)
    Abstract [en]

    Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.

  • 248.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Mannish, Scarlett
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Student agency in relation to space and educational discourse. The case of English online mother tongue instruction2022In: English in Education, ISSN 0425-0494, E-ISSN 1754-8845, Vol. 56, no 2, p. 160-173Article in journal (Refereed)
    Abstract [en]

    This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9th grade class (ages 15–16 years) studying English MTI, in relation to both space and educational discourse. Despite the prescribed online distance teaching, many of the students collaboratively chose to assemble in a physical classroom without a supervisor on site. How the students created a new learning frame through their actions is discussed on the basis of video-recorded lessons, and two students’ reflective follow-up talks. In this new – and in many respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency, which also facilitated expressions of identity and emotional space among the students. It is worth exploring further how schools can more efficiently draw on students’ agency for language learning in similar and different contexts.

  • 249.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Rosén, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsämnets legitimitet i ett förändrat politiskt landskap: En analys av svensk riksdagsdebatt under 2010-talet2020In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, no 3, p. 31-50Article in journal (Refereed)
    Abstract [en]

    The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swedish parliamentary debate in thetwenty-tens.

    This paper highlights and discusses the arguments in favor of, or against Mother Tongue Instruction (MTI) in Swedish parliamentary debate between 2010 and 2020. New to this decade is the entrance of yet another nationalist and populist party with the abolishment of MTI on its political agenda. Building on a critical discourse analytical frame and argumentation analysis, we discuss this party’s rhetoric on MTI – based in an Othering discourse and the construction of MTI as a path to alienation – and the parliamentary counter-voices. The latter mainly concern the role of MTI for development of Swedish and learning in other school subjects, implying that MTI in its own right is subordinated. We argue that this counter-discourse represents a shift in how MTI is legitimized – and in fact plays into assimilationists’ hands – compared to the pluralistic ideology that initially made way for MTI. The importance of scrutinizing political rhetoric is stressed to anticipate political action.

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  • 250. Henderson, Alice
    et al.
    Frost, Dan
    Tergujeff, Elina
    Kautzsch, Alexander
    Murphy, Deirdre
    Kirkova-Naskova, Anastazija
    Waniek-Klimczak, Ewa
    Levey, David
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Curnick, Lesley
    The English pronunciation teaching in Europe survey: selected results2012In: Research in Language, ISSN 1731-7533, E-ISSN 2083-4616, Vol. 10, no 1, p. 5-27Article in journal (Refereed)
    Abstract [en]

    This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about:

    ● their own pronunciation,

    ● their training,

    ● their learners’ goals, skills, motivation and aspirations,

    ● their preferences for certain varieties (and their perception of their students' preferences).

    The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers.

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