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  • 51.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Litteracitetsutveckling i olika åldrar och ämnen2017Other (Other academic)
    Abstract [sv]

    Ett övergripande mål för alla elever i grundskolan är att utveckla litteracitet i varje skolämne, det vill säga att tala, läsa, skriva och använda multimodalitet kopplat till stoffet i varje ämne (jfr det vidgade textbegreppet). Syftet med denna artikel är att visa hur elevers kunskapsutveckling gynnas av att de under alla årskurser får undervisning i hur texter och multimodala uttryck ska läsas, förstås och skrivas i olika ämnen.

  • 52.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyanländas möte med skolans ämnen i ett språkdidaktiskt perspektiv2015In: Nyanlända och lärande - mottagande och inkludering / [ed] Nihad Bunar, Stockholm: Natur och kultur, 2015, 1, p. 81-138Chapter in book (Other academic)
  • 53.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Britt, Jakobson
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Kunskap och språk - meningsskapande i naturvetenskap2009Conference paper (Refereed)
    Abstract [sv]

    Barns möte med skolan innebär också ett möte mellan det vardagsspråk barnen blivit kompetenta språkbrukare i och skolspråket som de kan vara mer eller mindre främmande inför. Eftersom språket är människans viktigaste redskap för meningsskapande och skolans ämnen konstitueras av språket kommer eleverna under skolåren behöva bli medvetna om att olika sammanhang i skolan kräver olika språkbruk. I detta forskningsprojekt studeras språkets roll för utvecklingen av naturvetenskapligt lärande. Syftet med studien är att på makro- och mikronivå undersöka hur lärare ämnesmässigt och språkligt stöttar yngre (6-10 år) andraspråksutveckling i skolans naturvetenskapliga ämnen och vilken betydelse denna stöttning har för elevernas språk- och kunskapsutveckling i naturvetenskap. Med makronivå avses de stöttande aktiviteter läraren redan från början planerat och integrerat i undervisningen och med mikronivå avses den mer spontana interaktion som uppstår mellan lärare-elev och elev-elev under dessa aktiviteter. Projektet löper under två år där det första året (ht 08-vt09) är ett forskningsår då material samlas in i olika klasser från förskoleklass till årskurs 4. Datainsamlingen består av observationer när barn deltar i naturvetenskapliga aktiviteter i klassrummet, ljud- och videoinspelningar. fotografier, samtal med lärare och elever samt insamling av lärarplaneringar, elevarbeten och läromedelstexter. Under det andra året (ht09-vt10) möts deltagande lärare från insamlingsåret och forskarna i en aktiionsforskningsgrupp. Denna fas innebär att det insamlade materialet presenteras för lärarna och att analysen av stöttningen ur makro- och mikroperspektiv återkopplas och diskuteras. Resultatet av denna analys och diskussion förväntas leda till en uppsättning "mer framgångsrika" sätt att stötta elevers utveckling i de naturvetenskapliga ämnena som lärarna i denna fas prövar i sina respektive elevgrupper. Genom interaktionen i aktionsforskningsgruppen planerar varje lärare nya aktiviteter i sin elevgrupp, observerar och reflekterar över skeendet samt återför sina reflektioner till gruppen. Forskarna medverkar även detta andra år ute i klasserna med ytterligare materialinsamlingar för att dokumentera utvecklingen. I presentationen ges exempel på hur lärare och elever konstruerar mening under lektioner i naturvetenskap. Det insamlade materialet kommer att analyseras med utgångspunkt i Hallidays (1975) registervariabler field, tenor och mode kopplat till praktiska epistemologier (Wickman & Östman, 2002) och lärares epistemologiska drag (moves) (Lidar, Lundqvist & Östman, 2005) samt jämföras med Lemkes tematiska mönster (1990).

  • 54.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uddling, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The sun sets in the west: Multilingual students' meaning-making in school physics2015Conference paper (Other academic)
  • 55.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uddling, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    What is time? Multilingual students’ meaning-making in school physics2015In: NoFa5: Nordic Conference on Subject Education: Book of Abstracts, Helsinki: University of Helsinki, 2015, p. 11-12Conference paper (Refereed)
    Abstract [en]

    Scientific discourse comprises a specialized, lexically dense and abstract language, with a need for students to handle multiple resources for meaning making in parallel, e.g. verbal language, graphs, gestures, models, and symbolic language (Halliday & Martin, 1993; Lemke, 1998). This puts high demands on the learner, in particular for multilingual students as they learn science in their second language. We will present results from an interdisciplinary project on interaction in science classrooms, focusing on how science content is elaborated and negotiated through various semiotic resources. The project draws on i) social semiotics (Kress, 2010), including systemic functional linguistics (SFL) (Halliday & Matthiessen, 2004), and ii) practical epistemology (Wickman & Östman, 2002). Data (video/audio recordings, digital photographs and texts collected in the classrooms) is analyzed through SFL-analyses, multimodal analyses and practical epistemology. We will concentrate on findings from a primary school classroom working with "time". Here, the teacher uses a variety of semiotic resources in different semiotic modes, and students are engaged in small group work and whole class discussions. Our analyses, made from different perspectives, reveal a need for interdisciplinary cooperation for researchers to be able to give a broader picture of what learning opportunities are given the students.

  • 56.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom2020In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 34, no 4, p. 291-310Article in journal (Refereed)
    Abstract [en]

    In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.

  • 57.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Språk och ämne i samspel2014In: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, p. 163-173Chapter in book (Other academic)
  • 58.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg2010In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 5, no 2, p. 9-33Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.

  • 59.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Inledning: Nyanlända barn och ungdomar i de nordiska länderna2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 11, no 2, p. 5-12Article in journal (Other academic)
    Download full text (pdf)
    Inledning: Nyanlända barn och ungdomar i de nordiska länderna
  • 60.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Juvonen, PäiviStockholm University, Faculty of Humanities, Department of Language Education.
    Nyanlända barn och ungdomar i de nordiska länderna2016Collection (editor) (Refereed)
  • 61.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Forskning om flerspråkighet och kunskapsutveckling under skolåren2012In: Flerspråkighet: en forskningsöversikt / [ed] Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg, Stockholm: Vetenskapsrådet , 2012, p. 247-367Chapter in book (Refereed)
  • 62.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Slotte, Anna
    Bridging academic and everyday language Multilingual students' meaning-making in a lesson about Buddhism2017In: Journal of Immersion and Content Based Language Education, ISSN 2212-8433, E-ISSN 2212-8441, Vol. 5, no 2, p. 157-186Article in journal (Refereed)
    Abstract [en]

    This article presents findings from a Grade 7 religion lesson with 12-13 year-old multilingual Finnish-Swedish students in Finland. Here, focus is on the development of academic language and disciplinary literacy in multilingual environments, as they are crucial to students' success and an area in need of both attention and support. A total of 117 minutes of six video-recorded group discussions, collected in a classroom study in a Swedish-medium school in Finland, were analyzed. The aim was to explore how students used everyday language and academic language to co-construct meaning of academic text and to investigate resources that were used by multilingual students and teachers to facilitate access to content for students instructed through Swedish. Our findings focus mainly on discussions in one group of four students as they were answering text questions. This group bridged academic and everyday language by creating linguistic chains that linked the two and used multiple resources, such as previous knowledge, the textbook, asking the teacher, and using Finnish in order to ensure each participant's full understanding of the subject.

  • 63.
    Bader, Britt-Marie
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Från tolk till att prata själv: En studie av SFI-studerandes erfarenheter av att delta i sina barns utvecklingssamtal2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att studera vårdnadshavare som samtidigt deltar i SFI-undervisning och deras erfarenheter av att delta i sina barns utvecklingssamtal i grundskolan. Studien utgick från följande frågeställningar om hur vårdnadshavares erfarenheter av utvecklingssamtal i grundskolan visar sig, beskrivna av dem själva, vilka möjligheter och hinder som vårdnadshavarna beskriver att de har erfarenheter av och vad har SFI-undervisningen betytt för vårdnadshavarna för att delta i sina barns utvecklingssamtal, enligt deras beskrivningar? Studiens teoretiska utgångspunkter är ett interkulturellt perspektiv och Systemic Functional Linguistics (SFL) och metodologiska utgångspunkter är semistrukturerade intervjuer och analyser av narrativer.

    Resultatet visar att gemensamt i berättelserna var att vårdnadshavarna först använde tolk i sina barns utvecklingssamtal men att när de började förstå svenska bättre så ville de hellre klara sig utan och fann strategier för det. Gemensamt var att fråga läraren eller ta hjälp av sina barn och en variation var att använda engelska eller att läraren hade samma modersmål som vårdnadshavaren. Möjligheter och hinder för att delta i utvecklingssamtalen varierade. Vårdnadshavarnas strategier möjliggjorde deltagandet. Hinder som visade sig var när läraren pratade fort och använde svåra ord, vilket samtidigt blev en möjlighet om läraren omvänt pratade långsamt, tydligt och med enkla ord. Resultatet gör synligt interkulturella förhållningssätt där deltagarna visar förståelse för varandras olika etniska bakgrund och kulturella skillnader, vilket kan ses som förutsättningar för tillitsfulla relationer och att våga fråga läraren. Vårdnadshavarnas vilja att klara sig själva är möjlig att förstå ur ett SFL-perspektiv där språket ska fungerar för att tolka upplevelser, skapa mening och kommunicera, vilket är drivkrafter för att lära sig språket. Resultatet visar inte att vårdnadshavarna gav SFI-undervisningen någon särskild betydelse för att delta i sina barns utvecklingssamtal. Däremot visade begränsat antal timmar i undervisningen och flertalet studieavbrott att det ledde till att andraspråksinlärningen drar ut på tiden, vilket går att förstå som svårigheter för att nå ett funktionellt språk.

    Download full text (pdf)
    fulltext
  • 64.
    Balachandran, Aparna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context: A Case Study2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersökte uppfattningar om praktiker när det gäller skriftliga återkopplingsmetoder för två lärare i engelska på ett svensk gymnasium. Projektet som utformades som en fallstudie undersökte också de kontextuella faktorerna som påverkar lärarnas kunskaper, övertygelser och skriftliga återkopplingsmetoder genom att samla in data med hjälp av Think-Aloud protokoll sessioner, halvstrukturerade intervjuer och analys av kommenterade studenttexter. Resultaten tyder på att det finns skillnader i lärarnas uppfattningar och faktiska praxis när det gäller att lära sig att skriva och tillhandahålla skriftlig återkoppling på grund av de kontextuella faktorerna. Resultaten visar också att lärarnas akademiska identitet, erfarenhet och institutionella krav tillsammans med andra faktorer som betyg, tid, studentmotivering och klassrummstorlek har påverkat lärarens beslutsprocess.

    Download full text (pdf)
    Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context - A Case Study
  • 65.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    De romanska språken som L32016In: Tredjespråksinlärning / [ed] Camilla Bardel, Ylva Falk, Christina Lindqvist, Lund: Studentlitteratur AB, 2016, p. 115-134Chapter in book (Refereed)
  • 66.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lexical cross-linguistic influence in third language development2015In: Transfer effects in multilingual language development / [ed] Hagen Peukert, Amsterdam: John Benjamins Publishing Company, 2015Chapter in book (Refereed)
  • 67.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Syntactic Transfer in L3 Learning: What Do Models and Results Tell Us About Learning and Teaching a Third Language?2019In: Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice / [ed] M. Juncal Gutierrez-Mangado, María Martínez-Adrián, Francisco Gallardo-del-Puerto, Springer, 2019, p. 101-120Chapter in book (Refereed)
    Abstract [en]

    In this chapter, five theoretical models of syntactic transfer in third language (L3) learning are presented together with results from studies that examine the role of the background languages (L1 and L2) in L3 syntax. The models are the Cumulative Enhancement Model (CEM, Flynn, Foley, & Vinnitskaya 2004), the L2 status factor hypothesis (Bardel & Falk, 2007, 2012), the Typological Primacy Model (TPM, Rothman, 2011, 2015), the scalpel model (Slabakova, 2017), and the Linguistic Proximity Model (LPM, Westergaard, Mitrofanova, & Mykhaylyk, 2017). With these models, L3 syntax has recently and quickly become a debated issue in the field of Second Language Acquisition (SLA). The models deal with various factors that are held to play particularly important roles in the initial stages of L3 learning. The factors are, above all, Universal Grammar, typological relations between languages or between structures, the learner’s perception of similarities between languages, and the level of metalinguistic knowledge and proficiency in the involved languages. Empirical data tend to point in different directions regarding the significance of these factors. The overall results point at the dynamic nature of multilingualism in that they indicate that both the L1 and the L2(s) may act as transfer sources in L3 syntax, but questions concerning which factors lead to transfer from which background language, and of which particular structures, remain unsolved. This chapter surveys the five models and their attempts to answer the question of how previously acquired or learned languages play a role in the learning of L3 syntax. It ends with a discussion of what this line of research can offer language teachers.

  • 68.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The lexicon of advanced L2 learners2016In: Advanced proficiency and exceptional ability in second languages / [ed] Kenneth Hyltenstam, Berlin: Mouton de Gruyter, 2016Chapter in book (Refereed)
  • 69.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    De Meo, Anna
    Parler les langues romanes2016Collection (editor) (Refereed)
  • 70.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Granfeldt, Jonas
    Rosén, Christina
    Offering research education for in-service language teachers2017In: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049, Vol. 50, no 2, p. 290-293Article in journal (Other academic)
    Abstract [en]

    Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.

  • 71.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 7-26Article in journal (Refereed)
    Abstract [en]

    This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.

  • 72.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Falk, Ylva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    L1, L2 and L3: Same or different?2021In: Second language research, ISSN 0267-6583, E-ISSN 1477-0326, Vol. 37, no 3, p. 459-464Article in journal (Refereed)
    Abstract [en]

    This text comments on the Keynote article 'Microvariation in multilingual situations: The importance of property-by-property acquisition' by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.

  • 73.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Falk, Ylva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The L2 status factor and the declarative/procedural distinction2012In: Third language acquisition in adulthood / [ed] Cabrelli Amaro, Jennifer, Flynn, Suzanne & Rothman, Jason, Amsterdam: John Benjamins Publishing Company, 2012, p. 61-78Chapter in book (Refereed)
    Download full text (pdf)
    Bardel & Falk 2012
  • 74.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Falk, YlvaStockholm University, Faculty of Humanities, Department of Language Education.Lindqvist, Christina
    Tredjespråksinlärning2016Collection (editor) (Refereed)
  • 75.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Developing Lexical Complexity in Oral Production: Limitations and Possibilities of the Advanced L2 Learner2018In: High-level language proficiency in second language and multilingual contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 120-145Chapter in book (Refereed)
  • 76.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Lindqvist, Christina
    Aspects of lexical sophistication in advanced learners' oral production vocabulary acquisition and use in l2 french and italian2012In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 34, no 2, p. 269-290Article in journal (Refereed)
    Abstract [en]

    This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners' French and Italian. It discusses how teachers' judgments (TJs) of word difficulty can contribute to the methodology for lexical profiling and compares two methods, one purely frequency based and one modified on the basis of TJs of word difficulty. It has been suggested elsewhere that factors other than frequency play an important role in vocabulary acquisition. Here it is argued that cognates and thematic vocabulary related to teaching materials, although infrequent in target language (TL) corpora, should not necessarily be considered advanced and that analyses of learners' lexical sophistication would benefit from integrating these aspects. In this study, the frequency-based method normally used in lexical profiling was modified by recategorizing some low-frequency words considered easy by many teachers. On the basis of the TJs, a basic vocabulary, which consisted mainly of high-frequency words but also of cognates and thematic words, was defined, which was based on the fact that teachers judged certain low-frequency cognates and thematic words as relatively easy. Using the modified method, learners' lexical profiles were found to be more homogeneous within groups of learners at specific proficiency levels. The superiority of the new method over the purely frequency-based one was shown when comparing effect sizes. It is argued that this method gives a more correct picture of advanced L2 lexical profiles.

  • 77.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lindqvist, Christina
    Developing a lexical profiler for spoken French and Italian L2: The role of frequency, cognates and thematic vocabulary2011In: EUROSLA Yearbook, ISSN 1568-1491, E-ISSN 1569-9749, Vol. 11, p. 75-93Article in journal (Refereed)
    Abstract [en]

    This study is a follow-up to Lindqvist et al. (to press), where we investigated lexical frequency profiles of learners of French and Italian at different proficiency levels. By analyzing the proportion of low-frequency words used by the learners, we could distinguish proficiency levels that differ significantly at group level and correspond to morphosyntactic proficiency levels. However, some individual results within the groups indicated a need to analyze individual profiles in order to get a better picture of the actual quality of the learner’s vocabulary knowledge. The present study focuses on thematic vocabulary and cognates among the low-frequency words used by learners at different proficiency levels. We suggest that investigating qualitative aspects of learners’ word knowledge is a fruitful complement to traditional lexical profiling analysis. Such a combination can lead to a more complete picture of learners’ lexical profiles. Although we are aware that word frequency is known to be a powerful factor in vocabulary acquisition, our on-going research aims at developing a more general lexical profiler that integrates additional aspects that we have found to be relevant for learnability.

  • 78.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sánchez, Laura
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The L2 status factor hypothesis revisited: The role of metalinguistic knowledge, working memory, attention and noticing in third language learning2017In: L3 Syntactic Transfer: Models, New Developments and Implications / [ed] Tanja Angelovska, Angela Hahn, Amsterdam: John Benjamins Publishing Company, 2017, p. 85-101Chapter in book (Refereed)
    Abstract [en]

    This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in L1 or in L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.

  • 79.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sánchez, LauraStockholm University, Faculty of Humanities, Department of Language Education.
    Third language acquisition: Age, proficiency and multilingualism2020Collection (editor) (Refereed)
    Abstract [en]

    This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics.

    The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language.

    In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian.

    The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter.

    As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3.

  • 80.
    Barfoth Bondesson, Elin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Madsén, Natalie
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Interaktiv läsinlärningsmetod i den tidiga läsundervisningen: En kvalitativ studie av F-3 lärares erfarenheter av en kombinerad läsinlärningsmetod bestående av ljudningsmetoden och helordsmetoden i svenskundervisningen2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att öka kunskaperna om läsinlärningsmetoderna ljudningsmetoden, helordsmetoden och kombinationen av dessa i den tidiga läsundervisningen. Studiens frågeställningar behandlar hur lärarna implementerar en interaktiv läsinlärningsmetod, vilka didaktiska val som ligger till grund för implementeringen samt vilka för- och nackdelar lärarna ser med användandet av en interaktiv läsinlärningsmetod. Den teoretiska utgångspunkten för studien är Borgs (2015) beskrivning av det teoretiska perspektivet lärarkognition. Den insamlade data består av transkriberingar från semistrukturerade intervjuer med sex lärare verksamma i årskurs 1 som analyserades med tematisk analys. Resultaten visar att lärarnas arbetssätt varierar när en interaktiv läsinlärningsmetod implementeras. Ett annat resultat är att lärarnas didaktiska val påverkas av bristande förutsättningar i form av utbildning och riktlinjer samt att det finns andra yttre påverkansfaktorer lärarna tar hänsyn till vid implementering av en interaktiv läsinlärningsmetod. Dessutom visar resultatet att lärarna enbart ser fördelar med en interaktiv läsinlärningsmetod, då de kan anpassa metoden efter elevernas behov och förutsättningar. I diskussionen diskuteras vikten av att anpassa läsinlärningsmetoden utifrån elevsammansättningen, efterfrågan om tydligare riktlinjer kring interaktiv läsinlärningsmetod och huruvida den beprövade erfarenheten tar vid där utbildningen brister. 

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  • 81.
    Baum, Kristiina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Instruktionsdesign i sva-lärares planeringsarbete. Att synliggöra ADDIE.2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Instruktionsdesign (ID), en medveten och systematisk planering av instruktioner, samt användning av ID-modeller som stöd i planeringsarbetet är inte vida kända bland språklärare trots nyttan med dess användning. Inom ID är modellen ADDIE det vanligaste sättet att strukturera undervisning efter. Syftet med den här studien är att undersöka svenska som andraspråkslärares planering av distansundervisning samt synliggöra planeringens komponenter med hjälp av ADDIE. Att synliggöra ADDIE ger läraren möjlighet att granska strukturer i sitt planeringsarbete och på ett mer medvetet sätt arbeta med planeringsarbetets utvalda delar. I studien utförs tre semistrukturerade intervjuer med lärare som distansundervisar svenska som andraspråk på grundläggande nivå inom kommunal vuxenutbildning. Resultatet visar planeringsarbetets utmaningar i skolformen sas-grund, men styrker också tidigare fynd att lärarna är ovana att beskriva grundstrukturer i sina resonemang samt brukar inte ta tillvara ADDIE:s sista fas evaluering till att utveckla sin kurs.

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  • 82.
    Baum, Kristiina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Instruktionsdesign i sva-lärares planeringsarbete. Att synliggöra ADDIE.2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Instruktionsdesign (ID), en medveten och systematisk planering av instruktioner, samt användning av ID-modeller som stöd i planeringsarbetet är inte vida kända bland språklärare trots nyttan med dess användning. Inom ID är modellen ADDIE det vanligaste sättet att strukturera undervisning efter. Syftet med den här studien är att undersöka svenska som andraspråkslärares planering av distansundervisning samt synliggöra planeringenskomponenter med hjälp av ADDIE. Att synliggöra ADDIE ger läraren möjlighet att granska strukturer i sitt planeringsarbete och på ett mer medvetet sätt arbeta med planeringsarbetets utvalda delar. I studien utförs tre semistrukturerade intervjuer med lärare som distansundervisar svenska som andraspråk på grundläggande nivå inom kommunal vuxenutbildning (sas-grund). Resultatet visar planeringsarbetets utmaningar i skolformen sas-grund, men styrker också tidigare fynd att lärarna är ovana att beskriva grundstrukturer i sina resonemang samt brukar inte ta tillvara ADDIE:s sista fas evaluering till att utveckla sin kurs.

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  • 83.
    Bengtsson, Anna-Karin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läs- och skrivundervisning på modersmålet med stöttning av multimodala verktyg inom sfi2016Independent thesis Basic level (degree of Bachelor), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    I uppsatsen undersöks metoder för läs- och skrivundervisningen inom sfi med utgångspunkt från modersmålet dari och multimodala verktyg. Syftet med denna studie är att undersöka de pedagogiska metoder som används vid läs- och skrivundervisningen på modersmålet dari inom sfi samt att se vilka multimodala verktyg som kan ges som stöttning vid läs- och skrivundervisningen för elever som ännu inte är litterata. Frågeställningarna var: Hur undervisar man i läs- och skrivundervisningen på modersmålet dari? Vilka didaktiska principer används tillsammans med multimodala verktyg? Undersökningen är en kvalitativ undersökning med intervjuer och observationer. Resultatet beskriver alfabetiseringsundervisning i en sfi-verksamhet som utförs på modersmålet dari med multimodala verktyg som stöd. Luke och Freebodys modell kan ligga till grund för undervisningen för vuxna (Freebody, 1992). Modellen belyser fyra centrala färdigheter: avkodning, meningsskapande, textanvändning samt kritiskt användande. En annan teori som genomsyrar synen på språkinlärning i uppsatsen är teorin om kognitiv inlärning som arbetades fram av den ryska psykologen Lev Vygoskij angående språk, tänkande och lärande (Vygotskij, 2001). Pauline Gibbons forskning har påverkat de teoretiska utgångspunkterna eftersom lärande av ett andraspråk sker i interaktion med andra (Gibbons, 2013).

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    Läs- och skrivundervisning på modersmålet med stöttning av multimodala verktyg inom sfi
  • 84.
    Berg, Niklas
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Codeswitching in Swedish ESL Teaching2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many studies have shown that use of the target language second and/ or foreign language (in this case English) teaching has greatly improved students' learning, albeit, not all teachers use the target language exclusively but rather switch between the first and target language. This particular study has shown that the teacher in compulsory school does alternate between the target language and the first language for various reasons, while teachers in upper secondary school exclusively use the target language both within and outside the classroom and there are rarely any occurrences of codeswitching among students and teachers. The reasons for this are, because the content which has been taught has been too difficult for the students to understand, or the students have refused to interact in English with both their teacher and fellow students. The teachers' view on the matter tells us that even though they have tried to exclusively use the target language in the English classroom, it has not been working in the manner they wanted it to have. In order to gather data for this research, seven classroom observations have been carried out and to complement them interviews with three teachers have been conducted to get their view on the use of English in their own teaching and why they think codeswitching occurs among students and themselves.

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    Codeswitching in Swedish ESL Teaching
  • 85.
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömning som lärande: Vad elever kan lära sig om skrivande på engelska genom kamratrespons2019In: Formativ bedömning: utmaningar för undervisningen / [ed] Viveka Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 178-205Chapter in book (Other academic)
  • 86.
    Berggren, Jessica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Haglind, Malin
    Löfquist, Anna
    Nyström, Kristina
    Anfält, Hedvig
    Finnson, Gunilla
    Emmeli, Johansson
    Rönquist, Anna
    Wilson, Charlotta
    En språngbräda till bättre undervisning – att använda ett teoretiskt ramverk för att konstruera uppgifter2019In: LMS : Lingua, ISSN 0023-6330, no 1Article in journal (Other (popular science, discussion, etc.))
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  • 87.
    Bergstedt, Fredrik
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ett verkligt inflytande?: Lärares och elevers syn på elevinflytande i engelskundervisningen2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The primary aim of this study has been to examine as well as compare teachers’ and students’ views on student influence in English teaching (English A) at upper secondary school. The secondary aim of the study focused on describing how the new English curriculum (Gy 2011) have changed vis-à-vis the previous English curriculum (Gy 2000) and what impact these changes might have on teachers approach to student influence in English teaching. The study was carried out with the following research questions in mind: (1) how does teachers and students interpret student influence and (2) what kind of changes can be found in the new English curriculum (Gy 2011) and how might these changes affect teachers’ approach to student influence?

    The applied methods in this study have been qualitative semi-structured interviews with teachers and students, a survey aimed at students and a comparative textual analysis of the two curricula, Gy 2011 and Gy 2000. In order to triangulate the collected data, these three methods were chosen. The data analysis is based on the two curricula, theory and previous research connected to the specific subject area.

    The results of the study indicated that teachers’ and students’ interpretations of student influence were in many ways similar. Teachers as well as students think of student influence as participation, being involved in the decision-making process and being able to choose between options. In addition, teachers’ and students’ definition of a veritable influence is that students both feel that they have an opportunity to shape their English education and that they actually have an opportunity to shape their English education. The role of the teacher, when it comes to student influence in English teaching, is to be perceptive and open-minded to students’ suggestions. The role of the student is to voice his or her opinions and give suggestions to the teacher. In regard to how teachers are working with student influence in their English teaching, answers from the interviews and the survey indicated that students mainly have an opportunity to influence how the classroom activity can be carried out. The content of the classroom activity is still the teacher’s prerogative. If the students are given choices, these choices have usually been framed by the teacher. The results of the textual analysis of the new English curriculum (Gy 2011) showed that changes have taken place in the new curriculum in areas such as structure, communication, student perspectives and student responsibility. A requirement in the new curriculum was found that could lead to more student influence.  However, some of the teachers were not really sure that it could generate more student influence. In this regard, they highlighted the authority of a teacher’s opinion.

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  • 88.
    Beskow, Malin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bergström, Josefine
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömning av engelska i ljuset av Betygsutredningens förslag: En kvalitativ studie2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school system has undergone some major transformations during the last thirty years. Another alteration is currently in the making, suggested by Betygsutredningen 2018, on behalf of the Swedish government, with some of the changes due to come into practice at the start of the 2022 autumn term. The present study aims to examine the underlying motivations to these proposed alterations of the grading system in Sweden by performing a qualitative text analysis on the document Bygga, bedöma, betygsätta – betyg som bättre motsvarar elevernas kunskaper; Betänkande av Betygsutredningen 2018 (SOU 2020:43). Furthermore, the study also aims to explore the attitudes to the proposed alterations among eight English teachers as well as a deputy headmistress at both a Swedish secondary school (högstadiet) and an upper secondary school (gymnasiet), employing semi-structured interviews. It is a qualitative study within the grounded theory framework. 

    Although the document (SOU 2020:43) takes attitudes regarding the proposals among teachers, students and other concerned parties into account, no individual voices have been cited. By providing individual voices, the present study aims to fill the gap. The findings indicate that the secondary teachers and the headmistress are sceptic about whether the subject grade reform will lead to any concrete changes concerning assessment. Therefore, it is of great importance that this reform includes efforts to establish professional development projects in the form of peer learning amongst teachers focusing on assessment for learning, for this reform to be successful. Such continual assessment discussions amongst teachers can strengthen teachers’ assessment competence, which could help to prevent arbitrariness in grading, an issue that was highlighted by the interviewees with regards to some of the proposed changes.

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  • 89.
    Beslagic, Deni
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Pålsson Gröndahl, Karina
    Rosa, Sandra
    Kan ett zoo få nybörjarelever i spanska att samtala?2020In: LMS : Lingua, ISSN 0023-6330, Vol. 3, p. 39-43Article in journal (Other (popular science, discussion, etc.))
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  • 90.
    Bigestans, Aina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Utmaningar och möjligheter för utländska lärare som återinträder i yrkeslivet i svensk skola2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral dissertation investigates the challenges “foreign teachers” experience in the encounter with the Swedish school and the possibilities they have to manage challenges and to establish their legitimacy. The participants of this study were newly employed in the pre-school, the primary school and the secondary school.

    The material includes interviews with 21 teachers and complementing observations at the workplaces of five of these teachers. Principals and colleagues have also been interviewed as well as administrators and teacher educators of supplementary teacher training programs.

    The shift of language of instruction was reported as causing challenges and demanded time and energy from the teachers in preparing the lessons. Here the teachers mentioned knowledge and correct use of the subject specific vocabulary and the ability to use everyday language in the process of building a bridge to the language of the subjects. Difficulties in the interaction with colleagues and parents were reported; when being positioned as less competent due to their second language speaker status. Some examples also reveal that everyday interaction demands knowledge of social practices that are not always familiar to these teachers.

    The value of individual assets (e.g. professional experience, profound subject knowledge and multilingualism) is enhanced when school principals recognize the resources of these teachers and make use of them in the communities of practice at school.

    In using activity theory, difficulties in the interaction with students or problems with questioning parents could be analyzed with regard to communities of practice, rule systems or division of labor in the activities of the school.

    This thesis emphasizes the importance of a critical discussion of existing norms, values and hierarchies in local school contexts if schools in Sweden in general are to be seen as learning and working contexts for teachers as well as students of all backgrounds.

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    Omslagsframsida
  • 91.
    Billing, AnnaCarin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Människa, kanin, text och bild i Anna Höglunds Om detta talar man endast med kaniner2016In: Litteratur och språk, ISSN 1653-1701, no 11, p. 149-156Article in journal (Other academic)
  • 92.
    Bjuggfält, Makz
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grannspråksundervisning i den svenska skolan: Lärares upplevelser och erfarenheter av grannspråksundervisning2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen undersöker grannspråksundervisning inom svenskundervisningen i den svenska skolan samt lärares självskattade grannspråkskompetens och inställning till grannspråkskunskaper och grannspråksundervisning i förhållande till faktorer såsom geografisk lokalisering, examensår och utbildning. Utifrån analys av 112 lärare och lärarstudenters svar på en webbaserad enkätundersökning tecknas en bild av hur grannspråksundervisningen och lärares grannspråkskompetens ser ut idag i förhållande till tidigare undersökningar, samt hur lärares inställning till grannspråkskunskaper och grannspråksundervisning kan förstås i ett språkpolitiskt och läroplansteoretiskt perspektiv.

    Undersökningen visar att antalet undervisningstimmar ägnade åt grannspråken tycks öka jämfört med resultat från en liknande undersökning 2011 och att färre lärare helt utelämnar grannspråksundervisningen. Vidare tycks komparativa studier vara vanligast. Ifråga om lärares grannspråkskompetens tycks en negativ utveckling ha skett. En större andel än tidigare anger att grannspråksundervisning inte ingick i deras lärarutbildning och en femtedel anger att de inte har tillräcklig kompetens för grannspråksundervisningen. En tredjedel av informanterna anser att grannspråkskunskaper och grannspråksundervisning har liten eller ingen relevans. Den främsta anledningen tycks vara stor stoffträngsel i ämnet och att andra moment har högre prioritet. Examensår har liten påverkan på lärarnas inställning medan geografisk lokalisering tycks ha större påverkan. Tydligaste påverkansfaktorn är huruvida grannspråksundervisning ingått i lärarutbildningen eller inte.

    Förklaringar till varför grannspråkskunskaper och grannspråksundervisning anses orelevant kan vara att den skandinaviska gemenskapshetstanken inte är lika starkt befäst som tidigare. Forskning visar däremot att effektiv språkundervisning måste vara välplanerad, långsiktig och med starkt institutionellt stöd. Det saknas inom grannspråksundervisningen idag. Därför efterlyser uppsatsen en tydligare vision kring hur de språkpolitiska ambitionerna ska realiseras.

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    Grannspråksundervisning i den svenska skolan
  • 93. Björklund, Siv
    et al.
    Rejman, Katarina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Heilä-Ylikallio, Ria
    Elevtextens många uttryck - mot en multimodal analys2016In: Text och textualitet / [ed] Pia Hirvonen, Daniel Rellstab, Nestori Siponkoski, Vasa: Vasa universitet , 2016, p. 153-164Conference paper (Refereed)
  • 94. Blank, Cintia Avila
    et al.
    Llama, Raquel
    Stockholm University, Faculty of Humanities, Department of Language Education. University of Ottawa, Canada.
    Exploring Learning Context Effects and Grapho(-Phonic)-Phonological Priming in Trilinguals2019In: Languages, E-ISSN 2226-471X, Vol. 4, no 3, article id 61Article in journal (Refereed)
    Abstract [en]

    A growing body of research on bilingual word recognition suggests that lexical access is language non-selective in nature. This claim aligns with the Dynamic Systems Theory (DST) approach to (multilingual) language acquisition, according to which complex systems involve a large number of elements that interact. In language learners, these interactions lead to the creation and dissolution of patterns as the tasks and environments around them change. In this study, we extend the scope from previous research on word recognition to include the role immersion plays on the transfer of grapho(-phonic)-phonological patterns among (Brazilian Portuguese–French–English) trilinguals. Two groups of participants—one group living in their L1 environment and the other in an L2 setting—were presented with a primed lexical decision task. Besides revealing a high impact of L2 immersion on the processing of grapho(-phonic)-phonological related primes, our results provide further support for the notion of language non-selective access to the lexicon, which seems to generalize to trilingual word recognition. Implications for the DST view of multiple language acquisition are briefly discussed.

  • 95.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Assessment discourses in teacher group discussions about students' writing2016Conference paper (Refereed)
  • 96.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömning, ett hot mot kreativa skrivprocesser och elevers skrivutveckling?2021Conference paper (Refereed)
    Abstract [sv]

    Studien undersöker gymnasielärares samtal om hur skrivandet i svenskämnet har förändrats över tid. I samtalen deltog tre svensklärargrupper från olika gymnasieskolor med högskoleförberedande program. Samtalen genomfördes som så kallade collective remembering interviews, en metod att genom social interaktion stimulera deltagarnas minne (Middleton & Brown, 2005), och de frågor som strukturerade samtalen var vilka förändringar som har skett genom åren och vad dessa förändringar inneburit. 

    Studien utgår från teorier om formativ bedömning i relation till skrivdidaktik med fokus på hur stöttning kan utformas både som mål och metod i skrivprocesser för att ge elever möjlighet att utveckla ett akademiskt skrivande samtidigt som de breddar och fördjupar sina ämneskunskaper (Hoel, 2010; van de Pol et al., 2010). Materialet analyserade med topikanalys (Linell, 2001), inriktad på att belysa vilka beskrivningar och uppfattningar som lärarna inom varje grupp gav uttryck för att dela. Frågorna som ställdes var: Vad har lärarna velat åstadkomma och varför? Vad har dessa förändringar lett till och vilka problem har de synliggjort? 

    Resultatet visar att lärargruppernas beskrivningar av vad de har velat åstadkomma och varför till stor del överensstämmer. Samtliga lärargrupper beskriver hur kraven på ett mer akademiskt skrivande i ämnet har ökat. För att möta dessa ökade krav har lärarna genom åren på olika sätt arbetat med att synliggöra bedömningsgrunder för skrivuppgifter, utforma olika typer av stöttning för skrivandet och bygga progression i skrivandet inom och mellan de olika kurserna. Men när lärarna beskriver vad dessa förändringar har lett till och vilka problem de i sin tur har synliggjort, framträder två olika berättelser som i mångt och mycket är varandras motsatser. En berättelse handlar om att bedömningsarbetet riskerar att stå i vägen för elevers möjligheter att delta i kreativa skrivprocesser där de får utforska ämnet, testa olika uttryckssätt och skapa något nytt (Beghetto & Kaufman, 2007), medan en annan berättelse handlar om ett bedömningsarbete som istället kan bidra till att skapa en sådan kreativ skrivkultur. Hur lärarna uttrycker att de förhåller sig till och använder ämnesplanens kunskapskrav vid planering och genomförande av undervisning och vid bedömning, tycks vara avgörande för deras olika uppfattningar om vilken inverkan bedömningsarbetet får. Ett bedömningsarbete som i alltför hög grad utgår ifrån och knyts till kunskapskravens formuleringar, beskrivs få negativa konsekvenser även för de texter som eleverna skriver, där de i större omfattning än tidigare har svårt med att föra självständiga resonemang, dra slutsatser och använda ämnesspecifika för att utveckla sina resonemang. 

  • 97.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Konkurrerande normer i svensklärares summativa bedömningar av gymnasieelevers skrivande2017Conference paper (Refereed)
  • 98.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samsyn, självständighet och styrning: Didaktiska perspektiv på akademiskt skrivande i grundlärarprogrammet2021Conference paper (Other academic)
    Abstract [sv]

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

  • 99.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samtal om skrivbedömning: Lärares normer, beslut och samstämmighet2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.

    The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?

    The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.

    The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.

    The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.

    The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.

    Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.

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  • 100.
    Blomqvist, Per
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skrivundervisning: i samspel med litterära texter2012Book (Other (popular science, discussion, etc.))
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