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  • 251. Palm, Clara
    et al.
    Ganuza, Natalia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Language use and investment among children and adolescents of Somali heritage in Sweden2019Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 40, nr 1, s. 64-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to being able to claim ‘Somaliness’, not only by the adolescents but also by the surroundings. Thus, advanced Somali language proficiency was perceived as necessary for being able to pass as ‘culturally authentic’ (Jaffe, A. [2012]. “Multilingual Citizenship and Minority Languages.” In The Routledge Handbook of Multilingualism, edited by M. Martin-Jones, A. Blackledge, and A. Creese, 83–99. London: Routledge). Furthermore, being perceived as unproficient in Somali or unable to transmit the language to future generations was experienced as guilt-provoking. Nevertheless, the adolescents articulated a compliance with the dominant linguistic order in Sweden, and their school’s assimilatory language rules (‘Swedish-only’). This compliance was associated with good manners and moral behaviour, thus reflecting the potentially harmful and pervasive nature of assimilatory language ideology and policy for individual students. The findings exemplify in many ways the struggles it entails to maintain and develop a minoritised language in a majority language context and the complex ‘ideological enterprise’ of language learning with its educational and ethical dilemmas.

  • 252.
    Pauletto, Franco
    et al.
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Direi che: strategie di mitigazione nell'interazione di un'apprendente "quasi nativa"2015Inngår i: Les marqueurs du discours dans les langues romanes: une approche contrastive / [ed] Margarita Borreguero Zuloaga, Sonia Gómez-Jordana Ferary, Limoges: Lambert-Lucas, 2015, s. 425-437Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [it]

    The purpose of this report is to analyze the cooperative strategies resorted to by an advanced learner of Italian L2 in a casual conversation with a native speaker, with a focus on discourse markers and other pragmatic and linguistic resources used with mitigating effects.

  • 253.
    Pauletto, Franco
    et al.
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Pointing backward and forward: Be’-prefaced responsive turns in Italian L1 and L22016Inngår i: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 7, nr 1, s. 89-116Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, we analyze the kind of actions L1 and L2 speakers of Italian perform by prefacing their responsive turns with the discourse marker be’. As a baseline, the article begins with an analysis of how native speakers of Italian use be’. We then carry out a quantitative and a qualitative analysis of the use of be’ in a number of L2 learners at different proficiency levels from three data sets of different types of interactions between students and native speakers of Italian. In the qualitative analysis, we adopt a conversation analytic perspective. The results suggest that both native speakers and L2 speakers, at an intermediate to an advanced level, perform a variety of social actions by be’-prefacing their responsive turns.  

  • 254.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Dalarna University, Sweden.
    Translanguaging and Education: New perspectives from the field2017Inngår i: AAAL, Portland 2017: ON-SITE PROGRAM, 2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The colloquium “Translanguaging and Education: New perspectives from the field” is comprised of recent research that is included in the forthcoming volume with the same name (Multilingual Matters). While studies of translanguaging in bilingual, immersion, heritage, and minority education have become more widespread in recent years, much of the current research centers on contexts in which one of the languages is English and the others are minority or heritage languages. This colloquium, however, contributes to an understanding of diversity in European schools, in which languages other than English are in focus. We include three of the eleven empirical studies in the volume from diverse European school settings (France, Belgium, and Sweden), allowing for an exploration of multilingual educational issues of today.

     

    With an aim to stimulate an active discussion on the notion of translanguaging as applied in current educational research, the emphasis will be on the possibilities the concept offers as both a theoretical lens for educational research and as a pedagogy in the classroom, as seen in the three papers. The first paper presents a study of how a French pre-school teacher creates safe spaces through translanguaging with emergent bilingual learners in a multilingual classroom of three- and four-year-old children. The second paper offers comparative case studies from two diverse elementary school classrooms in Belgium, with an investigation into how translanguaging practices may provide pedagogical scaffolding for learning. The third paper presents a comparative study of language practices in Swedish mother tongue instruction (state-funded teaching of minority languages) and the ideologies expressed by the mother tongue teachers, offering a discussion of pedagogical translanguaging. To conclude the colloquium, we will open the floor for a discussion of the applicability of the concept of translanguaging in educational research in diverse settings. 

  • 255.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Straszer, Boglárka
    Wedin, Åsa
    Epilogue2017Inngår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, s. 226-230Kapittel i bok, del av antologi (Fagfellevurdert)
  • 256.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Straszer, Boglárka
    Wedin, Åsa
    Introduktion2018Inngår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 11-26Kapittel i bok, del av antologi (Fagfellevurdert)
  • 257.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, JennyStockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.Straszer, BoglárkaWedin, Åsa
    New Perspectives on Translanguaging and Education2017Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

  • 258.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Straszer, Boglárka
    Wedin, Åsa
    Perspectives on Translanguaging in Education2017Inngår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, s. 10-19Kapittel i bok, del av antologi (Fagfellevurdert)
  • 259.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Rosén, JennyStockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.Straszer, BoglárkaWedin, Åsa
    Transspråkande i svenska utbildningssammanhang2018Collection/Antologi (Fagfellevurdert)
  • 260.
    Philipsson, Anders
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Svenskans morfologi och syntax i ett andraspråksperspektiv2004Inngår i: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam & Inger Lindberg, Lund: Studentlitteratur, 2004, s. 117-151Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 261.
    Philipsson, Anders
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Svenskans morfologi och syntax i ett andraspråksperspektiv2013Inngår i: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam och Inger Lindberg, Lund: Studentlitteratur, 2013, 2, s. 121-150Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 262.
    Pålsson Gröndahl, Karina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    EFL Pupils' Understanding and Use of Teacher Writtten Feedback: A case study in two Swedish lower secondary classrooms2015Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The present licentiate thesis aims to investigate pupils’ understanding and use of teacher written feedback in English as a foreign language (EFL). The study was carried out in two Swedish lower secondary schools in two different classrooms, one in year eight with 14-year-old pupils and one in year nine with 15-year-old pupils. A case study research design was adopted to gain insights into nine pupils’ understand-ing and use of feedback. The three participants in year eight wrote ‘a letter to Barack Obama’ and received teacher written feedback in their draft texts and on a separate paper with individualized comments. The six pupils in year nine wrote about ‘mov-iesand received teacher written feedback in their draft texts but were also provided with a writing checklist. Data were collected from multiple sources but the data used for analysis were comprised of pupils’ draft and final version texts and pupil reflec-tive interviews. 

    The findings suggest that pupils understand many of the issues addressed by the teachers in their written feedback. Most pupils express their understanding using everyday language and by resorting to different strategies such as explaining why the feedback is provided, suggesting adequate changes or just by providing a correc-tion. However, it seems hard for a few pupils to understand the use of implicit types of written feedback. The results of the present study also suggest that it is hard to know a priori what pupils will experience as difficult to understand when it comes to the language used by the teachers in their written explanations. The findings further show that the majority of feedback points trigger pupils to make revision operations that involve major text-based changes. In other words pupils make more changes than those addressed in the teachers’ written feedback. The results also highlight that most pupils do not challenge their teachers’ feedback. 

    The findings of this study contribute to research on foreign language (FL) writing by providing insights from pupils’ perspectives and may fill a gap in the field of FL writing, since there are not many studies based on pupils’ perceptions. The context in which this study took place, lower secondary level and EFL in Sweden, also makes an additional contribution to the field of FL writing.

  • 263.
    Reath Warren, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Developing multilingual literacies in Sweden and Australia: Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia2017Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages.  In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García & Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education.

    Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject. 

    Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014).

  • 264.
    Reath Warren, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Heteroglossia in mother tongue instruction in Sweden and the development of multilingual literaciesManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    This article analyses connections between linguistic diversity in mother tongue instruction (MTI) in Sweden and the learning aims of the subject. Linguistic ethnographic data collected over 12 months in 13 schools were thematically analyzed into three heteroglossic categories which were then interpreted through the continua of biliteracy to investigate what relationships could be traced between linguistic diversity in MTI, heteroglossia and the development of multilingual literacies in the setting. Results show that MTI policies and planning respond to linguistic heterogeneity in the context. Heteroglossic discursive practices and diverse linguistic repertoires are reported on and observed in the MT classrooms. While heteroglossia is viewed as a resource for learning in some situations, in others it is regarded as an obstacle.  These results contribute to discussions on organizational and pedagogical approaches that work with rather than against heteroglossia, to enhance learning in MTI and potentially other forms of multilingual education. 

  • 265.
    Reath Warren, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Monoglossic echoes in multilingual spaces: language narratives from a Vietnamese community language school in Australia2018Inngår i: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 19, nr 1, s. 42-61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on language narratives in the ecology of a Vietnamese community language school (VCLS) in Australia. The study takes a dialogical perspective, where the stories about language that informants in the research setting tell are understood to shape and be shaped by the contexts in which they are told. Systematic analysis of deictics, reported speech and evaluative indexicals in stories told during 19 interviews with 34 students, teachers and administrators (20 hours 53 mins) was conducted to investigate how informants talk about language and language use and how this impacts on the language learning environment in that context. The results show how narratives both echo and contest ideas about language and language planning in the wider context. The narrative of separate multilingualism echoes monolingual views of language, advocating separate spaces for the use and development of different languages. In contrast, the narrative of flexible multilingualism frames multilingual practices as a natural part of daily life and at the VCLS, but constrained in other spaces. The study illustrates the gap between multilingual practices and monolingual ideologies and approaches to language education. It contributes to the literature calling for revised approaches to language education planning and multilingualism in Australia.

  • 266.
    Reath Warren, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Mother Tongue Tuition in Sweden - Curriculum Analysis and Classroom Experience2013Inngår i: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, nr 1, s. 95-116Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The model of Mother Tongue Tuition (MTT) which has developed in Sweden since the 1970’s offers speakers of languages other than Swedish the opportunity to request tuition in their mother tongue, from kindergarten through to year 12. It is unique among the major immigrant-receiving countries of the world yet little is known about MTT and its syllabus outside of its Nordic context. This article examines the syllabus for MTT from two perspectives; firstly using the framework of Constructive Alignment, secondly from the perspective of what is hidden. The intended syllabus is revealed as well-aligned, but the hidden curriculum impedes successful enactment in many contexts. Examples from case studies in a larger on-going research project offer an alternate approach to syllabus implementation when the negative effects of the hidden curriculum are challenged. While highly context-specific, this model may represent a step in the right direction for implementation of the syllabus.

  • 267.
    Reath Warren, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Multilingual study guidance in the Swedish compulsory school and the development of multilingual literacies2016Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, nr 2, s. 115-142Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Helping recently arrived pupils learn the language of education in the countries they move to is a significant responsibility for schools in Sweden and other immigrant-receiving countries. Also important but often overlooked is the continuing development of the language(s) these pupils already speak and their value in learning majority languages and subjects. This article asks what the functions of multilingual practices during Multilingual Study Guidance are and how they help recently arrived pupils in the Swedish school reach the learning goals of subjects in the Swedish curriculum. A functional analysis of linguistic ethnographic data shows how using languages pupils understand to reformulate, explain, discuss and raise task, metalinguistic and sociocultural awareness, creates a temporary space for translanguaging, which facilitates subject knowledge development in Swedish and other languages. It is argued that recognition and expansion of this space has the potential to improve opportunities for recently arrived pupils’ on-going multilingual development.

  • 268.
    Rejman, Katarina
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Magnusson, Ulrika
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Björklund, Siv
    Heilä-Ylikallio, Ria
    Elever i årskurs 5 skriver narrativer - en analys av struktur, fiktion och värdering2016Inngår i: Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik / [ed] Heidi Höglund, Ria Heilä-Ylikallio, Vasa: Fakulteten för pedagogik och välfärdsstudier , 2016, s. 143-162Konferansepaper (Fagfellevurdert)
  • 269.
    Rejman, Katarina
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Slotte, Anna
    Istället för att tjata: Om lärares och forskares lärandeprocess i ett learning lesson study-pilotprojekt i Finland2016Inngår i: Lesson study i en nordisk kontekst / [ed] Bjørg Oddrun Hallås, Gerd Grimsæth, Oslo: Gyldendal Akademisk, 2016, s. 52-66Kapittel i bok, del av antologi (Fagfellevurdert)
  • 270.
    Renlund, Bodil
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Kan man synliggöra skriftlig grammatisk kompetens?: En explorativ studie av godkända texter i Nationellt prov Sfi C2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Studien syftar till att förtydliga och konkretisera den skriftliga kommunikativa, grammatiska kompetens man kan förvänta sig och kräva av deltagare, som gått studieväg 2, för att bli godkända. Den här studien, ett explorativt arbete, synar skriftlig förmåga på studieväg 2 kurs C, eftersom det är en nivå för språklig basfärdighet, som inte alltid är så lätt att uppnå. Jag är intresserad av vad eleverna åstadkommer i texter, som är bedömda och betygssatta, som E eller D, av andra inom Sfi- verksamheter i Stockholmsregionen.

    Genom att studera godkända elevtexter från Nationella Provet kurs C, får jag syn på exempel av den språkliga förmåga som kan förväntas av eleverna på den kursen. Texterna bör kunna ge ledtrådar till att konkretisera den språknivå eleverna befinner sig på och förtydliga kunskapskravens formulering. Vilka språkliga kännetecken finns i elevtexterna? Hur kan skriftlig kommunikativ kompetens synliggöras?    

    Trettio texter med en uppgift att berätta om en personlig händelse, ingår i studien. Resultatet visar att sex språkliga kännetecken, där av en mängd fraser, förekommer i de flesta av texterna och kompletterar, de skriftliga kunskapskrav Skolverket formulerat för kurs C.

    Fler och olika analyser av den språkanvändning eleverna har i godkända texter, från Nationella provet Sfi C, ger ett mer konkretiserat underlag för lärare och inlärare att sträva mot. Ett underlag som behövs för att kortutbildade andraspråksinlärare ska förstå de kunskapskrav de måste nå upp till för att klara av Sfi kurs C.

  • 271.
    Roberts, Leah
    et al.
    Max Planck Institute of Psycholinguistics, Nijmegen, The Netherlands.
    Lindqvist, ChristinaInst för moderna språk, Uppsala universitet.Bardel, CamillaStockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.Abrahamsson, NiclasStockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    EUROSLA Yearbook 12 (2012)2012Collection/Antologi (Fagfellevurdert)
  • 272.
    Rodrick Cengic, Anna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Språkutveckling i en meningsfull kontext: Nyanlända elevers tidigare kunskaper och erfarenheter i undervisningen2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studie har som syfte att undersöka hur man skapar ett meningsfullt sammanhang i svenska som andraspråksundervisningen av nyanlända elever genom att koppla undervisningen till elevernas tidigare kunskaper och erfarenheter. För att undersöka det formulerades följande frågeställningar:

    På vilket sätt kopplas undervisningen till elevernas tidigare kunskaper och erfarenheter?

    Vilka förutsättningar får eleverna att använda sina tidigare kunskaper och erfarenheter i det språkutvecklande arbetet?

    Hur förhåller sig läraren till elevernas tidigare kunskaper och erfarenheter och vilken betydelse för elevernas språkutveckling tillskrivs dessa av lärarna?

    Detta undersöktes genom observationer av lektioner och intervjuer med lärare. Resultatet visade att man under lektionerna kopplade språkundervisningen till elevernas tidigare kunskaper och erfarenheter till viss del, och då främst till tidigare lektionsmoment med undervisande lärare, men även till erfarenheter från elevernas tid i svensk skola och till viss del erfarenheter i andra miljöer. Resultatet visade vidare att det finns potential och utrymme för att dessa kopplingar kan bli starkare, framför allt kopplingarna till elevernas kulturella, etniska och språkliga bakgrund. Lärarna skulle kunna arbeta mer explicit i undervisningen med att aktivera elevernas tidigare kunskaper, och då inte endast de kunskaper som eleverna fått i svensk skola eller i annan undervisning utan även andra i kontexter.

  • 273.
    Rohlin, Malin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    Pihlgren, Ann
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Det "fria" barnet2011Inngår i: Fritidspedagogik: fritidshemmets teorier och praktiker / [ed] Anna Klerfelt och Björn Haglund, Stockholm: Liber, 2011, 1, s. 14-41Kapittel i bok, del av antologi (Fagfellevurdert)
  • 274.
    Rosén, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    New speakers in a multilingual Sweden: Policy in practice2017Inngår i: 11th ISB: 2017 International Symposium on Bilingualism, 2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Sweden is a multilingual country: in 2014, 23.8% of students in compulsory schools spoke languages in addition to Swedish. Over 160,000 individuals applied for asylum in Sweden in 2015 many of them children aged 7-16 with the right to education during the asylum-seeking process (Swedish Migration Agency, 2016). While Sweden has educational policies and programs in place to meet the needs of multilingual students, the exceptional numbers of recent arrivals has been a challenge to the educational system. In view of the changing linguistic landscape in educational settings, the aim of this colloquium is to critically analyze how new speakers in a range of educational contexts in Sweden are constructed in policy and practice.

    To frame the four studies, the colloquium begins with a presentation of language and education in the Swedish context. Following this, the first paper examines compulsory school teacher education, specifically researching how teachers are prepared to meet increasingly diverse student populations. The study considers the perspectives of teacher educators and pre-service teachers in order to understand the ideological and implementational spaces afforded multilingualism in teacher training policies. The second paper explores tensions between conceptualizations and regulations framing languages as "mother tongues" and approaches to teaching Kurdish through the subject of mother tongue instruction to children in lower secondary school. The findings contribute to understandings of the new and traditional speaker dichotomy—a relevant issue in research on heritage or multilingual language education in all contexts. The third paper focuses on other new speakers in a Swedish primary school, namely language minority students enrolled in an English-Swedish bilingual program. As new speakers of both languages of instruction, these students may encounter particular challenges with academic content learning. However, results reveal how students resist language separation policies and legitimize their own language practices in the classroom. Finally, the fourth paper moves the focus to literacy education for adult immigrants. The study utilizes a critical sociocultural perspective on literacy and language learning to investigate how the “illiterate learner” is constructed in Swedish adult education policy and how the conceptualization is subsequently related to understandings of these new speakers as the Other. With our presentations ranging from primary school to adult education, we expand the view of the new speaker, by exploring categorizations and conceptualizations of new speakers and their language practices in Sweden. 

    To conclude, the discussant will consider the themes presented by the four papers, focusing on the ways these empirical studies shed light on the range of issues surrounding new speakers in the Swedish context. This conceptual discussion will be briefly compared to similar challenges and possibilities in other contexts before we open the floor for a dialogue amongst the participating audience and the presenting speakers.

  • 275. Salameh, Eva-Kristina
    et al.
    Nettelbladt, Ulrika
    Andersson, Ketty
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Flerspråkig utveckling2018Inngår i: Språkutveckling och språkstörning hos barn, del 3: Flerspråkighet – utveckling och svårigheter / [ed] Eva-Kristina Salameh, Ulrika Nettelbladt, Lund: Studentlitteratur AB, 2018, s. 33-70Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 276.
    Salö, Linus
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. KTH Royal Institute of Technology, Sweden.
    Ganuza, Natalia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Karrebæk, Martha Sif
    Mother tongue instruction in Sweden and Denmark: Language policy, cross-field effects, and linguistic exchange rates2018Inngår i: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 17, nr 4, s. 591-610Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover, while the policies of both states devalue skills in mother tongues other than the legitimate language of each society, this position is more pronounced in the Danish context. The article explores the two state’s position on MTI, as expressed in policy as well as in discourse produced in the political and academic field of each state. It subscribes to Pierre Bourdieu’s framework, within which state policy is conceived as the product of historical struggle and cross-field effects. The analysis shows that the national differences in MTI exist because of the differing ways in which agents from the academic vis-à-vis the political field have succeeded in imposing their visions in the bureaucratic field from which policies are produced. Ultimately, this circumstance explains why the Swedish discussion on MTI may be characterized as having been academically founded, while the Danish discussion has remained a matter of political consideration. In the latter case, we argue, it is particularly tangible that MTI is a politicized object of struggle, where agents seek to control the exchange rate of linguistic resources and, in effect, the social worth of different speakers.

  • 277.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics: Case studies from the Swedish upper secondary school2018Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses.

    In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode.

    The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding.

    The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.

  • 278.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    CLIL Classroom Interaction Challenges: Translanguaging and Genre as Pedagogic Tools?2015Inngår i: Current issues in second/foreign language teaching and teacher development: Research and Practice / [ed] Christina Gitsaki, Thomaï Alexiou, Newcastle upon Tyne: Cambridge Scholars Publishing, 2015, s. 212-227Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter focuses on teachers’ interaction challenges in the Content and Language Integrated Learning (CLIL) classroom, an area which has not been extensively researched. Six content teachers from three subject areas, mathematics, biology and civics, were interviewed about their experiences of teaching their subject through a foreign/second language. The study was two-pronged, first of all taking interest in dilemmas perceived by the teachers, and, secondly, focusing on practices and strategies developed by the teachers to meet perceived challenges. Informed by second language acquisition, CLIL, and teacher cognition research, an interview guide was created, and interviews were undertaken over a two-year period. The material was coded and analysed in several stages by means of qualitative content analysis. In the analysis, two themes related to teachers’ experiences of CLIL classroom interaction dilemmas emerged: linguistic unpredictability and socio-affective barrier. In the analysis of the strategies that the teachers developed to meet the challenges, two themes emerged: translanguaging and genre. The findings resonate with results from studies of similar kind. The results of the analyses of the interviews, and how these results could inform CLIL teacher education, are presented and discussed in the final sections of the chapter.

  • 279.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    CLIL in English in Sweden: Why, How and What? Student Perspectives2017Inngår i: A Journey through the Content and Language Integrated Learning Landscape: Problems and Prospects / [ed] Carmel Mary Coonan, Luciana Favaro, Marcella Menegale, Newcastle: Cambridge Scholars Publishing, 2017, s. 29-44Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The study aims to describe and interpret student perspectives on CLIL programmes in the Swedish upper secondary school. The participants consisted of 15 CLIL students at three different schools who were interviewed in the early 2010s during their first or second year of studies. The interviews were conducted with small groups of 3–5 students using an interview guide. The analysis proceeded through several steps and resulted in a common core of results—similar across the three schools—as well as particular viewpoints of students. Both of these types of results will be discussed in the article. Considering the CLIL students’ choice to study part of their curriculum in English already as a positive bias towards English, the results and their interpretation might still provide insights into some aspects of learner cognition, and bring in a student perspective on motivations, practices and reflections with regard to studying in a CLIL study programme environment.

  • 280.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    CLIL-courses in teacher education - effective platforms for creating cross-curricular projects2011Inngår i: AICLE - CLIL - EMILE. Educaio plurilingue: experencias, research & politiiques. / [ed] Escobar Urmeneta, C., Evnitskaya, N., Moore, E., Patino, A., Barcelona: Universitat Autònoma Barcelona Servei de Publicacions , 2011, s. 255-268Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Teaching in a Content and Language Integrated Learning environment is challenging. If teachers are to perform as CLIL teachers, they need training in several domains. First of all, learning about second language acquisition is a pre-requisite. Secondly, future CLIL teachers need opportunities to study their subject in the target language. Thirdly, they need to practice teaching their subject in the target language, and reflect on their teaching. Finally, to enhance the learning process, they need to practice doing this together with peers, their colleagues or fellow students,  for example, while working with a cross-curricular project in a CLIL course at the university. Indeed, the implementation of CLIL courses in teacher education could be one way to meet the challenge. The aim of the present article is to suggest a design for such a course.

  • 281.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Cognition and communication in multilingual education: case studies from content and language integrated learning in the Swedish upper secondary school2017Konferansepaper (Annet vitenskapelig)
  • 282.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Common denominator: CLIL-teachers’ beliefs and practices in history, biology and mathematics2015Inngår i: AILA-Europe Junior Researchers Meeting in Applied Linguistics: Abstracts, 2015, s. 55-55Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study combines theory from the research fields Educational Linguistics (Yoxsimer Paulsrud, 2014, Dalton-Puffer, 2011, Airey, 2009, Hult & Spolsky, 2008, Gibbons, 2009, Hornberger, 2004) and Teacher Socio-Cognition (Apelgren, 2014, Borg, 2012, Henriksen & Westbrook, 2011).The aim of the study is to investigate teachers' beliefs and practices regarding use of English in the bilingual Biology, History and Mathematics classroom (Nygård Larsson, 2011, Schleppergrell, 2004, O'Halloran, 2008, Llinares, Morton & Whitaker, 2012).The study uses a combination of three tools for construction and collection of materials; semi- structured interviews with teachers, lesson observations, artifacts from learning and teaching (Barnard & Burns, 2012). The material was constructed and collected over a two-year period in the early 2010s at three different upper secondary schools.The material is currently being interpreted and analysed by means of qualitative content analysis (Bryman, 2013, Kvale & Brinkmann, 2009), most recently also using an adapted version of the analytic framework developed by Ivanic (2004).Preliminary results indicate similarities in reasoning with regard to 'what' and 'why' across the subjects disciplines, whereas the differences with regard to 'how' English is being used vary considerably. For example, while the content teachers view English as a resource in terms of 'accessibility' and for 'clarification purposes', the practices employed by the teachers take different forms, ranging from the use of smartphones for instant translation of biological terms, to the use of English Wikipedia and YouTube clips for enhancing understanding of historical concepts or mathematical formulae. The bilingual mode is on the whole found to be scaffolding learning and teaching, although the teachers account for several dilemmas they have encountered throughout the years together with their students in their bilingual content classrooms. Despite lack of specific training in CLIL methodology, they have managed quite well in their teaching and learning efforts, according to their own estimation.With regard to the issue of teacher identity, the teachers speak of themselves as content teachers, not as CLIL teachers or bilingual teachers.

  • 283.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Discrepancies between beliefs and practices? Swedish content teachers' language use in bilingual education programmes2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study investigates Swedish upper secondary teachers' uses of English and Swedish in the bilingual natural sciences and social sciences classrooms. The major tools have been interview, observation and recording. Examples from the data will be shown and discussed. Regarding individual teachers' practices, findings suggest variation as well as consistency.

     

  • 284.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    English as an affordance in the multimodal CLIL classroom: Teachers' perceptions, values and practices2015Inngår i: NoFa5: Book of abstracts, 2015, s. 32-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Disciplinary communication in the Content-and-Language Integrated Learning (CLIL) upper secondary school classrooms investigated in this study proceeds with more or less clarity and ease, depending on subject/subject content, community of practice and timing. These are some of the tentative results of the on-going PhD study in which Swedish content-and-language teachers in three school subject disciplines were interviewed about their views and experiences of teaching their content-and-language lessons through the medium of English. In the mixed-method research design, the semi-structured 1:1 interviews with teachers were complemented with focus group interviews with students and observations of lessons. The material is currently being analyzed through qualitative content analysis, where the themes from the teacher interview guide have been employed as initial keys.

  • 285.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    English for Specific Purposes - Cross-Curricular Work2010Inngår i: ASLA-symposium, 12-13 november, Högskolan Dalarna, 2010Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    För elevers litteracitet krävs litteracitet hos lärare. Ämnesöverskridande arbete på ett annat språk än målspråket verkar främjas av att ses som en egen didaktik. För ämnesöverskridande arbete krävs ämnesfördjupning på målspråket, tillfälle till språk- och ämnesanvändning i generella och specifika kontexter – formella såväl som informella - och utrymme för samarbete, allt i en flexibel miljö som inte räds förändringar. Detta är några slutsatser som kan dras av tidigare forskning inom andraspråk och LSP (Languages for Specific Purposes). Sektionsföredraget ger en översikt över en kurs som utprövats i lärarutbildningen inom Stockholms universitet, som fortbildningskurs och för blivande lärare. Kursen skulle kunna utvecklas och prövas mot vetenskaplig bakgrund i en nära framtid. 

  • 286.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Multilingualism as paradox and trajectories: A dialogue between researcher and teachers2016Konferansepaper (Fagfellevurdert)
  • 287.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Pathways to subject-specific language? Teachers' Views on Language Use in Swedish Upper Secondary CLIL Classrooms2013Konferansepaper (Annet vitenskapelig)
  • 288.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Semi-structured interviews with nine teachers at three upper secondary schools2012Inngår i: Ethnography, Language and Communication (ELC), International PhD student summer course, 25-29 June, King's College, UK, 2012Konferansepaper (Fagfellevurdert)
  • 289.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Strategies for Implementing CLIL at a Swedish Upper Secondary School: Three Teacher Identities2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    During 2011/2012, qualitative, semi-structured interviews were conducted with 18 content teachers teaching through the medium of English at three Swedish upper secondary schools. For the present study, which draws on research on the teaching and learning of content, bilingual education and teacher cognition, the views, knowledge and beliefs of three colleagues at the same school – a teacher of Economics, a History teacher and a Biology teacher – are in focus.

    Data were collected in a focus group interview. Data analysis was proceeded by means of interpretive analysis, and certain key areas were identified with regard to strategies for language use: content area (What?), year of study (When?), motivation (Why?), type of study group (Who?) and assessment (And?), which all seem to have impact on the quality and quantity of English-medium instruction of these subjects at the school.

    The expressed practices of the Economics teacher include limited usage of English in the first year, as much of the content taught deals with Swedish-specific regulations and practices for setting up small businesses, whereas the History teacher mentions no difficulties regarding English in the classroom, as this subject is being taught during the two final years of upper secondary school, when the students are supposed to have surmounted initial difficulties. The Biology teacher, a university student of English, speaks of the benefit of using multimodal resources, such as visuals and ICT-based vocabulary learning materials.

    In sum, the three CLIL teachers' identities and expressed practices seem to take a bearing on the following variables: characteristics, timing and assessment of content area, composition of study group, and availability of teaching and learning resources. The small-scale study cannot make claims beyond the present context, but can provide inspiration to similar studies at other schools. 

  • 290.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Subject-specific metaphors? Mixed-method analysis of CLIL teacher narratives2015Inngår i: LED 2015 Conference Abstracts for Long Symposia as at 16 November 2015, 2015, s. 9-9Konferansepaper (Fagfellevurdert)
    Abstract [en]

    How common, and how subject-specific, are metaphors in biology and history teachers' narratives about CLIL teaching? The present study investigates CLIL teachers’ use of metaphorical language – verbal metaphor and grammatical metaphor – as part of their CLIL teaching narratives. Swedish CLIL teachers from two subject disciplines – biology and history – were interviewed about their perceptions, values and practices regarding the teaching of their subject through the medium of English.In quantitative and qualitative analyses, frequency and types of metaphors were estimated and identified. Results indicate that verbal metaphors are subject to individual variation whereas grammatical metaphor is shared within the community of practice, independent of school and geographical affiliation. Examples will be presented and discussed in light of teacher epistemology and curriculum documents.

  • 291.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective2019Inngår i: Investigating Content and Language Integrated Learning: Insights from Swedish High Schools / [ed] Liss Kerstin Sylvén, Bristol: Multilingual Matters, 2019, s. 298-314Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The present qualitative study focuses content teachers’ reflections on language practices in CLIL biology and history. Building on theory from teacher cognition and bilingual education, the study aims to document and interpret the teachers’ descriptions of, and motivations to, bilingual practices in the CLIL strand at their school. The study encompasses semi-structured interviews with eight teachers at three different upper secondary schools, four biology and four history teachers, and the data were collected over a two-year period. The analyses were thematic and adopted a constant comparative approach. Overall, findings show that English and Swedish co-exist as resources for teaching and learning in CLIL biology and history. More specifically, teachers’ motivations to language use could be related to two themes: access to study material and adaptation to student group. Following a discussion of the results, the study concludes with recommendations for teaching and implications for further research.

  • 292.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Tvåspråkig undervisning, ja, men hur?2016Konferansepaper (Annet vitenskapelig)
  • 293.
    Sandberg, Ylva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    - "... we are listening so carefully": Swedish CLIL students talk about their experiences of studying content through the medium of English2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The present paper explores the views and experiences of fifteen CLIL students at three Swedish upper secondary schools studying content through the medium of English. It forms part of an on-going licentiate thesis investigation in which CLIL teachers' perspectives are being studied through teacher interviews combined with classroom observations. The focus group interviews with students, which were recorded and transcribed, followed an interview guide. The focus group format yielded rich interaction between participants, both from a researcher-student perspective as well as in terms of student-student interaction. The focus group interviews with the students resulted in rich data consisting of students' descriptions of their encounter with English as medium of instruction, their motives for choosing a CLIL study programme and their strategies for learning successfully through CLIL. The results of the NVivo qualitative content analyses confirm findings of previous studies (e.g. Yoximer Paulsrud, 2014 forthcoming), with some exceptions. 

  • 294.
    Sandberg, Ylva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Yoxsimer Paulsrud, BethAnne
    Language choice and language use in CLIL content lessons: Studies from the Swedish upper secondary school2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper presents two aspects of language choice and language use in CLIL content lessons: first teacher views on their instructional approach, and second, the functions of language alternation as described by stakeholders. The results reveal varied strategies as well as both planned and serendipitous translanguaging practices.

  • 295.
    Sandwall, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Starting with practice - workplace related second language learning in and out of school2013Inngår i: Foreing Language Learning Outside School: Places to See, Learn and Enjoy / [ed] Jutta Rymarczyk, Frankuft am Main: Peter Lang Publishing Group, 2013, s. 35-61Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter presents a study on four case studies focussing L2 learners involved in workplace learning as part of the basic Swedish language program for adult immigrants. In Sweden, as elsewhere, it is expected that a curriculum including work placements will facilitate newcomers’ rapid labour market entrance as well as their language acquisition. However, the quantitative analysis show that the students had few opportunities for learning the L2 at the work placements due to the very limitied extent of interaction taking place. Also, the qualitative analysis shows that the situated nature of the interaction allowed for the use of limited vocabulary and syntax which contributed to reducing the students’ opportunities for learning Swedish. On the other hand, the resources available within the situated interactions supported understanding and interacting. However, the study indicates that simultaneous access to both contexts – school and work placements – provides a potential for language development. To exploit this potential a model is proposed where (semi-)authentic interaction at work placements is taken as a point of departure for the content of the tuition. The model aims at making visible, utilizing and strengthening the learning potential in both contexts.

  • 296.
    Sandwall Åsberg, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Nationellt centrum för svenska som andraspråk.
    Sfi i praktiken: om språklärande på praktikplatser2013Inngår i: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam, Inger Lindberg, Stockholm: Studentlitteratur AB, 2013, s. 725-770Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 297.
    Schedvin, Jessica
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Naturkunskap på ett andraspråk: En kvalitativ studie om naturkunskapslärares språk- och kunskapsutvecklande arbetssätt för andraspråkselever2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att undersöka hur naturkunskapslärare undervisar utifrån ett andraspråksperspektiv. Genom kvalitativa metoder i form av intervjuer och observationer med fem naturkunskapslärare undersöks hur lärarna planerar och arbetar med språk- och kunskapsutvecklande undervisning. Lärarnas syn på språklig utveckling inom den ämnesspecifika undervisningen redovisas samt vilket språkutvecklande material som lärarna använder sig av. Resultatet visar att naturkunskapslärarna inte använder sig av några standardiserade didaktiska modeller för språk- och kunskapsutvecklande undervisning, utan agerar på olika sätt utifrån lärarnas erfarenheter av andraspråkundervisning. Lärarna efterfrågar ämnesspecifik fortbildning inom andraspråksundervisning och digitala verktyg som gynnar andraspråksperspektivet inom naturkunskap. 

  • 298.
    Schieber, Felicia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Westerberg, Sandra
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Ett bortglömt forskningsområde?: Talutrymme och respons i klassrummet utifrån ett genusperspektiv i årskurs tre2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Vårt syfte med undersökningen var att undersöka elevernas talutrymme och lärarens respons i fem klassrum i årskurs tre utifrån ett genusperspektiv.

    För att vi skulle kunna få svar på syftet utgick vi från tre frågeställningar; är det någon skillnad i lärarens respons till pojkar och flickor? Är talutrymmet jämnfördelat mellan pojkar och flickor? Samt hur tar eleverna till sig talutrymmet? Vi beslutade att använda kvalitativa intervjuer i kombination med kvalitativa observationer för att de två metoderna skulle kunna kompensera varandras brister. Resultaten vi fick fram var att pojkarna dominerade i lärarens respons och i talutrymmet i klassrummet genom att de tog ordet. Utifrån intervjuerna med lärarna och klassrumsobservationerna kunde vi se att lärarna har en genusmedvetenhet. Men de har svårt att arbeta med det praktiskt.

  • 299.
    Schmidt, Lili Sara
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    L3-motivation och integrationssträvan på komvux: En studie om vuxna invandrares motivation att läsa engelska i Sverige2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med den här studien var att kvalitativt undersöka L3-motivation hos vuxna invandrare som läser engelska (L3) på komvux i Sverige. Motivation undersöktes i relation till samspelet mellan målgruppens behov och mål, det svenska samhället och engelskans globala status. Den metodologiska utgångspunkten togs först och främst i Dörnyeis L2-motivationssjälvbildssystem (2005) och anpassades till studiens kulturella och sociala ramar. Resultaten indikerar att det är en stor sannolikhet att L3-motivation formas och starkt påverkas av vuxna invandrares invandrarskap och bikulturella identitet som har utvecklats i samband med integration i det svenska samhället. Detta framgår av att det svenska samhället och invandrarskapet ofta uppträder som normgivande när det gäller vuxna invandrares studier i engelska. Deras L3-motivationssjälvbildssystem indikerar dessutom att vuxna invandrares syn på den ideala språkliga självbilden är i kongruens med majoritetssamhällets förväntningar och kunskapsvillkor. Resultaten behöver dock valideras i framtiden genom fler studier och större elevpopulationer.

  • 300.
    Sellgren Gauffin, Anna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Språkbruket i gymnasieskolans matematikböcker: Hinder och möjligheter för en gynnsam utveckling av ett matematiskt tänkande2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Many students start upper secondary school with a lack of basic knowledge in mathematics from pri-mary school. The aim of this study is to investigate, analyse, illustrate and compare verbal language use in the introduction parts in two mathematics textbooks for upper secondary school to find out how comprehensible the texts are for readers with limited previous knowledge in mathematics. Previous research has shown that there is a connection between verbal language use in mathematical text prob-lems and students success in solving the problems (e.g. Bergvall, 2016). It has also been illustrated how revised versions of passages in textbooks with respect to the texts coherence highly increased readers possibility to acquire and recall the information (Beck et al., 1991). Based on theoretical per-spectives of learning, reading and comprehension of texts the analysis uses the concepts coherence, cohesion, main and subordinated speech-acts and macro-structures. What has been specifically ana-lysed is the theoretical explanations of fundamental concepts in arithmetic, algebra, percentages, ge-ometry and probability in the textbooks exponent and Matematik 5000. The results illustrate how many of the theoretical explanations in both textbooks lack in comprehensibility as a result of aspects such as massive density of mathematical terms, ambiguous or unclear links between the text units, lack of information about the content’s context and the inclusion of irrelevant facts. The results also show that the authors of the textbook Matematik 5000 seem to have been more engaged than the au-thors of the textbook exponent in the mission to connect new facts with the reader’s previous knowledge although exponent more than Matematik 5000 purports to be adapted for readers with a lack of secondary school knowledge of mathematics. The main conclusion of this study is that close inspection is needed of the learning potentials in textbooks intended for school education.

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