Change search
Refine search result
567891011 351 - 400 of 600
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 351.
    Linder, Sofia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Det virtuella ämneslaget: En studie av det kollegiala samarbetet i facebookgruppen Svensklärarna2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka det kollegiala samarbetet i Svensklärarföreningens facebookgrupp Svensklärarna. Studiens centrala begrepp är medskapande kultur, medieekologi och kollegialt samarbete. Metoden består av en närläsning av sidans ytplan, alltså information genererad av sidans grundare, samt tre facebookinlägg med kommentarer. Materialet utgörs av totalt 146 kommentarer och tre inlägg. Analysverktyget består av fyra kategorier som beskriver olika funktioner med professionellt facebookutövande: gruppstabilisering, idéutveckling, kunskapsdelning och självhävdelse. För att undersöka de mer undervisningsnära aspekterna utgår jag från tre didaktiska frågor: vad, varför och hur.

    Resultatet visade att kunskapsdelningen som skedde i trådarna mestadels var erfarenhetsbaserad. Gruppstabilisering skedde, men även en typ av gruppdestabilisering, idéutveckling skedde mer eller mindre i alla trådar och självhävdelse skedde stundvis. Den didaktiska vad-frågan och hur-frågan berördes explicit, men den didaktiska varför-frågan berördes mer implicit.

    Den medieekologiska teorin bidrar med förklararingar om de hinder och möjligheter som facebookgruppen erbjuder som professionellt arbetsverktyg för kollegialt samarbete. Stundtals blir gruppen en emotionell avlastning utan tydliga ramar och regler, vilket det kollegiala samarbetet kräver. Materialet visar dock på det omfattande engagemang som finns hos svensklärarkåren. Gruppen Svensklärarna utgör emellanåt en progressiv diskussionsarena som kan ge svensklärarkåren autonomi och inre styrning, i en tid av allt större yttre styrning.

    Download full text (pdf)
    Det virtuella ämneslaget
  • 352.
    Lindgren, Lovisa
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Från tolkande martyr till målstyrd inspiratör: En studie av svenskläraridentiteten i Svensklärarens ledarspalt2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka hur svensklärarens professionella identitet och uppdrag formuleras och eventuellt förändras i ledarspalten i Svensklärarföreningens egen medlemstidskrift Svenskläraren från 1970-talet och fram till 2011. Undersökningens valda frågeställningar är:

    1. Hur konstrueras svenskläraruppdraget i relation till styrdokument och politiska reformer? 

    2. Hur konstrueras svenskläraruppdraget i relation till elevsyn?

    3. Hur konstrueras svenskläraruppdraget i relation till föreställningar om svenskämnet?

    Metoden för undersökningen är en närläsning av de 26 utvalda ledarspalterna utifrån en fenomenologisk ansats och resultatet visar så väl kontinuitet som förnyelse i konstruktionerna av svenskläraruppdraget, svenskämnet och svenskläraridentiteten. Återkommande är en frustration över brist på förenlighet mellan styrdokument, utbildningspolitik och faktiskt verksamhet. Styrdokument och politiska reformer betraktas då som hot och hinder snarare än vägledande för lärarnas professionsutövande. Uppgiften att möta elevernas behov konstrueras löpande som en kärna i svenskläraruppdraget även om innehållet i dessa behov formuleras olika vid olika tidpunkter. Svenskämnet ges en särskild status i relation till elevernas personliga utveckling, identitet och rättigheter liksom i relation till demokrati och framtidens samhälle – vilket i sin tur placerar svenskämnet i en särställning gentemot andra skolämnen och ger svenskläraren en särskild position i jämförelse med andra lärare.

    Download full text (pdf)
    Från tolkande martyr till målstyrd inspiratör
  • 353. Lindgren, Maria
    et al.
    Svensson, GudrunZetterholm, ElisabethStockholm University, Faculty of Humanities, Department of Language Education.
    Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola2016Collection (editor) (Refereed)
  • 354. Lindqvist, Christina
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Exploring the Impact of the Proficiency and Typology Factors: Two Cases of Multilingual Learners' L3 Learning2014In: Essential Topics in Applied Linguistics and Multilingualism: Studies in Honor of David Singleton / [ed] Mirosław Pawlak, Larissa Aronin, Cham: Springer, 2014, p. 253-266Chapter in book (Refereed)
    Abstract [en]

    The present study examines lexical crosslinguistic influence (CLI) from L1 and L2 in two cases of L3 learning. It focuses on the role of the proficiency level of the background languages and of typological proximity in the activation of the background languages in L3 oral production. Earlier research has shown that both these factors play a role for CLI. Here we aim at further understanding the role of these factors, and how they are related to the proficiency level of the L3. The first case, which will be summarized briefly and used as a point of comparison in this chapter, concerns a Swedish learner of Italian L3, with English, French and Spanish as L2s (Bardel and Lindqvist 2007). The results showed that low-proficiency Spanish L2 was the background language that was most used in the beginning of the acquisition process of Italian, especially in code-switches of function words. High-proficiency French L2 was also used but in a different way, mostly in word construction attempts. Both the proficiency and the typology factor played a role, but their impact varied at different stages of development in the L3. The second case concerns a bilingual Swedish/Italian L1 speaker learning Spanish L3, with English and French as L2s. The data was gathered following the same procedure as in the first study, and consist of three recordings of interviews and retellings. The results indicate that the proficiency and typology factors are decisive for CLI here too, but in slightly different ways as compared to the first case. Italian L1 is used for both code-switches and word construction attempts, suggesting that a high-proficiency language may well be activated for both purposes, if it is similar enough to the target language. These results show that further investigation of both factors is necessary for our understanding of their interplay.

  • 355. Lindqvist, Christina
    et al.
    Bardel, CamillaStockholm University, Faculty of Humanities, Department of Language Education.
    The acquisition of French as a second language: new developmental perspectives2014Collection (editor) (Refereed)
  • 356. Lindqvist, Christina
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Lexical richness in the advanced learner’s oral production of French and Italian L22011In: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 49, p. 221-240Article in journal (Refereed)
    Abstract [en]

    This study investigates Swedish learners' lexical richness in French and Italian L2. A frequency-based measure was used to compare the lexical richness of learners at different proficiency levels to that of native speakers. Frequency bands based on oral L1 data were created for both languages to serve as a benchmark. For French, the results show that there are differences between two groups of learners at different proficiency levels concerning lexical richness. Moreover, the most advanced learners have a lexical profile that is similar to that of a control group of native speakers, suggesting that these learners are native-like as far as lexical richness is concerned. The results for Italian also point at differences between the learner groups. However, the most advanced group does not reach the degree of lexical richness of the native speakers. The overall results support earlier proposals of a discriminating capacity of lexical frequency profiling methods for L2 proficiency.

  • 357.
    Lindqvist, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Litteracitetsaktiviteter i slöjd och samhällskunskap: Fallstudier av flerspråkiga elevers textanvändning2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The present thesis comprises two case studies of two multilingual pupils in second-ary school, focusing on the relationship between knowledge, language and learning through a comparison of literacy activities in the two school subjects, Textile Crafts and Social Studies.

    The theoretical framework is sociocultural and the research methods include ob-servations, interviews and artifact analysis of the literacy practices in the two sub-jects as well as analyses of spoken and written texts. The latter were performed using multimodal and systemic functional linguistics analyses.

    The results reveal that both school subjects can be described as mono-linguistic, and that the teachers teach mono- and multilingual pupils in the same way. Also, the two focus students, David and Sarah, were offered various multimodal texts in each of the two school subjects. However, David deflects many of the teachers’ text of-fers in the form of writing in both the literacy practices in both subjects, avoiding having to expose himself to situations in which he is forced to read or write. Sarah, on the other hand, used writing for different purposes and in different ways. Also, the semiotic resources she used were often more advanced and more complex com-pared to those used by David. Another important finding was that the teachers seemed to "tune in" with the students’, thus enhancing their own choices as to avoid-ing or using the language offered through different semiotic resources.

    A pedagogical implication of the study concerns how teachers and students are aware of students’ multilingualism and how this linguistic awareness is used in the classroom. This calls for more research on how to create teacher awareness about multilingual students’ need to develop linguistic competence in all school subjects in different languages. Another pedagogical implication is the importance of selecting texts that enable high support in relation to the nature of the task and its objectives, i.e. how texts function in relation to the task and what they afford.

    Download full text (pdf)
    Litteracitetsaktiviteter i slöjd och samhällskunskap
  • 358.
    Lindström, Eva
    et al.
    Högskolan Dalarna, Sverige.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Department of Language Education.
    En deskriptiv longitudinell studie av konnektorbruk i nybörjarsvenska hos vuxna inlärare2019In: Klassrumsforskning och språk(ande) [Classroom research and language/languaging]: Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 [Papers from the ASLA symposium in Karlstad, 12–13 April, 2018] / [ed] Birgitta Ljung Egeland; Tim Roberts; Erica Sandlund; Pia Sundqvist, Karlstad: Karlstads universitet, 2019, p. 61-88Chapter in book (Refereed)
    Abstract [sv]

    Syftet med föreliggande studie har varit att öka kunskapen om konnektorbruket i svenska hos vuxna inlärare. Mer specifikt har studien fokuserat på berättande/beskrivande texter som samlats in vid fyra tillfällen under en termins universitetskurs på GERS-nivå A1. Med utgångspunkt i bland annat modeller av diskurskompetens har konnektorbruket analyserats avseende täthet och variation samt i relation till den utveckling som GERS förutspår. Analyserna visade att de vanligaste konnektorerna var och, men, som och också där konnektorn och var betydligt vanligare än de övriga, något som även observerats i andra studier. Förhållandevis överraskande var dock den höga frekvensen av konnektorn som. I jämförelse med tidigare forskning återfanns vidare en låg andel målspråksavvikande konnektorer; dock noterades en tillfällig ökning av dessa i ett initialt skede av språkkursen. Variationen av subjunktionerna minskade över tid, medan variationen av de konjunktionella adverben ökade först för att i slutet av språkkursen gå ner till den initiala nivån. Den utveckling av konnektorer som GERS förutspår bekräftades bara delvis av föreliggande studies resultat.

  • 359.
    Lindström, Eva
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Tangentnedslag och pauser i flerspråkiga elevers skrivprocess2019In: RASK: Internationalt tidsskrift for sprog og kommunikation, ISSN 0909-8976, no 49, p. 67-86Article in journal (Refereed)
    Abstract [en]

    The present study investigates the writing process in Swedish of 17 multilingual children by focusing on temporal aspects such as pauses and the number of key strokes in relation to the final length of the text (i.e. the number of words and characters). By using the keystroke-log-ging software ScriptLog, the children’s writing process was thus related to the final product. 34 logging files taken from two different narratives written by 9-year-old children were used. Analyses showed inter- and intra-individual differences in their writing process but a clear correlation between text fluency and text lengths.

  • 360.
    Llama, Raquel
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education. University of Ottawa, Canada.
    Cardoso, Walcir
    Revisiting (Non-)Native Influence in VOT Production: Insights from Advanced L3 Spanish2018In: Languages, E-ISSN 2226-471X, Vol. 3, no 3, article id 30Article in journal (Refereed)
    Abstract [en]

    A growing body of research investigating cross-linguistic influence on the acquisition of a third phonological system suggests that first (L1) and second (L2) languages concur in influencing oral production in the target third language (L3). Yet, there are also claims of either a more noticeable effect of the L2 on the L3, or a prevailing influence from the L1. This study further explores whether the L1 and the L2 compete or converge on exerting influence on L3 pronunciation. To do so, we examine the production of voice onset time for voiceless stops by adult advanced learners of L3 Spanish divided into two groups (15 L1 English-L2 French, and 15 L1 French-L2 English speakers). Three monolingual control groups were also tested. Participants were recorded reading word lists that contained voiceless stops in stressed onset position. A Kruskal-Wallis test uncovered significant differences traceable to the L1-English speakers, which puts them at a slight disadvantage vis-à-vis their Francophone counterparts. These results favor claims of a more decisive role for the L1 in L3 pronunciation. We compare our results to findings from previous studies targeting intermediate learners, and find proficiency in the L3 may account for the observed differences.

    Download full text (pdf)
    fulltext
  • 361.
    Llama, Raquel
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Kartchava, Eva
    Urey, Mario Roberto
    Stockholm University, Faculty of Humanities, Department of Language Education.
    La retroalimentación correctiva en la clase de ELE: ¿Qué opinan los alumnos suecos?2019Conference paper (Other academic)
  • 362.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Department of Language Education.
    A Small-Scale Study on the Relationship between First Language Attrition and Language Attitudes in Polish Speakers in Sweden2018In: Scando-Slavica, ISSN 0080-6765, E-ISSN 1600-082X, Vol. 64, no 2, p. 283-307Article in journal (Refereed)
    Abstract [en]

    This study investigated the relationship between overall language attitude and first language attrition amongst educated adult Polish speakers in Sweden. The attritional data consisted of two variables – meta-textual indicators of uncertainty and the overt/covert use of first-person personal pronouns. The attitude value was obtained through an attitude questionnaire. There was a moderate negative correlation between the attitude value and meta-textual indicators of uncertainty. The correlation between the attitude value and the use of first-person pronouns was not significant. In line with previous research on first language attrition and its explanatory correlates, this study shows that some aspects of first language attrition might be influenced by the attitudinal factor. Thus, the study adds to a relatively limited body of research on Polish adult language development in Sweden and its explanatory correlates.

  • 363.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Inte utan grammatik2016In: Lisetten, ISSN 1101-5128, no 3/4Article in journal (Other (popular science, discussion, etc.))
  • 364.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Intra-familial language choice in two multi-generational Polish-Swedish-speaking families2021In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 42, no 5, p. 418-430Article in journal (Refereed)
    Abstract [en]

    Informed by Spolsky’s language policy model and the notion of audience design, this study addresses the under-researched context of the multi-generational family originating in the old Polish migration to Sweden. Two families were studied with a focus on (i) intra-familial language choice, and (ii) language policies derived from this choice and from individual reflections. Data were collected through an open-ended bilingual form and interviews, and then underwent descriptive, thematic and appraisal analysis. The findings suggest that family language policy is a heterogeneous social phenomenon. At the ideological level, Polish is the language of the family at home. At the level of practice, family members modify the policy in multiple ways. Language management is primarily verbalized as consequent usage of Polish within the family. Also, an agency belief is expressed, meaning that subsequent generations make independent linguistic choices. With respect to the influence of audience design, the families adjust to the language of the participating audience. With a non-participating audience, Swedish is a preferred or accepted choice. This paper concludes that there should be a follow-up study on the families presented here, which would further contribute to the still limited understanding of how family language policies are reshaped by later generations.

  • 365.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Rinkebysvenska 2019Other (Other academic)
    Abstract [en]

    Rinkebysvenska or Rinkeby Swedish is a contemporary urban vernacular (CUV) which has developed in multi-ethnic urban areas of Sweden including a suburb of Stockholm called Rinkeby. This speech variety is mainly used by young people in addition to other languages and language varieties depending on context, and its use is reflected in rap and fiction.

  • 366.
    Lubińska, Dorota
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Implementering av ett formativt verktyg för andraspråksbedömning. Exemplet Bygga svenska ur lärarperspektiv: [The implementation of a formative second-language assessment tool – a teacher perspective]2021In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 16, no 2, p. 114-133Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to analyze the implementation of Bygga svenska (BS), an assessment tool designed for newly arrived students’ language development in school. The study was based on a questionnaire aimed at teachers of Swedish as a second language (SSL) and theoretically based in research on language education policy and in critical test theory in relation to formative language assessment. The research questions concerned how teachers had learned about BS’s existence, for what purposes BS was used and whether these were formative, and whether the teachers found BS useful and valid. The results indicate that BS is appropriated in different ways and is used both for formative and for high-stake purposes. An implementation problem seems to be that SSL teachers – who are most suitable to carry out assessment with BS – are not given a legitimate space for sharing information about students’ language development with other colleagues. Many teachers appreciate that second-language use in BS is related to the language of schooling and that BS facilitates communication with students and legal guardians/parents. The teachers’ criticism of BS mainly concerns time, scope and complexity; in some cases, the criticism relates to lack of time to implement the tool.

  • 367.
    Lundqvist, Mari
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Vad är vad? Om lärares identifiering av andraspråksinlärning respektive läs- och skrivsvårigheter hos SFI-elever2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syftar till att undersöka hur sex SFI-lärare upptäcker och fortsätter undervisningen där det finns misstanke om läs- och skrivsvårigheter. Studiens syfte är att undersöka vilka förmågor och praktik som finns för att urskilja läs- och skrivsvårigheter hos andraspråksinlärare samt hur eventuellt stöd är utformat till dessa elever. Undersökningen har genomförts med kvalitativa semistrukturerade intervjuer vilket lämpar sig väl vid undersökning av människors personliga erfarenheter och åsikter. Resultatet som har framkommit i studien visar på lärarnas avsaknad av formell kompetens vid identifiering av läs- och skrivsvårigheter och slutsatsen utifrån denna studie visar på behov av utbildning för att på ett säkert sätt identifiera läs- och skrivsvårigheter hos andraspråksinlärare.

    Download full text (pdf)
    fulltext
  • 368.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Barnlitteraturens komplexitet - en studie av grammatisk metaforik i litteratur för barn2017In: Folkmålsstudier, ISSN 0356-1771, Vol. 55Article in journal (Refereed)
    Abstract [en]

    This study analyzes linguistic adaptation and complexity in terms of congruency and incongruency/grammati­cal metaphor, as defined in Systemic Functional Linguistics, in children’s literature in Swedish for approximately ages one to twelve. Following Hasan (2007), who argues in favor of the relevance of linguistic analyzes of literature, the use of grammatical metaphor is analyzed in relation to literary function and to literary themes of the texts. Furthermore, grammatical metaphor is compared to results from Lundqvist’s (1992) previous study on parts of the data on other measures of linguistic complexity defined as for example aspects of word order and length of words, clause elements, clauses and sentences. The results suggest that congruency is a form of linguistic adaptation in books for young children. However, in line with Nikolajeva’s (2005) critique of the concept of adaptation, the study also shows that the language of children’s literature is not only characterized by simplicity and adaptation to the readers’ young age, but that this kind of literature may display linguistic complexity, in the form of grammatical metaphor, and that other literary aims may override ambitions to use a “plain” language. In some books, the use of grammatical metaphor can be explained in relation to literary themes of the texts, corroborating Hasan’s suggestion of such themes possibly being mirrored in the lexicogrammatical realization of a literary text. The study also shows that grammatical metaphor and the complexity measures used by Lundqvist do not always co-occur in the texts. Differences in nature between the two types of complexity analyzed are demonstrated, displaying how grammatical metaphor is a gradual phenomenon, creating more or less “commonsense” or “uncommonsense” (Halliday & Matthiessen 2014) representations of the world. The results suggest that the lexicogrammatical as well as semantic complexity represented by grammatical metaphor is not only a symptom of complexity in texts but also that grammatical metaphor itself creates complexity. Such uncommonsense representations are suggested to be particularly important in relation to complexity and accessibility of a text.

  • 369.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students' writing2013In: Functions of language, ISSN 0929-998X, E-ISSN 1569-9765, Vol. 20, no 2, p. 250-281Article in journal (Refereed)
    Abstract [en]

    This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e. g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingual students. Multilingual students with early and late ages of onset use GM more than multilingual students with onset ages between these two extremes. A relation was found between the occurrence of GM and the use of the potential functions of GM, e. g. expansion of the nominal phrase, which was used more frequently in texts with a higher GM density, contributing to the construction of specialized, educational knowledge. The occurrence of GM was compared to the occurrence of L2 deviations in a subcorpus. These results are interpreted in relation to the Interdependence Hypothesis formulated by Cummins (1979).

  • 370.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grammatik i läromedelstext. Flerspråkiga gymnasieelevers förståelse av grammatisk metafor i biologitexter.2014In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 9, no 1, p. 37-68Article in journal (Refereed)
  • 371.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Om andraspråksperspektiv i Skolinspektionens granskningar av undervisning för nyanlända elever och andra andraspråkselever2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 12, no 1, p. 62-83Article in journal (Refereed)
    Abstract [en]

    On second language perspectives into the School Inspectorate’s reviews of education for newly-arrived pupils and other second language learners

    The paper analyzes assumptions on second language development in three reviews by the Swedish Schools Inspectorate of education for newly arrived students and second language students. Through close reading and the concepts of intertextuality and recontextualization, the paper analyzes the picture conveyed of second language development, factors of importance for educational success, favorable teaching and of the work conducted by schools and teachers. The study finds variations in the extent to which aspects of second language development are considered, and the extent to which second language research is used. In one of the reviews, second language development and its conditions are considered only to a limited extent, and therefore the representation given by the Schools Inspectorate of the work and conditions of schools and teachers, as well as the kind of education and scaffolding recommended, is influenced accordingly. To a greater extent than is the case in the reviews, questions regarding second language students’ education could be brought back to the national authorities, for comprehensive solutions.

  • 372.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Paradigms in Swedish as a Second Language - Curricula for Primary School and Secondary School in Swedish as a Second Language2013In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, p. 61-82Article in journal (Refereed)
    Abstract [en]

    This article analyzes and compares the curricula of Swedish and Swedish as a second language for primary and secondary school. The school subject of Swedish as a second language is young, and its ideological foundation has not been debated to any large extent, in contrast to Swedish. This article analyzes the curricula of both subjects in terms of paradigms”, i.e. beliefs and conceptions on a school subject, and the Appraisal system developed within the framework of Systemic functional linguistics. In comparison, the curriculum of Swedish as a second language turns out to be more oriented towards skills and communicative paradigms, at the expense of paradigms related to personal growth, literature or Bildung. Also, the curriculum seems to have weak connections to research on second language development or education. The article also gives an overview of the Swedish school system with special focus on education for immigrants and multilingual students.

  • 373.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skrivande på ett andraspråk2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Inger Lindberg, Lund: Studentlitteratur, 2013, 2, p. 633-660Chapter in book (Other academic)
  • 374.
    Malin, Pettersson
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Kända män och vackra kvinnor: Genusanalys av läromedel i engelska för åk 72015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    För att kunna ge en djupare förståelse för jämställdhetsfrågan i läromedel samt hur detta kanpåverka elever och lärare innehåller den här uppsatsen en genusanalys av Good Stuff (2002)och Wings (2008), två av de vanligaste läromedlen i engelska för svenska elever i årskurs 7.Böckerna har analyserats utifrån tre aspekter: representation av män, kvinnor ochtranspersoner, adjektiva beskrivningar av manliga och kvinnliga karaktärer samt manliga ochkvinnliga karaktärers sysselsättningar. Gällande representationen kunde urskiljas att bådaböckerna hade en ojämlik fördelning av manliga och kvinnliga karaktärer där samma resultatäven kunde urskiljas i antal kända män och kvinnor benämnda i böckerna. Genom attklassificera adjektiv i de två läromedlen visade Good Stuff större skillnad i manliga ochkvinnliga beskrivningar än vad Wings gjorde. Genomgående kunde analysen visa attkvinnliga karaktärer oftare beskrivs med adjektiv betecknande skönhet än de manligakaraktärerna, medan manliga karaktärer oftast beskrevs med adjektiv betecknande mentalkapacitet och situation. Gällande de sysselsättningar som karaktärerna ägnar sig åt i respektivebok stämmer analysresultatet i stor del överens med de stereotypa bilderna av sysselsättningarsom tidigare forskning kunnat urskilja. Studien visar därmed att lärare som använder GoodStuff och Wings i sin undervisning bör reflektera över att inkludera normkritiskt tänkande ochjämställt arbete i samband med eller i andra delar av sin engelskundervisning för att ävenspråkdidaktiskt arbeta enligt läroplanens mål för en jämställd skola.

    Download full text (pdf)
    Kända män och vackra kvinnor: Genusanalys av läromedel i engelska för åk 7
  • 375.
    Mannish, Scarlett
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lived Experiences of a High-Status Language in a Low-Status Medium: Swedish Bilingual Students’ Investment in English Mother Tongue Instruction2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Sweden is one of few countries offering mother tongue instruction (MTI) to students in compulsory education with a native language other than Swedish. Traditionally research has focussed on the benefits of MTI as a space for the development of minority languages despite the logistical and ideological hindrances in execution that have resulted in the subject’s low status. This research explores the dichotomy between English as a high-status, global language and a low-status mother tongue subject, illuminating the role of English MTI in an environment that already offers ample opportunity for English language development. By taking an interest in the lived experiences of MTI students, their reasons for investing in additional English classes are revealed. Data was collected through a mixed research method comprising four in-depth interviews and questionnaires distributed to fifteen students, all at the end of their MTI careers in several Stockholm secondary schools. Thematic analysis of the varied data suggests diverse investment beyond the simple answer that an additional grade in the subject helps with gymnasium application. Both quantitative and qualitative data demonstrate that investment in MTI is dynamic, related to changes in student’s lives outside the classroom and closely tied to feeling that obligatory English lessons are insufficient, a desire to develop an English-speaking identity and a rapport with their English teacher. Students are also acutely aware of the cultural capital inherent in being a proficient English speaker.

    Download full text (pdf)
    fulltext
  • 376.
    Martin, Johanna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lärares bedömning av den tidiga läsningen: Skolverkets diskurs och skolans praktik2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att beskriva i vilken utsträckning skolans praktik, representerade av fyra verksamma lärare, överensstämmer med den diskurs som Skolverket formulerar vad gäller bedömning av elevers läsning i årskurs 1. Därför undersöks även vilken läsundervisning som dessa lärare rapporterar att de genomför samt hur denna står i relation till de läsrelaterade teorier och perspektiv som framförs av Skolverket. Studiens metod är kvalitativa intervjuer med ett antal lärare som är verksamma i skolans yngsta årskurser. Resultatet visar att det finns en diskrepans vad gäller den diskurs som uttrycks av den statliga myndighet som har ett nationellt övergripande uppdrag att utveckla skolans verksamhet och den praktik som beskrivs av fyra lärare. Skillnaden gäller framför allt vilka läsprocesser som undervisningen inkluderar och sedan bedömer, samt till vilken grad ett kontextuellt läsperspektiv antas. Medan Skolverket, med stöd av forskning och teorier, formulerar en kontextuell, samverkande och inte sällan komplex syn på läsutveckling samt bedömning av denna, tyder studiens resultat på att lärare ofta både undervisar i och bedömer separata läsprocesser där resultatet går att kvantifiera eller klassificera. Läsförståelsen framkommer som en läsprocess som det sällan sker explicit undervisning i eller bedömning av.

    Download full text (pdf)
    fulltext
  • 377. Małłek, Janusz
    Migration och transer av kulturella värden mellan Polen och Sverige under 1500- och 1600-talet2016In: Opera Selecta: Vol III Scandinavia / [ed] Janusz Małłek, Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika , 2016, p. 343-358Chapter in book (Other academic)
  • 378. Małłek, Janusz
    Polsk-svenska diplomatiska förbindelser under 1500-1700-talet i ljuset av ett opublicerat arbete av Rajnold Przezdziecki2016In: Opera Selecta: Vol III Scandinavica / [ed] Janusz Małłek, Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika , 2016, p. 373-386Chapter in book (Other academic)
  • 379. Małłek, Janusz
    Polsk-svenska vetenskapliga förbindelser under 1600-1900-talet2016In: Opera Selecta: Vol III Scandinavica / [ed] Janusz Małłek, Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika , 2016, p. 427-434Chapter in book (Other academic)
  • 380. Małłek, Janusz
    Religiös tolerans och konfessionalisering i Polen och Sverige under 1500- och 1600-talet2016In: Opera Selecta: Vol III Scandinavica / [ed] Janusz Małłek, Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika , 2016, p. 395-402Chapter in book (Other academic)
  • 381. Małłek, Janusz
    Vasaätten i Toruń2016In: Opera Selecta: Vol III Scandinavica / [ed] Janusz Małłek, Torun: Wydawnictwo Naukowe Uniwersytetu Mikolaja Kopernika , 2016, p. 315-324Chapter in book (Other academic)
  • 382.
    Melanson, Michael
    Stockholm University, Faculty of Humanities, Department of Language Education.
    PROMPTED Peer Response and Grammatical Errors: Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The current classroom environment is filled with expectations for both teacher and student but is often lacking in time. Skolverket (2011) outlines ambitious goals such as developing students’ critical thinking abilities, adapting teaching to each student’s individual needs, and encouraging students to actively take part in the development of their own educational process, to name just a few. It is crucial to develop and use techniques that aid in attaining these objectives. Peer response could be such a tool. There is an abundance of research which demonstrates how effective it is, but there is also a great reluctance on the part of teachers and students alike to employ it in the classroom. This could be due in part to the idea that learners lack the necessary knowledge to correct and give feedback. However, this and other criticisms directed against peer feedback could be alleviated through deliberate formal peerresponse training. Most of today’s research on this topic seems to focus on English as a Second or Foreign Language (ESL/EFL) classrooms in the U.S.A and Asia, with little work having been done in the Swedish context. Also lacking are investigations regarding peer response in grammar testing, since most of the research emphasizes essay writing. This paper aims to add to the body of existing research on prompted peer response by examining its application in English classrooms in Sweden. To do so, two secondary school English classes in Sweden are tested by means of an abbreviated version of Gan’s (2011) prompted peer response model. More specifically, this paper’s objective is to explore if prompted peer response leads to improvements in grammar (operationalized in this case as reducing grammatical errors in a grammar test) when compared to unprompted peer response. In addition, this paper intends to explore whether peer response can possibly produce any additional rewards and what those could be. The results for this study seem promising. The primary results of this paper support the existing research in this area that prompted peer response leads to a reduction in student’s grammatical errors. Perhaps more importantly, the results suggest that it also aids students in developing a progressive approach to peer response which ultimately can lead to students developing learning strategies and self-reflection over their own learning process.

    Download full text (pdf)
    fulltext
  • 383.
    Mezek, Spela
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    McGrath, Lisa
    Negretti, Raffaella
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Scaffolding L2 academic reading and self‐regulation through task and feedback2022In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 56, no 1, p. 41-67Article in journal (Refereed)
    Abstract [en]

    Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students’ self-regulation in authentic academic reading contexts. Over a 5-week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students’ self-regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students’ attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice.

  • 384.
    Mickwitz, Larissa
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Rätt betyg för vem?: Betygsättning som institutionaliserad praktik2011Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Betyg har haft ett stort utrymme i den skolpolitiska debatten. Framförallt har betygens bristande likvärdighet debatterats. Problemet har huvudsakligen konstruerats som lärares bristande professionalism. Föreliggande studie tar sitt avstamp i denna debatt och den vid tidpunkten aktuella betygsforskning som visat att läraren inte till fullo följer betygsystemet. Studien baseras på intervjuer med nio högstadielärare i svenska och svenska som andraspråk. Relationen mellan betygsystemets formella reglering och lärarnas betygsättande praktik har analyserats i ett nyinstitutionellt perspektiv. Perspektivet ifrågasätter att formell reglering är det som i första hand styr och stabiliserar en verksamhet. Syftet med licentiatavhandlingen är att problematisera relationen mellan reglering och praktik i ljuset av lärarnas berättelser.

    Lärarna berättar om de motstridiga krav som präglar deras betygsättning. På en idealnivå sympatiserar de med betygsystemet och den betygsdiskurs som präglar skolpolitiska policydokument om betyg. Men när de berättar om sin praktik framkommer en annan bild. Lärarnas berättelser åskådliggör ett glapp mellan ideal och praktik. Lärarna vill sätta ett rätt betyg, baserat på betygsystemets formella reglering. Men i den dagliga verksamheten i skolan har de inte det stöd som behövs. Framförallt artikulerar de en avsaknad av en mottagare för det rätta betyget. Istället efterfrågas ett högt betyg av elever, föräldrar och skolledning. Det är främst genom sin professionalism de kan hantera de motstridiga kraven som betygsättningen omgärdas av. Betygshetsen i skolan kräver en professionell integritet för att läraren inte ska riskera att hamna i rollen som oprofessionell.

    Vidare har de ett motstridigt förhållande till betygsystemet. Å ena sidan ifrågasätter de inte betygsystemet i sig. Å andra sidan formulerar de sig i dikotomiska termer där betyg sätts mot kunskap. Den ökade pressen på läraren att kunna motivera sin betygsättning (som formulerades som nödvändigt när ett högre betyg efterfrågades) medför att kunskapsuppdraget får ge vika. Betyg tar fokus och energi från övrigt arbete i skolan. Inte minst visar det sig att lärare i sin underviskning tenderar fokusera det som lätt går att mäta och det som de vet testas i de nationella proven. Lärarna reduceras från pedagoger till betygsättare.

    Download full text (pdf)
    fulltext
  • 385.
    Molloy, Gunilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Varför är trollet svart og styggt? Två lärares arbete med elevers föreställning om etnicitet och religion i mötet med äldre texter2012In: Teorier om tekst i møte med skolens lese- og skrivepraksiser / [ed] Synnøve Matre, Dagrun Kibsgaard Sjøhelle, Randi Solheim, Oslo: Universitetsforlaget, 2012, p. 187-202Chapter in book (Refereed)
  • 386.
    Morian, Karin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att lära sig svenska genom problembaserad slöjdundervisning2011Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att undersöka hur elever som nyligen flyttat till Sverige, och deras lärare, hanterar språkhinder i slöjdundervisningen.

    Metoderna i uppsatsen är observationer och videoinspelningar av undervisning som sedan transkriberas och analyseras utifrån de språkliga strategier som används. Studien utgår från ett sociokulturellt perspektiv.

    Resultaten visar på traditionella undervisningsmetoder där läraren tar mest talutrymme, medan det i undervisningsförsöket förekommer betydligt mer elevprat. Strategier som tillämpas är kodväxling och olika former av icke-verbal kommunikation. I relation till tidigare forskning på området dras slutsatsen att språkmedvetenhet bör genomsyra alla ämnen för att effektivisera den viktiga språkinlärningen, och genom små ändringar i undervisningen skulle den kunna vara särskilt lämpad i slöjden med dess rika interaktionsmiljö.

    Download full text (pdf)
    Att lära sig svenska genom problembaserad slöjdundervisning
  • 387.
    Möllerman, Caroline
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Elever med dyslexi i engelskundervisningen: Engelska för dyslektiska elever i år 4 och 52013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med min studie är att beskriva och analysera hur engelskundervisningen i åk 4-5 är utformad för att stötta elever med dyslexi i relation till Skollagens föreskrifter (SFS 2010: 800) om hur alla barn och elever har rätt till att få utvecklas utifrån sina egna förutsättningar. I Skolinspektionens kvalitetsgranskning visar det sig att de dyslektiska eleverna inte alltid får en anpassad undervisning. Det visar sig också att de kompensatoriska hjälpmedlen används bristfälligt i samtliga ämnen samt att de flesta skolor anpassar undervisningen i form av stöd utanför den ordinarie klassen, trots att det enligt läroplanen sägs att undervisningen i första hand skall ges där (Skolinspektionen 2011:8). I min studie utgår jag från följande frågeställningar: Vilka strategier används av lärare för att stödja elever med dyslexi i engelskundervisningen? I vilken utsträckning upplever elever med dyslexi att de får stöd i engelskundervisningen? I vilken utsträckning används kompensatoriska hjälpmedel av dyslektiska elever i engelskundervisningen?

    Jag har använt mig av kvalitativa forskningsmetoder i form av intervjuer och observationer då de ger värdefull information om i vilken utsträckning engelskundervisningen är anpassad till de dyslektiska elevernas behov, om de dyslektiska elevernas syn på lärarens metod vid stöd samt vilka kompensatoriska hjälpmedel eleven har att tillgå.

    Resultatet av studien visar att den hjälp som den dyslektiska eleven får i ett integrerat klassrum inte alltid är optimal. För den dyslektiska eleven som får hjälp genom specialundervisning är undervisningen anpassad efter elevens individuella behov. Jag ser också att det finns kompensatoriska hjälpmedel på skolan, men de används sparsamt i engelskundervisningen.

    Download full text (pdf)
    Elever med dyslexi i engelskundervisningen
  • 388.
    Mörtsell, Sara
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Stöd i andraspråksbedömning: en praxisnära tillämpning av processbarhetsteorin2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker redan bedömda skriftliga tester från nationella provet i svenska för invandrare (sfi) i syfte att pröva relevansen hos processbarhetsteorin (PT) som ett stöd i summativ bedömning av andraspråksutveckling. Betydelsefulla infallsvinklar kommer från innebörden av kommunikativ språkförmåga och ställningstagandet till s.k. icke målspråksenliga former och kriterier för systematisk användning. I metoden tillämpas både kategorier och kriterier från Rahkonen och Håkansson (2008). Resultaten visar en viss skillnad mellan underkända texter och godkända texter på gruppnivå men också en stor individuell variation på individnivå.

    Download full text (pdf)
    Stöd i andraspråksbedömning: en praxisnära tillämpning av processbarhetsteorin
  • 389.
    Nemeth, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakten på den godkända texten: Läspraktiker och internetanvändning på gymnasieskolan2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents a case study from an authentic school practice, where seven students, in their second year of a social sciences program in an upper sec­on­dary school, use internet texts in various learning situations. The aim of the study is to map the reading practices of students encountering internet texts. The main data con­sists of obser­vations, audio and screen recordings, writ­ten instruc­tions, and screen ­shots of the sites visited. Reading practices are ana­lysed, draw­ing on concepts from New Literacy Studies and Systemic Func­tional Grammar, inclu­ding literacy events, literacy in terms of text cul­ture, text­ual norms, abstraction, auth­o­rity and mod­ality as a scale of reliability.

    The results reveal that meaning making resources such as colours, amount of writing and images and choice of fonts all seem to be parts of students’ con­ceptions of reliability. These textual norms result in learning situations in which students search for texts with pre­dominantly dense writing promoting ency­clopaedic know­ledge. These highly auth­orit­ative texts can be hard to under­stand for the students, something that the text analyses indicate. In com­parison to text books, the internet texts used show, a higher level of auth­ority and abs­trac­tion, rein­forced by gram­matical meta­phors. Most situ­ations in the study include peer interaction, but the most obvious learning poten­­tial resides in situations with a clear reading goal, where stu­dents work in groups and where negotiation is part of the meaning mak­ing pro­cess.

    The pedagogical implications of the study suggest the potential for students to achieve a higher degree of understanding of the encountered inter­net texts, through group work, and discussions concerning the impact of different layouts and the demands of verbal language. Another potential con­cerns methods for avoiding critical literacy being reduced to trivial visual scanning, via dis­cussions focusing on criteria for reliability evaluations. It is suggested that increased teacher awareness concerning the types of internet texts the students will encounter in authentic situations may contribute to students’ field and genre insight.

    Download full text (pdf)
    fulltext
  • 390.
    Nensén, Emma
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skönlitteratur i svenska som andraspråk2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie undersöker innehållet i ämnet svenska som andraspråk med fokus på vilken skönlitteratur som används i undervisningen och hur lärare motiverar sina val. Studien tar avstamp i Hellbergs (2012) ämneskonceptioner om svenska; svenska som färdighetsämne, svenska som personlig utveckling, svenska som kritisk litteracitet och svenska som litteraturtradition. Data har samlats in genom intervjuer och enkät. 

    Resultatet visar att det är stor spridning på de skönlitterära verken, från ungdomslitteratur och dystopier till biografier, relationsromaner, manga och klassiker. Undervisande lärare motiverar sitt val av litteratur i undervisningen på ett flertal grunder. Exempel på framträdande motiveringar är skönlitteratur som underlag för diskussion och analys. Vidare är det stort fokus på att införliva ett kulturarv på ett eller annat sätt både gällande litteraturhistoriska verk, så kallat klassiker, och svenska verk som eleverna bör känna till. Ytterligare motiveringar handlar om att skapa läslust och skapa igenkänning.

    Ur materialet framträder mer eller mindre spår av alla ämneskonceptioner. Svenska som färdighet är ämneskonceptionen som framträder i minst utsträckning och det är med relativt stor marginal i förhållande till de andra tre ämneskonceptionerna; svenska som personlig utveckling, svenska som kritisk litteracitet och svenska som litteraturtradition, som framträder desto mer och med jämn spridning.

    Download full text (pdf)
    Nensen_E_Kandidatuppsats_2020
  • 391.
    Nilsand, Katja
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Fältstudier ur lärarnas perspektiv: En studie av lärarnas reaktioner på ändringar av geografiämnet i en ny läroplan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I nya läroplanen, Lgr 11, finns fältstudier inkluderat som obligatoriskt moment i geografiundervisningen för årskurs 7-9. Syftet med min undersökning är att beskriva och analysera vad några utvalda lärare har för inställning till begreppet fältstudier i allmänhet och om de arbetar med detta didaktiskt för att främja kunskapen av 3, utav mig utvalda, geografiska begrepp i synnerhet. Dessutom belyses lärarens roll eller betydelse för elevernas inlärning inom ett ämne.Strukturerade besöksintervjuer har genomförts med sex stycken lärare på en skola i Stockholms län som undervisar för årskurs 7-9. Urvalspopulationen består utav en SO-lärare från vardera arbetslag.Resultatet har sedermera analyserats med hjälp av tidigare teorier om ämnena språk- och begreppsutveckling, utomhuspedagogik och lärarens roll.Studiens primärdata visar att lärarna är positiva till fältstudier men få har arbetat med metoden tidigare. Lärarna anser att det är krångligt och svårt med fältstudier samt att det tar mycket tid för planering och genomförande. Något som kan gå ut över kollegornas schemalagda lektioner.De flesta informanterna valde inte att nämna fältstudier som ett didaktiskt alternativ vad gäller inlärning av de tre begreppen som jag valt ut från kursplanen i Lgr 11. Vidare ansåg informanterna att lärarens roll och betydelse spelar en stor del i hur elevernas inlärning främjas. En engagerad lärare med en positiv attityd till ett ämne kan öppna elevernas ögon och ge dem en positiv inställning till ett ämne.

    Download full text (pdf)
    Fältstudier ur lärarnas perspektiv: En studie av lärarnas reaktioner på ändringar av geografiämnet i en ny läroplan
  • 392.
    Nilson, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att skapa en läsare: Läsarter och läsare av litterär text i svenskämnets nationella examination på gymnasiet – åren 1968 till 20132017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the curriculum for the subject of Swedish reading of literary texts is justified by ideas that literary reading will make the student learn more about the environment in which he/she lives, about herself/himself, as well as about others. It is well stated by previous research that what readings that is required and formulated in, for example, assignments or book talk, is important in how the text is discerned by the reader. It is therefore interesting to analyse what readings the student is required or invited to perform when literary reading is examined in national tests, a testing form that concerns all students in upper secondary school, and where one of its official aims is to concretize the curriculum.

    The aim of this thesis is to investigate what readings of literary texts are required or desirable in national tests in order to see what kind of reader the school is creating. This is done by studying how the student is positioned, by interpellations, in the tests. The thesis also has an historical approach, focusing on interpellation and reader subject.

    The empirical material of the study consists of all tasks that require reading of literary texts that have been used in national tests in upper secondary school in the subject of Swedish, from the year 1968 to 2013.

    The theoretical and methodological framework is discourse analytical with focus on positioning analyses, which is combined with analysis of readings, from the research field of literary didactics.

    The results show what readings that have been more or less frequent during the period.  Also the analyses of how the assignments are constructed display how the student is positioned in terms of competences, and in what way the reader subject is produced within the literary examinations.  For example, if the text should be read with a focus on form, as a societal argument, or in order to be an inspiration for the student´s own life, this will in itself create a reader that has a knowledge of how to analyse literature, is able to write about societal issues or is willing to talk about him/herself. The three prominent reading subjects that the study highlights are subjects with a knowledge of literature, with a knowledge of psychology and subjects with a knowledge of societal issues. The historical approach also shows that the student is provided with more and more information in how to read the text over time, which shows that the assignments work as a scaffold but at the same time gives the student a specific outlook on how to read literature in the later tests.  

    Download full text (pdf)
    Att skapa en läsare
    Download (jpg)
    Omslagsframsida
  • 393.
    Nilson, Eva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Elevers skrivande som identitetsskapande aktivitet i skolan  - innehåll och begränsningar2012Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to study how self presentations and reflexive writing work as displaying identity in the school context. In the curriculum from 1994 and the current curriculum (GY11) for the Swedish upper secondary school, identity making is central in how the subject Swedish  is defined. It is through language and different media the student will strengthen her individual and cultural identity.

    The material consist of students’ texts, inspirational texts and an assignment from the national test 2008 in the subject Swedish from upper secondary school. I examine how these texts provide a context for the student's own self presentation. I see this as a situation of interaction between the school as an institution and students’ writing.

    The study is discourse analytical where self presentations produced within the school are linked to a societal and historical context, based on theories on reflexivity and modernity, communication and enterprise culture and individualization/subjectivity and power. The methodological tools are primarily drawn from Systemic Functional Grammar and Narrative analysis.

    The results indictate a clear interaction when it comes to content as well as form between self presentation / life story and the construction of the assignment and the inspirational texts that the school provides. The discursive practice has great impact on the students’ own stories about themselves, and shows how the students handle the the discursive framework and the prerequisite provided from the school. The study's main contribution to school and writing research is to show how this is carried out. 

    Download full text (pdf)
    fulltext
  • 394.
    Nilsson, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    “Welcome to Sweden”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes2013In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, p. 137-164Article in journal (Refereed)
    Abstract [en]

    Education for newly arrived students in Sweden is commonly organised in introductory classes, providing a basis for transition to the mainstream system. Focusing on the hitherto underinvestigated question of how newly arrived students experience the time in and transition between introductory and regular classes, we analyse the social and pedagogical resources these two contexts provide based on interviews with students who arrived during the last years of lower secondary school. The research was conducted during 15 months at three schools in municipalities of different sizes, comprising 82 days of participant observation, 16 interviews with teachers and 61 semi-structured interviews with 22 students. Pointing to the tendency of allocating responsibility for newly arrived students’ education solely to the introductory class or the individual student, we argue that social and pedagogical provision also needs to be made in the mainstream system in order for school to fulfil its inclusive and educational aim.

  • 395.
    Nilsson, Josefin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Språk- och kunskapsutvecklande arbetssätt. Lärares lärande: En etnografisk studie om utveckling av språk- ochkunskapsutvecklande arbetssätt i undervisning för nyanlända högstadieelever i ämnet biologi2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studien är en etnografiskt inriktad undersökning som beskriver och analyserar tre lärares reflektioner om och tillämpning av språk- och kunskapsutvecklande aktiviteter i undervisningen av nyanlända elever i ämnet biologi. Deltagare i studien är en lärare i biologi, en studiehandledare och en lärare i svenska som andraspråk samt 14 nyanlända elever. Eleverna talade samma modersmål men skiljde sig åt gällande skolbakgrund och gick vid studiens genomförande sin tredje termin i svensk skola. Studien genomfördes i samband med att de tre lärarna i studien deltog i en gemensam aktionsforskningsprocess med uppsatsförfattaren som handledare. I aktionsforskningen strävade lärarna efter att fördjupa sina kunskaper i språk- och kunskapsutvecklande arbetssätt för att bättre kunna möta elevernas olika behov. Data samlades in under vårterminen 2014 genom ljudupptagningar av intervjuer och samtal, observationer samt film och fotografier från undervisningen och analyserades retrospektivt. Resultatet visar att lärarna under studiens gång, förändrar både sin syn på språk, lärande och undervisning samt sitt sätt att planera och genomföra undervisningen. Det mest framträdande är förändringar i lärarnas syn på den egna lärarrollen och sin praktik. Resultatet visar på en ökad medvetenhet om uppdraget att explicit lära ut både läs- och skrivstrategier samt att aktiviteter i undervisningen går mot en mer elevcentrerad och strukturerad undervisning där den interaktionella stöttningen och språkligt aktiva elever blir centrala inslag. Resultatet tyder på att lärarnas förhållningssätt och syn på språket som en resurs för lärande har betydelse för uppfattningen om lärarrollen och för vilka aktiviteter som tillämpas i undervisningen, samt för hur resultatet av de tillämpade aktiviteterna tolkas. Studiens resultat ses som relevant för planering och genomförande av fortbildningsinsatser för lärare med fokus på språk- och kunskapsutvecklande arbetssätt och undervisning för nyanlända elever i synnerhet, men även för utveckling av undervisning i allmänhet.

    Download full text (pdf)
    Språk- och kunskapsutvecklande arbetssätt. Lärares lärande
  • 396.
    Nilsson, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners2020In: Studies in second language language teaching and learning, ISSN 2084-1965, Vol. 10, no 2, p. 257-281Article in journal (Refereed)
    Abstract [en]

    This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.

  • 397.
    Nilsson, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Foreign language anxiety: The case of young learners of English in Swedish primary classrooms2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 2, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.

  • 398.
    Nilsson, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences2021In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way they perceive their own agency, that is, their situated SoA. Together in small groups, learners from seven Swedish classrooms, across years 2–5, were prompted with open questions to discuss target language use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the target language. However, they also expressed that they felt insecure about oral instructions and prompts, and combined with fear of embarrassment, they refrained from volunteering or asking questions. Their FLA and the mismatches that they accounted for apparently hampered their SoA, and illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching are discussed.

  • 399.
    Nilsson, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Target Langauge in the Primary Classroom: Teachers' beliefs and practices2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In spite of a monolingual norm in foreign language teaching during the last decades studies throughout the world show that teachers’ target language use varies significantly. This study sets out to examine to what extent the target language (TL) is used with young language learners and how this use correlates to teachers’ beliefs about foreign language teaching and first language (L1) inclusion. Moreover the paper discusses functions for L1 use and strategies used by teachers to support comprehension in the TL. Lesson observations and qualitative interviews were performed with four Swedish primary school class teachers. Despite the prevailing idea of exclusive TL use three of the four teachers do not subscribe to this approach and find L1 inclusion necessary. An emerging theme is the impact of teachers’ beliefs and how these are shaped by personal experience and/or education. L1 is legitimized in order to support comprehension and prevent pupils’ frustration. To varying degrees the L1 is used, mostly to facilitate learning but also for classroom management. The data suggests that teachers are well aware of their language use although they lack awareness and professional language to describe and be articulate about strategies they employ.

    Download full text (pdf)
    Target Language in the Primary Classroom
  • 400.
    Nilsson, Maria
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Young learners' perspectives on English classroom interaction: Foreign language anxiety and sense of agency in Swedish primary school2020Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores young language learners’ experiences of classroom interaction in English instruction, focusing on foreign language anxiety (FLA), sense of agency and learner beliefs, aiming to inform and problematize language pedagogy for young learners. Learners from ten classrooms in years 2–5 participated. Study I focused on levels and triggers of FLA, by means of a learners’ questionnaire about common language classroom practices. Findings revealed that 18% of learners frequently felt anxious during English lessons and that these negative emotions centered on speaking in class. With this study serving as a baseline, the following two studies investigated learners’ beliefs about language learning and teaching, as well as their actual experiences of classroom communication during English lessons, using recorded group discussions among learners with similar levels of FLA. Study II compared learners in one year 3 classroom, with many frequently anxious learners, whereas study III centered on learners with recurrent anxiety across seven classrooms, in years 2–5. 

    Together, the studies illustrate young language learners’ beliefs, and how they perceive and position themselves in relation to English instruction. In general, learners expressed positive attitudes to the English subject and the teaching. Regardless of anxiety levels, learners stressed the importance of extensive English input and for learners to guess and dare to speak. Learners who experienced recurrent FLA were confronted with three dilemmas that reduced their sense of agency. Incomprehensible English input made it difficult for them to follow instructions and understand what they were expected to say or respond to. Furthermore, the fear of social exposure and negative reactions made them prefer to remain silent and refrain from speaking or pose questions. Nevertheless, these learners favored whole class instruction, as they relied heavily on teacher support, and feared falling behind during individual work, although this setting sparked FLA. 

    The findings foreground the interaction of social, cognitive and emotional processes of language learning and the development of learners’ sense of agency in the classroom. The strong consensus and many recurrent themes expressed across classrooms, related to language use, instructions and organization, suggest that the findings may have bearing beyond these ten specific classroom contexts. The perspectives of primary school learners themselves are valuable in the development of age-appropriate language teaching that strives to foster motivation and a sense of agency, while counteracting the development of FLA. The thesis hopes to inspire academic and professional discussion about how to best organize English instruction that benefits all young learners, with varying language proficiencies in the same classroom.

    Download full text (pdf)
    Young learners' perspectives on English classroom interaction: Foreign language anxiety and sense of agency in Swedish primary school
    Download (jpg)
    presentationsbild
567891011 351 - 400 of 600
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf