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Tesi sul tema "Teater, språk"

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Autore: Grafiati
Pubblicato: 25 luglio 2024

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1

Björn, Hanna. "Nikolaj Evreinovs Teater för en själv : Aspekter av Teatralisering". Thesis, Stockholms universitet, Slaviska språk, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-161469.

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2

Voss, Sofie. "”Teater och språk går ju hand i hand” : En studie om hur grundskollärare uppfattar användning av teaterelement som medel för barns språkutveckling". Thesis, Örebro universitet, Musikhögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83437.

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3

Juliusson, Carl Magnus. "Papegojor och spel : En analys av monologen och dialogen i Samuel Becketts I väntan på Godot och Slutspel". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60287.

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Abstract (sommario):
Jag har i denna studie av Samuel Becketts (1906-1989) två dramer I väntan på Godot (En Attendant Godot) (1952) och Slutspel (Fin de Partie) (1957) studerat dialogen och monologen i de båda dramerna och diskuterat kring vilka slutsatser man därav kan dra om språk och berättande. Fokus har legat på hur dialogen tar sig ut, vilka faktorer den är under stor påverkan av och dess relation till monologens fundamentala roll i Becketts dramer. Analysen har jag delat upp i två delar vilka för sig behandlar var sitt drama i kronologisk ordning. Först I Väntan på Godot och därefter Slutspel. De båda delarna är sedan i sin tur uppdelade i två delar varav den första diskuterar dialogen och den andra monologen. Första delen av analysen av I väntan på Godot har kallats ”Missförstånd och minne” och där har jag reflekterat kring, som titeln avslöjar, missförståndets roll – hur det tar sig ut och varför – samt dialogens påverkan av karaktärernas bristande minne. I delen som följer har jag fokuserat på berättandet i dramat med utgångspunkt i bland annat Pozzos spel och Luckys förbryllande tal. I första delen av analysen av Slutspel, ”Spelet”, har jag studerat dialogen i relation till det spel vilket karaktärerna i dramat utsätter varandra för. Vidare tar jag upp vanan under samma rubrik och hur den påverkat dialogen. I sista delen, ”Hamms berättande”, har jag undersökt Hamms berättelse, vilket även kommer nämnas under rubriken innan, och monologens roll även i detta drama. För att kunna förankra analysen i de båda dramernas handling, vilka i sig stått fokus för en mängd forskning, har jag valt att använda mig av verk vilka presenterar generella och översiktliga tolkningar av Becketts författarskap, t.ex. Charles R. Lyons Samuel Beckett (1983), Richard N. Coes Beckett (1968) samt portalverket till den absurda teatern, Martin Esslins The Theatre of the Absurd (1961). Jag kommer också bland annat använda mig av två samlingar vetenskapliga essäer om Beckett, Samuel Beckett now (1970) och Samuel Beckett: A Collection of Critical Essays (1964) samt en mer språkinriktad studie om Beckett, Six dramatists in search of a language (1975) av Andrew K. Kennedy. Som stöd till analysen kommer även andra skönlitterära verk av Samuel Beckett användas som kan belysa den tematik om språk och berättande vilket kommer diskuteras i denna analys. Analysen kommer vara en närläsning och allt skönlitterärt material kommer vara i svensk översättning.
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4

Borg, Lovisa, e Frida Ramström. "Språk- och kommunikationsstöd i förskolan : En undersökning om hur barn stöttas i sin språk- och kommunikationsutveckling i förskolan". Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29073.

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Abstract (sommario):
Syftet med studien är att undersöka vad några verksamma inom förskolan har för åsikter, vetskap och erfarenheter om hur språk och kommunikationsstöd används i förskolan. I studien undersöks också vilka tillvägagångssätt som används för att stödja barn i deras språkutveckling och om de intervjuade anser att det finns några fördelar och nackdelar med språkstöd. För att samla in material gjordes intervjuer med verksamma inom fem olika förskolor och tre olika områden, vilket var förskollärare, talpedagog och specialpedagog. Data samlades in genom ljudupptagning samt anteckningar som sedan transkriberades och delades upp i sex kategorier. Utifrån studien fick vi i resultatet fram att språk och kommunikationsstöd är något som gynnar alla barn, oavsett svårigheter. Det framkom att bild- och teckenstöd är den vanligaste metoden men också att pedagogernas relation till barnen är en av de viktigaste faktorerna för att det ska kunna bli ett stimulerande lärande. Resultatet visar också att en nackdel med språkstöd är tidsbrist och brist på kunskap och intresse hos pedagoger.

Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07

 Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.

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5

Augustsson, Elin. "Språk- och kunskapsutvecklande arbetssätt hos ämneslärare". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56671.

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Abstract (sommario):
The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil.
Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.
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6

Lalander, Christine. "Diagnostiskt läsförståelseprov i början av lärarutbildningen med inriktning mot språk". Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-112849.

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Abstract (sommario):
The aim of this study is to describe, analyse and interpret the reading comprehension of language teacher students at the beginning of their university studies through a diagnostic reading comprehension test as a prognosis of their ability to manage their studies. The research questions are: 1. What form has the diagnostic reading comprehension test of the development project used at the beginning of the teacher education for language teacher students? 2. What does the diagnostic reading comprehension test at the beginning of the studies indicate about the success in the reading comprehension of academic course literature of the language teacher students? 3. What do the language teacher students’ reflections show about the reading comprehension test and about their insight into their own reading comprehension of academic course literature? 4. To what extent can a connection be shown between the results of the diagnostic reading comprehension test and the study results of the language teacher students? The research study represents a mixed method strategy and is a descriptive case study. A diagnostic reading comprehension test has been given to a group of language teacher students at the beginning of their first term. The students were also asked to reflect on the test and their reading ability. According to the study the diagnostic reading comprehension test used in the development project, and analysed in this study, must be altered to meet desired claims before used again. For example should the test include more reflective questions and more people should be included in the test process. This research contributes to new knowledge about teacher students’ comprehension of academic texts as well as new knowledge about a reading comprehension test.
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7

Blückert, Ann. "Juridiska – ett nytt språk? : En studie av juridikstudenters språkliga inskolning". Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-111807.

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Abstract (sommario):
This dissertation considers the language socialization of law students. One message that the law students encounter is that legal Swedish is an entirely new language. The main aim is to investigate what linguistic norms are conveyed to the students through the teachers’ comments on the students’ texts and through various forms of writing instructions. The material consists of student texts with teacher comments and documentation on various phases of instruction with a focus on writing. Teacher comments on texts written during the first year of the law programme are analyzed and categorized. The analysis stems from two models. The first model is based on different text levels, like formal conventions of writing, sentence construction, text structure, word choice and style, and content. The second model distinguishes different linguistic norms based on three layers: The first layer consists of written language norms in general language practice, the second of academic language norms and the third of norms that are specific to the use of legal language. The results show that word choice and style is the most common category for the teachers’ comments in the first term of the law programme and content is the most common in the second term (with word choice and style the second most common). Formal conventions of writing, sentence structure and different types of grammatical constructions are some of the things the teachers criticize. Surprisingly few of the teachers’ comments concern more overarching aspects such as text structure or the aim and genre of the text. Comments are made on local features in the text, but rarely on more global features. The teaching practice that the writing of law students belongs to entails, among other things, that the students’ texts are assessed anonymously for the sake of fairness. This means that there is not much opportunity for a student to discuss the text with the teacher who commented on and assessed it. The construction of the teachers’ text comments is particularly important when dialogue between student and teacher on the text draft and final version is not an integral part of instruction. The teachers’ written comments are usually brief and do not allow much space for a consideration of linguistic norms and text patterns, which reduces the opportunities for the teachers and the law programme to contribute to a deeper linguistic awareness in the law students.
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8

Rönning, Monika. ""Alla barn har ett språk" : Ett examensarbete om svenska som andraspråk i skolan". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30887.

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Abstract (sommario):
This paper is about multilingualism in school and how teachers work with pupils who haveanother native language then Swedish. The aim of the study is to find out how teachers workwith Swedish as second language and what they found functional in their classroom. Theresearch questions are about how teachers defines Swedish as second language, how teacherswork and which work procedures that they think give a positive effect on the pupil’sknowledge. From the interviews with teachers from two different schools I have found out that it isimportant to proceed from the pupil’s experience and knowledge. The education in Swedishas second language is structured differently but the common thing is that the pupils will workwith the same thing as their classmates. Swedish as second language is a subject for thosepupils who have another native language than Swedish. It is also important to involve thelanguage in every subject in school, for example mathematics and natural science, to createunderstanding and this can be made by building a bridge between the pupil’s native languageand the Swedish.
Den här studien handlar om flerspråkighet i skolan och hur lärare arbetar med flerspråkiga elever. Syftet är att ta reda på hur lärare arbetar med svenska som andraspråk och vad de tycker fungerar i undervisningen. Forskningsfrågorna handlar om hur svenska som andraspråk definieras, hur lärare arbetar och vilka arbetssätt lärare tycker är kunskapsutvecklande för eleverna. Genom att intervjua tre lärare från två olika skolor har jag genom studien kommit fram till att det är viktigt att utgå från elevernas erfarenheter och kunskaper. Undervisningen i svenska som andraspråk ser olika ut på skolorna men gemensamt för dem är att de utgår från att eleverna ska arbeta med samma saker som övriga klasskamrater. Svenska som andraspråk är ett ämne för de elever som har ett annat modersmål än svenska. Det är också viktigt att arbeta med språket i alla undervisning för att skap förståelse hos eleverna och detta kan göras genom att skapa en brygga mellan elevernas modersmål och svenskan.
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9

Daiwei, Olsén Vivi Weiwei. "Lärarupplevelser vid distansundervisning : En kvalitativ studie av upplevelser av ledarskap vid distansundervisning hos en grupp lärare i moderna språk". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191530.

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Abstract (sommario):
The goal of this study is to examine what challenges in classroom management language teachers who are working at the gymnasium are facing when they are doing distance teaching. A qualitative study is performed where interviews are used as the data collection method. Five language teachers from a school in Stockholm county were chosen to take part in the interviews. These interviews were recorded and later transcribed and analysed to find categories to be able to further describe and discuss the data. This resulted in eight different categories forming. Results that are noticeable is firstly that planning and communication is the two most difficult aspects of classroom management for the interviewed teachers. For planning the time was considered difficult to control in distance teaching. When it comes to communication, the primary difficulty was to get used to communicating via a monitor which does not mediate body language and facial expressions in a satisfactory way. Furthermore, it was discovered that many teachers have problems with the technological aspects of distance teaching. There are a lot of new and complicated software that the teachers need to learn and understand to be able to efficiently educate.
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10

Össmar, Sofia. "Affective teaching and learning in a Swedish EFL classroom : A case study investigating teacher-student relationship and motivation". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71461.

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Abstract (sommario):
According to previous research, affective aspects are, when successfully applied, presumed to increase cognitive learning in the language classroom. The research present on the affective domain was deemed insufficient since few observations in language classrooms had been made. This study gives a view on how affective teaching and learning are applied in a Swedish EFL classroom. Teacher-student relationships and motivation have been observed during three lessons in an English language classroom according to several categories of the two facets that were assembled prior to the observations and finalized afterwards. A case study was used as method for investigating how affective teaching and learning are used in practice. The case study indicated a frequent use of affective teaching in the classroom. All categories of relationship and motivation were detected during the lessons, indicating that the teacher is experienced in terms of using affective teaching and learning in her classroom. The study is important to language learning since it highlights the necessity of applying affective teaching and learning in the classroom. The results of the study indicate that there are several ways to develop positive teacher-student relationships and also demonstrates different approaches to how motivation can be generated by the teacher in a language classroom.
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11

Velagic, Meliha, e Dalila Saidani. "Modersmålsutveckling i förskolan : En kvalitativ studie om förskollärares arbetssätt med att utveckla modersmål hos förskolebarn som talar annat språk än svenska". Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102609.

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Abstract (sommario):
Syftet med studien är att bidra med kunskap om förskollärares arbetssätt med att utveckla modersmål hos förskolebarn som talar annat språk än svenska. Frågeställningar som har inkluderats är: Vad använder förskollärare för strategier och metoder för att utveckla barns modersmål i förskolan? Vilka svårigheter och utmaningar finns för förskollärare gällande utveckling av barns modersmål i förskolan? Fem förskollärare har intervjuats i fem olika mångkulturella förskolor i två olika kommuner för att besvara studiens frågeställningar. Studiens teoriramverk är det interkulturella perspektivet och den sociokulturella teorin. Resultatet visade att samtliga förskollärare är eniga om att uppmärksammandet av barns modersmål är av stor betydelse i förskolan och att det är viktigt att låta barnen få använda sitt modersmål. Barn som har en bra grund i sitt förstaspråk har det sedan lättare för att lära sig det svenska språket anser förskollärarna. Förskollärare använder sig av olika metoder och strategier vid modersmålsundervisning som exempelvis dans och arbete i mindre barngrupper. Förskollärarna lyfter upp tidsbrist, stora barngrupper, missförstånd, material och verktyg som svårigheter och utmaningar. Slutligen påtalar förskollärarna en avsaknad av flerspråkiga förskollärare samt rätt verktyg för modersmålsundervisning. Fortsatt forskning inom området krävs dock för att ge stöd och vägledning till förskollärarna gällande modersmålsutvecklingen i förskolan.
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12

Senli, Elagöz Nuray. "”I”ll Report to the Writing Workshop…”- Interview Study with SFI Teacher, Mother Tongue Teacher and Special Educator". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27340.

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SAMMANFATTNING/ABSTRAKTTitel: ”Jag anmäler till Skrivverkstan…”. En intervjustudie med SFI-lärare, modersmålslärare och specialpedagog. ”I´ll report to the Writing Workshop…”- Interview Study with SFI Teacher, Mother Tongue Teacher and Special Educator.Författare: Nuray ElagözTyp av uppsats: Examensuppsats (15 hp)Handledare: Anna-Karin Svensson, Examinator: Birgitta LansheimProgram: Specialpedagogprogrammet 90 hpDatum: 2016-08-24Förväntat kunskapsbidragDenna studies frågeställningar väcktes i arbetet med SFI-elever som har svårigheter i sin språk-, läs- och skrivutveckling. Förhoppningsvis kan denna studie bidra till ökad kunskap om hur viktigt det är att ha kunskap om både läs- och skrivpedagogik i mötet med SFI-elever som har svårigheter i sin språk-, läs- och skrivutveckling. Studien kan även bidra till kunskap om vikten av att specialpedagogiken flyttar in i klassrummet och att specialpedagogens kunskaper delges lärarna i mötet med SFI-elever i behov av stöd.Syfte och frågeställningar: Syftet med denna studie är att undersöka hur studiens deltagare, SFI-lärare, modersmålslärare och specialpedagog, utformar sin undervisning för SFI-elever som behöver stöd i sin språk-, läs- och skrivutveckling. I studien undersöks även hur SFI-lärare, modersmålslärare och specialpedagog ser på orsakerna kring SFI-elevers svårigheter i sin språk-, läs- och skrivutveckling samt hur samarbetet bland skolpersonalen upplevs kring elever som har svårigheter i sin språk-, läs- och skrivutveckling. Följande frågeställningar besvarar arbetets syfte:- Hur uppfattar och analyserar studiens deltagare, SFI-lärare/modersmålslärare/specialpedagog, orsaker till elevers svårigheter avseende språk-, läs- och skrivutveckling på ett andraspråk?- Vad berättar informanterna i studien om sitt arbete med SFI-elever som behöver stöd i sin språk-, läs- och skrivutveckling?- Hur upplever informanterna samarbetet mellan lärare/modersmålslärare/specialpedagog kring SFI-elever som behöver stöd i sin språk,- läs- och skrivutveckling?Teoretisk ramDenna studie har sin teoretiska utgångspunkt i kognitiva och sociokulturella teorier samt specialpedagogiska perspektiv. Inom de kognitiva teorierna förläggs fokus på hur själva individen lär medan det inom den sociokulturella teorin är samspelsprocesserna mellan individerna som är i centrum. Inom de specialpedagogiska perspektiven förklaras tre olika sätt att se på specialpedagogiken: (1) det kompensatoriska, (2) relationella och (3) dilemma perspektivet.MetodStudien bygger på intervjumetoden utifrån den hermeneutiska ansatsen. Fyra SFI-lärare, en modersmålslärare och en specialpedagog inom en och samma verksamhet har intervjuats med hjälp av semistrukturerade frågor. Datainsamlingen är kvalitativ då empirin har tolkats utifrån ord och inte numeriska siffror.ResultatetResultatet visar att de intervjuade arbetar med genrepedagogiken för att stötta alla SFI-elevers skrivutveckling. Det visar även att de intervjuade arbetar utifrån Pallincsar och Browns (1984) strategier för att stötta samtliga SFI-elevers läsutveckling. Det är dock en strategi som är i skymundan som handlar om att ställa frågor till texten. Det är likaså ingen av de intervjuade som lyfter att de i undervisningen arbetar med elevers metakognitiva förmågor. Specialpedagogens stöttar SFI-elever som har läs- och skrivsvårigheter genom att de får öva på sin fonologiska medvetenhet och använda kompensatoriska hjälpmedel. Studien visar att samarbetet mellan SFI-lärare, modersmålslärare och specialpedagog förekommer vid behov kring SFI-elever som behöver stöd i språk-, läs- och skrivutvecklingen samt att samarbetet upplevs positivt bland de intervjuade.Specialpedagogiska implikationerDetta resultat ger implikationen att skolpersonal medvetet bör arbeta med SFI-elevers läsutveckling och de metakognitiva förmågorna. Specialpedagogens kunskaper om fonologisk medvetenhet i andraspråket bör även vidarebefordras till SFI-lärarna och modersmålsläraren. Vidare behöver även klassrummen utrustas med kompensatoriska hjälpmedel som finns hos specialpedagogen så att samtliga elever i behov av stöd kan få hjälp inom undervisningens ram.
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13

Leijon, Sofi. "Content and Language Integrated Learning in Sweden : A report of the experiences of teachers who teach in an International Baccalaureate program and a standard program". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60166.

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Abstract (sommario):
This essay has been carried out with the purpose of investigating the differences between teaching in a CLIL program and in a standard program. The results of this research are based on the perceptions of five teachers working in both programs. These teachers participated in a semi-structured group interview where they were asked questions and were given the opportunity to develop the discussions among themselves. The results have shown that there are fewer differences between these two programs than I originally thought, but the differences that do exist were unexpected. All of the teachers who participated in the study had taught English before they started to work in the IB, but are not trained CLIL teachers. Since there were only five participants and these participants are not trained CLIL teachers, this investigation does not show a general result, but instead gives the picture of how working with CLIL and a standard program simultaneously could work.
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14

Sande, Marcus. "Advice giving : An investigation of teacher-student interactionwhen giving advice". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45883.

Testo completo
Abstract (sommario):
Giving advice is an essential part of working as a teacher. However, advice-giving can be a sensitive topic depending on how the advice is delivered by the teacher. It remains to be seen what kind of approach teachers need to use to reach out and give advice to their students as successfully as possible. The present study aims to examine some different linguistic approaches teachers use to give advice to students. This was done by carrying out a Conversation Analysis on text extracts involving teacher and student interaction in an advising setting. The texts extracts were taken from The Michigan Corpus of Academic Spoken English. The results show that there were two main types of advice-giving strategies found in the data: direct and indirect advice giving. Both strategies seemed to be successful in that the students accepted the advice provided and did not argue with the teacher about its validity.
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15

Hadzic, Sanja. "Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55719.

Testo completo
Abstract (sommario):
When teaching English as a foreign language (EFL), teachers use feedback in order to help students to improve their English skills. They can use both oral and written feedback to encourage students to make progress. Oral and written feedback play a significant role in second language acquisition, and this study could raise teachers' awareness of the different feedback strategies that can be employed in EFL classrooms. This could benefit their teaching performance and students’ learning. This study aims to examine the different types of oral and written feedback used in the EFL classroom, as well as teachers’ own perceptions of feedback. The approach used to conduct this study was both quantitative and qualitative. Three types of data material were collected in a secondary school (grades 7-9) for the analysis: three secondary school teachers were interviewed; their English lessons were observed; and their feedback on student essays was collected. The material collected was used in the analysis, which indicated that the teachers used different types of feedback. The most frequent oral feedback types used were recast, elicitation, and praise. However, the teachers employed different strategies regarding to how they provide this feedback. Two of the teachers provided feedback in the traditional way by using corrective types of feedback frequently, while one teacher chose not to correct students too often and instead encouraged them by giving them praise. The evaluation of different feedback types performed in this study suggests that recast as an implicit feedback type provided orally could be more effective in a communicative classroom setting, as it does not interrupt the communicative flow. In writing, on the other hand, explicit feedback combined with face-to-face sessions could lead to better results. It would be interesting to investigate in further research the effects of different oral and written feedback types.
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16

Möllberg, Emmelie. "Den pedagogiska måltiden : En studie om språkutveckling och språklig medvetenhet i förskolans måltidssituation". Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68328.

Testo completo
Abstract (sommario):
The purpose of this study is to contribute with knowledge about how preschool teachers act as well as express themselves to children during mealtime, in order to promote language development. In addition, the purpose is to discover how preschool teachers view the mealtime situation from a linguistic perspective. The research methods used in this study are observation and interviews. These serve as a complement to one another, in order to demonstrate how preschool teachers act and express themselves during mealtimes and additionally, what kind of attitude these preschool teachers have towards the meal situation as a language development opportunity. The result shows that preschool teachers act and promote language expression in several different ways during mealtimes, by taking advantage of the children's interest in conversation as well as through confirmation and repetition. Furthermore, a language development activity is used to encourage language development. Findings also show that preschool teachers view language development as a broad area and one that occurs constantly throughout all situations. The meal situation is seen as an important opportunity, in which preschool teachers have the advantage of being able to converse with the children.
Denna studie har som syfte att bidra med kunskap om hur förskollärare agerar och uttrycker sig till barnen i måltidssituationen för att främja språkutvecklingen. Syftet är också att synliggöra hur förskollärarna ser på måltidssituationen ur ett språkligt perspektiv. Metoderna som används i studien är observation och intervju. Dessa fungerar som ett komplement till varandra och synliggör hur förskollärarna agerar och uttrycker sig i måltidssituationen samt vilken inställning förskollärarna har till måltidssituationen som ett språkutvecklande tillfälle. Resultatet visar att förskollärarna agerar och uttrycker sig språkfrämjande inom flera aspekter under måltidssituationen genom att ta tillvara på barnens intresse i samtal samt genom att bekräfta och upprepa det barnen säger. En språkutvecklande aktivitet används också för att främja språkutvecklingen. Resultatet visar också att förskollärarna ser på språkutveckling som ett brett område. Språkutveckling sker hela tiden, i alla situationer. Måltidssituationen ses som ett viktigt tillfälle som förskollärarna tar tillvara på för att samtala med barnen.
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17

Bengtsson, Högman Malinda, e Manuel Lindqvist. "Förskollärare som språkutbildare : En studie om förskollärarens roll som språkutbildare i förskolan under planerade pedagogiska aktiviteter". Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73174.

Testo completo
Abstract (sommario):
The purpose of this study is to provide knowledge about how preschool teachers use their role as language educators during planned educational activities. Language is a major part of our communication and children's development. The study processes how preschool teachers work to simulate children's language development from a socio-cultural perspective. The methods used to present the study consist of both observations and interviews. These two methods complement each other well based on the information they give as the observation gives an insight into what is happening in practice while the interviews confirm or deny the observation material based on the preschool teacher's view. The result of the study emphasizes that the participating preschool teachers see themselves as permanent language educators. They are aware of how different interventions lead to different learning situations and that the children are affected by what expressions and behaviors are used. The study also shows that preschool teachers work mostly with the language integrated into the remaining subjects and not in individual learning. They use several subjects in an activity for optimal development and learning for the children.
Denna studie syftar till att bidra med kunskap kring hur förskollärare använder sin roll som språkutbildare under planerade pedagogiska aktiviteter. Språket är en stor del av vår kommunikation och barns utveckling. Studien bearbetar hur förskollärarna arbetar för att stimulera barns språkutveckling sett utifrån ett sociokulturellt perspektiv. De metoder som använts för att föra fram studien består av observationer samt intervjuer. Dessa två metoder kompletterar varandra bra utifrån den information de bidrar med då observationen ger en inblick i vad som sker i praktiken medan intervjuerna fyller ut observationsmaterialet utifrån förskollärarens syn. Resultatet av studien visar att de deltagande förskollärarna ser på sig själva som ständiga språkutbildare. De är medvetna om hur olika ingripanden leder till olika lärsituationer samt att barnen påverkas av vilka uttryck och beteenden som används. Studien visar även att förskollärarna arbetar till största del med språket integrerat i resterande ämnen och inte i enskilt lärande. De använder sig av flera ämnen i en aktivitet för mest gynnsam utveckling och lärande hos barnen.
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18

Bådagård, Elsa. "El andaluz en la literatura : Un estudio sobre algunas inconsecuencias en la adaptación ortográfica de la fonética andaluza en el género literario del teatro". Thesis, Uppsala universitet, Institutionen för moderna språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202559.

Testo completo
Abstract (sommario):
El presente estudio toma en cuenta tres obras de teatro españolas con el factor común de la aparición de ortografía supuestamente representativa para la fonética andaluza. El objetivo del estudio consiste en establecer algunas inconsecuencias en este tipo de ortografía con el propósito de buscar la explicación adecuada a estas con la investigación dialectal y sociolingüística como punto de partida.
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19

Bergström, Emma, e Elin Söderqvist. "Att arbeta i den mångkulturella förskolan : En kvalitativ undersökning om pedagogers förhållningssätt". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31562.

Testo completo
Abstract (sommario):
We have seen through our own experience that it is of most value to embrace other cultures in preschool to create respect and understanding for one another. We think it ́s important for children to take part of other cultures as young because we live in a multicultural country.The purpose of this essay is to analyze how educators reasons and work with multiculture in preschool. Our main questions in our study are:-How do teachers relate in the preschool Regnbågen to children’s different cultures in food situations and song gatherings? -How do teachers use language as a tool in preschool Regnbågen in meetings of children different cultures? This is a qualitative study where we interviewed three preschool teachers and observed teachers in three different observations. In order to obtain a result to analyze, we linked the interviews and observations to our theoretical concept and previous research. Our theoretical inspiration is the socio-cultural perspective where the language is in focus of understanding and learning. The reason for this interest lies in the fact we have come to face in our practice at the different preschools we have been to under our education. We have seen that preschool teachers stand infront of a difficult task, to exlude and include childrens different cultures in preschool. It is a struggle for teachers between the everyday musts and the work with the teaching plan for preschool. At the same time, the teachers have to try to detain preschool standards and values. This is something we have come to realize under our interviews and observations.
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20

Hellman, Sara. "Power asymmetry in classroom discourse : A study of turn-taking systems in teacher-student interaction". Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38460.

Testo completo
Abstract (sommario):
This study aims to explore power asymmetry in the organisation of teacher-student interaction by looking at turn-taking systems and the restriction of participants. This is achieved by combining the frameworks institutional discourse, conversation analysis (CA) and critical discourse analysis (CDA) and by looking at sequences of teacher-student interactions at seminars. The study encompasses analyses of classroom discourse at university level and uses data culled from the Michigan Corpus of Academic Spoken English, MICASE. These data are analysed in relation to turn-taking systems and power asymmetry (i) to explore how teachers organise their classroom talk in terms of the allocation of turns, sanctions and control over the discourse and (ii) to determine to what extent teacher-student interactions show signs of power asymmetry. The results show that the teachers control the classroom discourse in a number of ways. Firstly, the analysis shows that the participatory roles of “teacher” and “student” have different claims to power and that these roles are more or less restricted by the design of the turn-taking system in place. Secondly, the teachers are found to organise the discourse in turn-taking systems that have implicit rules. Thirdly, the teachers not only have greater participation rights, but also greater control over the students’ participation rights, as witnessed by the fact that the students get disciplined if they break the rules of the system.
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21

Karlberg, Mimmi, e Jonathan Eriksson. "Teacher Experiences and Attitudes Towards First Language Use in Foreign or Second Language Teaching :". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39861.

Testo completo
Abstract (sommario):
This paper examines empirical studies regarding teachers’ and teacher-trainees’ perceptions toward the use of first language (L1) when teaching a second or foreign language. The presence of the students’ first language when teaching a foreign or second language has been a disputed topic in relation to different theoretical approaches. The aim of this study is to gain knowledge about this issue by answering the research question ​“What are teachers’ and teacher-trainees’ experiences and attitudes regarding L1 when teaching in the second or foreign language classroom?” The method used has been to​ review empirical studies from several different countries from the databases ERIC (Education Resource Education Center) and ERC (Education Research Complete). The overall results reveal that the majority of the participants had positive attitudes toward the use of L1. Additionally, there was an agreement about the need for some level of exposure to the target language (TL). Furthermore, it was shown that teachers saw the first language as something unavoidable and that it should not be seen as a hindrance when it comes to learning another language. However, there are some differences with regard to when it is appropriate to use the students’ L1. Our results agree with the field of research in general and is a small contribution to the discussion of how teachers’ beliefs may have an impact on their pedagogical decisions.
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22

Rudolfsson, Julia. "Establishing and preserving social relations in classroom discourse : A study of a teacher’s redress to FTAs that enhance and maintain teacher-student rapport". Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189605.

Testo completo
Abstract (sommario):
This study examines how a Swedish upper secondary school EFL teacher avoids performing Face Threatening Acts (FTAs) in instances of reprimanding and giving oral feedback to students. The results and discussion show that the teacher evades potential FTAs caused by statements and demands by using indirectness in the form of questions and requests. Moreover, the feedback was delivered in an emphatic manner, primarily consisting of positive reinforcement regarding the students having performed a task, and secondarily on content and students’ skills. The act of causing face impediments was also mitigated in the delivery of performance feedback with the use of hedges to corrections and with the use of plural ‘you’ rather than focusing on individual student’s errors. These findings suggest that teachers can enhance and maintain rapport with their students in instances that are inherently face-threatening, thereby providing further insight into how teachers can strengthen social relations through the choice of appropriate speech acts.
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23

Holmberg, Madeleine. "Ensam i mångkulturen : En kvalitativ studie om lärares undervisning inom idrott och hälsa i en mångkulturell skola". Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58617.

Testo completo
Abstract (sommario):
Invandringen till Sverige har under de senaste sex åren ökat kraftigt. Detta har lett till skolor runt om i landet nu har blivit mångkulturella, det vill säga att det finns många kulturer på samma område. Skolans resurser att möta den ökade andelen nyanlända elever är ibland inte tillräckligt. Denna studie syftar till att belysa förutsättningar för lärare att undervisa inom en mångkulturell skola samt vilka möjligheter och hinder lärarna ser i sin undervisning. Utifrån syftet har tre frågeställningar formulerat, ”Har lärares förutsättningar att arbeta i en mångkulturell skola förändras i och med den nya läroplanen?”, ”Hur resonerar och talar dessa lärare kring sin undervisning i en mångkulturell skola?” samt ”Vilka möjligheter och hinder ser lärarna med att bedriva undervisning inom idrott och hälsa i en mångkulturell skola? ” Studiens syfte och frågeställningar besvarades med hjälp av en kvalitativ forskningsmetod där totalt fem aktiva idrottslärare från olika skolor intervjuades enligt en semistrukturerad intervju. Studien är baserad på två olika teorier, den kritiska mångkulturalismen samt läroplansteorin. Teorierna hjälper att besvara lärarnas tankar kring förutsättningarna att undervisa och agera i en mångkulturell skola. Resultaten av studien visade att lärarna ser undervisning i en mångkulturell skola som utmanande och till viss del även ensamt. Den visade också att lärare anser att det är viktigt att se möjligheterna i undervisningen och inte hinder. Alla människor har olika ryggsäckar både när de kommer till skolan och under hela sitt liv. Det är viktigt att lärarna ser individen och drar nytta av all kunskap. Kunskap finns i människors olikheter.
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24

Csöregh, Anna-Marie. "Lärarlyftet i engelska för tidigare åldrar : Från engelskundervisare till engelsklärare". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158986.

Testo completo
Abstract (sommario):
Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades where they teach. The Teacher Certification introduced in 2012, also requires competence for grading. Evaluations of Lärarlyftet has only been made of the first part, and there is nothing published regarding the English subject specifically. This study has its focus on primary school teachers taking an in-service course in English at university level. Based on both quantitative and qualitative methods, data for this study was collected over four years and from three sources: course evaluations, surveys and interviews. This study aims at finding answers to what experiences these teachers were left with after the completion of the in-service training regarding the gains from the course, how they feel they have been able to implement their newly acquired knowledge, and how they feel about the effect on their teacher identity, more specifically their language teacher identity. The results from all data sets is unanimous and reveals that the participating teachers experience great gains for their classroom practices, which in many cases have been heavily modified or completely overturned as a result of the course. These narratives can be linked to the theoretical concepts of teacher-efficacy, agency and teacher identity, as they give witness to gained self confidence in teaching situations (teacher-efficacy), a feeling of higher levels of independence regarding choices of both teaching materials and teaching methods (agency), as well as a more defined language teacher identity. These results also seem to hold over time. The current project also confirms previous evaluations of Lärarlyftet I regarding the spill-over effects of the teachers’ newly acquired knowledge. These are neither asked for nor taken advantage of on an organisation level, why this knowledge stays with the teacher on a classroom level.
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25

Svensson, Maria. "Games and Extramural Gaming in the Classroom : Teachers’ Perspectives on How They Perceive and Use Games and Extramural Gaming in the Upper Secondary Classroom". Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29485.

Testo completo
Abstract (sommario):
An increasing amount of people play games in their spare time, especially children and teenagers. Several studies have shown a positive correlation between gaming and ESL grades. It is therefore important to examine how teacher perceive and use games and extramural gaming in their classrooms, which is the aim of this thesis. In order to fulfil this aim, the research questions "how and to what extent are games used in the classroom", "how and to what extent is gaming as an extramural activity used in the classroom" and "what attitudes do teachers have towards using games or extramural gaming in the classroom" were used. Data was gathered using a mixed-methods design with a questionnaire and interviews. The questionnaire was distributed to 53 Swedish ESL teachers (47 of which completed the entire questionnaire), and three Swedish ESL teachers were then interviewed to provide further information. The results showed that games are not used in these teachers’ Swedish EFL classrooms, and students’ interest in games as an extramural activity is only used to a very small extent in their classrooms. The participating teachers’ attitudes were mildly positive to the possibility of students learning from games, and positive to the possibility of student becoming more interested if games were used or referenced in education. However, teachers could generally not see themselves using gaming to their advantage, and many claimed not to know how they would use games or their student’s extramural gaming in the classroom. This suggests a lack of knowledge among the teachers, and a need for further education on the subject so that the full potential of this increasingly popular extramural activity can be taken advantage of in the classroom.
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26

Villegas, Martínez Jorge. "Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools". Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.

Testo completo
Abstract (sommario):
This qualitative study aims to investigate how teachers of English as a foreign language (EFL) work to develop their students’ oral proficiency. The study analyses interviews and pedagogical materials to elucidate how the interviewed teachers regard their students’ oral proficiency, what kind of activities they use for teaching speaking and how they assess oral proficiency. The participants were two licensed English teachers of higher upper secondary education, and different materials that the teachers used were analysed, including a textbook. The teachers regarded their students’ oral proficiency as generally good or very good but noted that significant differences existed in most groups regarding proficiency and that certain students who were less proficient showed an unwillingness to use the target language, which indicates a need of better strategies to involve these students in the learning process. The findings of this study suggest that the interviewed EFL teachers teach speaking according to the communicative approach and that the activities they use more frequently for teaching speaking were discussions, followed by presentations, speeches, role-playing and debates. However, the interviews and the pedagogical materials reflected a lack of focus on the features of spoken language, the importance of which has been proven by findings in corpus linguistics and conversation analysis. These findings indicate a need to raise awareness among teachers about the benefits of focusing on the features of spoken language. Regarding assessment, informal formative assessment in the form of direct observation was the most common form, while formal assessment was used in presentations and examinations in the form of group discussions. The teachers acknowledged some confusion regarding assessment due to the lack of clear guidelines from Skolverket. Moreover, they regarded speaking as being more important than other skills, which indicates the possibility of redefining the value of speaking in the course evaluation.
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27

Norling, Andersen Ebba. "Den manliga pedagogen i förskolan". Thesis, Karlstad University, Division for Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1057.

Testo completo
Abstract (sommario):

Sammandrag

Detta examensarbete bygger på en fallstudie av en manlig pedagog i förskolan. En aktuell fråga i dagens debatt är bristen på män i förskolan, vilket medför att en närmare granskning av manliga pedagoger kontra kvinnliga pedagoger är befogad. Frågan är på vilket sätt manliga pedagogers tänkande och beteende skiljer sig från kvinnliga pedagogers motsvarande? Syftet med den här undersökningen är att med hjälp av videoinspelning i detalj analysera en manlig pedagogs arbete tillsammans med barnen på en förskola. Speciellt söker jag vilka uppgifter en manlig pedagog väljer att utföra tillsammans med barnen, hur han väljer att utföra dem och vilket språk han använder. Den empiriska basen är observationer (videofilm) av en manlig pedagogs arbete under två dagar. Observationerna kompletterades även med en intervju för att genom den få en bredare bild och ett sammanhang utifrån respondentens perspektiv.

Undersökningen visar i sammanfattning att den manlige pedagogen skiljer sig i ganska hög grad från sina kvinnliga pedagoger och deras arbetssätt. När han valde aktiviteter själv prioriterade han att busa med barnen och själv leka barn. Han deltog i leken som en jämlik, medan den kvinnliga pedagogen behöll sin pedagogroll även i leken. Språkmässigt använder han sig av färre ord och även av en mer direkt kommunikation. Han ser sig själv som ett komplement i den kvinnodominerade pedagoggruppen. Genom att vara ett komplement ser han till att bidra med, enligt honom, typiskt manliga saker och aktiviteter.

Nyckelord: manlig pedagog, könsroller, manligt språk, förskolan.


Abstract

This written examination is built upon a case study of a male teacher in preschool. One question that is a burning issue right now is the lack of men in preschool, which implies that a closer study of male versus female teachers is justified. The question is in which way the male teachers behave differently from the female teachers? The purpose with this study is to, with the help of a video recording, analyze a male teacher’s work with children in detail. I am especially interested in which kind of tasks he chooses to do with the children, how he chooses to carry them out and what type of language he uses. The empiric contains mainly of an observation (a video recording) of a male teacher during two days of his work. The observations were supplemented with an interview in order to get a wider picture and to put it into context.

The study shows in context that the male teacher differs in a lot of ways compared to his female co workers. When he chooses the tasks himself he prioritizes to fuss with the children and to play himself. He participated in the games as an equal, while the female teacher never stopped being a teacher. When it comes to his language, he uses fewer words and also a more direct communication. He regards himself as a complement in the group that is dominated by females. By doing so, he makes sure that he contributes with, according to him, typical male activities and tasks.

Keywords: male teacher, sex role, male language, preschool.

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28

Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools". Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

Testo completo
Abstract (sommario):
Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.
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29

Hattab, Mariam. "Lärarstudenters uppfattningar och kunskaper om läsundervisning och läsutveckling : en enkätstudie". Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34300.

Testo completo
Abstract (sommario):
The basic teacher education for the grades F-3 will provide teacher student with knowledge about reading and writing development of children, which will lead to a competence to develop reading and writing learning at pre-school class and school's previous years. It is known by earlier studies that there is a problem regarding teacher education in reading. It shows by studies that teacher student’s often feels like they does not get the education they need to fulfil and teach pupils when it comes to teach reading. The purpose of this study is to examine how teacher student’s relate to and perceive reading education. The study examines what teacher student’s consider is important and not when it comes to children's reading development. I prepared two following questions to answer the aim of this study: How do teacher student’s perceive reading education? What do teacher students consider to be important and less important regarding children's reading development? The study is based on a survey study that 112 teacher students answered. All the questions are based on earlier studies about what is important in reading instruction. The study is also based on theories about content knowledge and pedagogical content knowledge. The result showed that there is a common perception of what is important when it comes to some factors in reading like phonemic awareness, phonological awareness, oral narration and conversation, reading aloud, reading strategies, discussions of literature and big vocabulary. The result also showed that some student’s have perceptions about some other factors and find it not quite important as the already mentioned factors. The factors are spelling rules, model texts, big vocabulary, discussions of literature, reading strategies, repeated reading, phonemic awareness, phonological awareness and oral narration and conversation. It also showed that a majority thought that they did not know if spelling rules and model texts is important when it comes to teaching reading.
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30

Svensson, Johanna. "Lärarens tolkning av ämnesplanen – en viktig länk mellan Skolverket och eleverna". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32473.

Testo completo
Abstract (sommario):
Detta examensarbete utgörs av två delar. Huvuddelen är en kurspresentation av Spanska steg 4 på gymnasiet som jag har utformat med utgångspunkt i aktuella styrdokument och med anpassningar till mina elevgrupper. Hänsyn har tagits till forskning om synligt lärande (John Hattie) och constructive alignment (John B. Biggs), varav den sistnämndes SOLO-taxonomi har används som modell för att visa hur långsiktiga mål kan brytas ned i delmål och hur förståelse kan ske i flera steg. Syftet med kurspresentationen är att förenkla och förtydliga ämnesplanen för moderna språk i allmänhet och kursplanen för spanska 4 i synnerhet, så att eleverna ska kunna ta till sig dess innehåll. Förhoppningen är att om de förstår kravbilden kommer de prestera jämnare över läsåret och bli mer delaktiga i kursen. Ytterligare en förhoppning är att en god förståelse för ämnesplanen kommer främja elevinflytandet. Examensarbetets andra del är föreliggande text som förklarar min tankegång och motiverar mina val vid utformandet av kurspresentationen. Här diskuterar jag bland annat vikten av att eleverna förstår ämnesplanerna på samma vis som de lärare som undervisar dem, och detta ställer jag i relation till en färsk svensk studie om skolungdomars syn på läroplanen. Jag redogör också för mina överväganden när jag i kurspresentationen försökt förtydliga kursens progression, relationen mellan kursplanens olika delar, samt hur lektionerna alltid planeras med ämnets syfte i åtanke.
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31

Beauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students". Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

Testo completo
Abstract (sommario):
The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.
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32

Hultén, Hanna. "Skönlitteratur i svenskundervisningen : Svensklärares uppfattningar om skönlitteratur i svensundervisningen". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Språk-, litteratur- och mediedidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37243.

Testo completo
Abstract (sommario):
Intervjustudien är inspirerad av fenomenografi och berör ämnet skönlitteratur i svenskämnet. Examensarbetet har som syfte att undersöka svensklärares uppfattningar om skönlitteratur i svenskundervisningen. Studien besvarar frågorna, Vilka genrer av skönlitteratur används i undervisningen och i vilket syfte används skönlitteraturen?, Hur ser urvalsprocessen av skönlitteratur ut? samt Hur ser lärarna på sin del i att skapa läslust hos eleverna?   De semistrukturerade, kvalitativa intervjuerna genomfördes med svensklärare som undervisar i grundskolans mellanår. Intervjuerna transkriberades och analyserades sedan genom att de delades in i olika kategorier som visar på lärarnas uppfattning kring de tre frågorna, Vilka genrer av skönlitteratur används i undervisningen och i vilket syfte används skönlitteraturen?, Hur ser urvalsprocessen av skönlitteratur ut? och Hur ser lärarna på sin del i att skapa läslust hos eleverna? Delar ur det sociokulturella perspektivet som scaffolding, den proximala utvecklingszonen och att lära i samspel med andra ger läsaren en förståelse för grunden i de intervjuade lärarnas praktik och läroplanen. Perspektivet påverkar utformningen av undervisning med skönlitteratur.   De olika kategorierna av uppfattningar som utgör resultatet visar på de olika uppfattningar som svensklärarna har kring de tre huvudkategorierna: Syfte med skönlitteraturen, Urvalsprocessen och Läslust. Resultatet visar att romaner är en skönlitterär genre som är överrepresenterad i svenskundervisningen och att genrer som poesi helt saknas. Lärarna i studien ser skönlitteraturen som ett sätt att fly verkligheten, ett sätt att uppnå lugn och ro i klassen samt ett sätt att utveckla elevernas språk. Resultatet visar även att lärarna väljer skönlitteratur som många elever uppskattar men även att lärarna inte alltid gör skönlitterära val själva utan inspireras av både kollegor och olika former av medier. Slutligen visar resultatet att lärarna i studien anser att läslust skapas genom att tipsa eleverna om skönlitteratur, genom att göra skönlitteraturen tillgänglig samt genom att läraren är en läsande förebild för eleverna.   Slutsatsen är att lärarna i studien har många och breda uppfattningar kring skönlitteratur i svenskämnet och att skönlitteratur har en mångfasetterad roll inom svenskundervisningen.
This interview study is inspired by phenomenography and concerns the subject of fiction as a part of teaching Swedish. The study answers the questions What genres of fiction are used in teaching and to what purpose is fiction used?, What does the selection process of fiction look like? and How do the teachers view their own part in creating a desire to read among the pupils?   The semi structured, qualitative interviews were carried out with teachers who teach Swedish in middle school. The interviews were transcribed and then analysed by placing them in different categories that show teachers perceptions´ concerning the three questions What genres of fiction are used in teaching and to what purpose fiction is used?, What does the selection process of fiction look like? and How do the teachers view their own part in creating a desire to read among the pupils? Parts of the sociocultural perspective such as scaffolding, the zone of proximal development and learning in interaction with others provide the reader with an understanding of the basis of the interviewed teachers´ practice and the curriculum. The perspective affects incorporating fiction into teaching.   The different categories of perceptions that make up the result show the different perceptions that teachers who teach Swedish have concerning the three main categories: Purpose of fiction, Selection process and willingness to read. The result shows that novels constitute a genre that is over-represented in the teaching of Swedish and that genres such as poetry is completely missing. The teachers in the study view fiction as a way to escape reality, a way to achieve peace and quiet in the class and as a way to develop the pupils´ language. The results also show that the teachers choose fiction that many pupils appreciate but also that the teachers do not always make the choice of which fiction to use alone but are inspired by colleges as well as different kinds of media. Finally the results show that the teachers in the study consider that the willingness to read is created through giving the pupils tips on fiction to read, providing them with fiction and being a reading role model for the pupils.    The conclusion is that the teachers in the study have many and wide conceptions concerning fiction as a part of teaching Swedish and that fiction has a multifaceted role in teaching Swedish.
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33

Sandberg, Ylva. "Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school". Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159542.

Testo completo
Abstract (sommario):
This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses. In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode. The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding. The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.

At the time of the licentiate defense, the following paper was unpublished and had a status as follows: Paper 2: In press.


Content and Language Integration in Swedish Schools (CLISS)
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34

Hörnebrant, Bengtsson Marie. "Gender equality in the subject of English in Swedish schools". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27478.

Testo completo
Abstract (sommario):
The National Agency for Education (Skolverket) and The Swedish National Curriculum have stated that equality between female and male students is important. The present study investigates students in the subject English in Swedish upper secondary school and municipal school for adult education from the perspective of gender dominance in English conversation with a teacher present, with the focus on turn-taking. Two separate observations were made in three classes in adult education and two classes in upper secondary school. The research questions of this investigation are; which gender dominates the on-going conversation in English with a teacher present, how the turns were allocated, given or taken, and if the gender patterns differ between a municipal school for adults and an upper secondary school. The potential impact of the teacher’s sex on the patterns of domination is also taken into consideration. Female dominance as well as male dominance is revealed in the result of the investigated classes’ gender patterns. The results also reveal that the teacher’s sex could have an impact on the patterns of domination.
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35

Demirel, Hazal. "Identitetsskapandet hos elever med kurdisk härkomst : Skolan och omgivningens roll i fem informanters identitetsskapande". Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3232.

Testo completo
Abstract (sommario):

Identitetsskapande är något som ständigt sker, det är alltså inget bestående utan individer formas ständigt.  Andra människors åsikter och handlingar, ens sociala bakgrund, trosuppfattning, etisk härkomst är bara ett fåtal av sådant som har en roll i individers identitetsskapande. Skolan, som är en offentlig plats där elever med olika intressen och bakgrunder möts, är enligt min uppfattning en plats där identitetsskapandet sker som mest. Forskning har visat att ungdomstiden är den tid i en individs liv som handlar om att finna sig själv, sin identitet. Det är just under denna period som vänner får en stor roll i individens liv och eftersom skolan är den plats där de spenderar mycket tid på anser jag att personalen i skolan även har en viktig roll.    

Denna uppsats inriktar sig på en specifik grupp, som består av fem elever i 18-års ålder som har en kurdisk härkomst, det är alltså inget som gäller generellt för alla elever med kurdisk härkomst utan baseras enbart på dessa informanter. Syftet med denna uppsats är att se hur dessa informanter, som lever mellan två världar - den svenska och den kurdiska, skapar sin identitet i skolans tillvaro. Hur anser de att skolan påverkar dem i deras identitetsskapande, vilken är skolan och lärarnas roll i detta? Har dessa över huvudtaget någon roll i detta? Vilken roll har andra elever för dessa fem informanters identitetsskapande? Intervjuerna med informanterna visar att dessa fem informanter anser att skolans syn på mångkulturalitet och tvåspråkighet/flerspråkighet är väldigt viktigt för elevernas gemenskapskänsla, som är viktig för deras identitetsskapande. Hur lärare och annan personal på skolan bemöter dem på grund av deras mångkulturalitet och flerspråkighet är något som enligt dessa informanter är viktigt för deras självkänsla. Slutsatsen av detta arbete är att dessa informanter anser att acceptans och trygghet i skolmiljön har en viktig roll vid identitetsskapande.

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36

Esberg, Högsten Ida. "”Livet blir liksom lite roligare, busigare och fantasifullare om dockor är med i förskolans verksamhet” : Hur dockan används för kommunikation med grund i forskning". Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71142.

Testo completo
Abstract (sommario):
The purpose of this study is to find out if dolls are used as an artifact in preschools for communication, language and identity development - based on previous research. It also examines the teachers' opinions about what a doll or puppet is. To be able to look in to this I sent out a survey with questions and got responses from 176 informants within the preschool. The result shows that dolls are frequently used by many preschool teachers, but around 40-50% had not taken part in any research or education on the subject. The result also shows that the teachers usually associates the word ‘doll’ with baby dolls”. Some conclusions I can see after this study is that the dolls place in the preschool is determined based on adults' opinions about it. The doll is often used as a communicative tool but not always consciously or with a basis in research.
Syftet med denna studie är att undersöka om dockor används inom förskolan som en artefakt för kommunikation, språk och identitetsskapande utifrån tidigare forskning. Den undersöker även pedagogers svar om vad en docka respektive puppet är. Detta behandlas genom svar på enkäter från 176 informanter inom förskolan varav 138 är utbildade förskollärare och 38 är utbildade barnskötare.    Resultatet visar att dockor används frekvent av många förskollärare och barnskötare men runt 40–50% har inte tagit del av forskning eller utbildning inom ämnet. Resultatet visar också att pedagogerna oftast tänker på dockan i form av bebisdockor vid ordet ’docka’. Några slutsatser jag kan se efter denna studie är att dockans plats på förskolan avgörs utifrån vuxnas åsikter om den. Dockan används ofta som ett kommunikativt redskap men inte alltid medvetet eller med grund inom forskning.
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37

Bornviken, Jessica. "Syskon och språkutveckling : En jämförelse mellan aktuella forskningsrön och förskollärares resonemang". Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68239.

Testo completo
Abstract (sommario):
This study was conducted to find answers to whether younger children acquire the language easier if it has an older sibling. Does preschool teacher note that the younger children with older siblings generally have lighter or better language development than those who do not have it? The literature reveals the importance of having loved ones around when learning languages and that emotional attachment is crucial for language development. I apply socio-cultural perspective, and the development-ecological perspective that claims that learning is always embedded in and dependent on social relations of mutuality and interdependence. The methodological framework of the study is phenomenological and makes use of an unstructured interview and a questionnaire that calls for elaborated, written answers from preschool teachers. The results in both the interview and the questionnaire indicate that preschool teachers do not concur with scholars on the issue of the importance of siblings for successful language development. Instead, they claim that language learning is individual, and that it is the first-born child that tends to develop language skills with greatest ease.  I conclude that preschool teachers seem to lack knowledge about research done on this subject, but that it is also possible that their experiences and opinions could be the basis of future criticism of current research.
Den här studien genomfördes för att söka svar på om yngre barn tillägnar sig språket lättare om det har ett äldre syskon. Uppmärksammar förskollärare att de yngre barn som har äldre syskon generellt har en lättare eller bättre språkutveckling än de som inte har det? Litteraturen visar att det är viktigt att ha nära och kära runt sig, att känslomässig anknytning är avgörande för språkutvecklingen och att de yngre barnen i en familj har nytta av äldre syskon. Undersökningen tolkas genom det sociokulturella och utvecklingsekologiska perspektiv som har visat att vi lär oss i relation till varandra. Den metodansats som tillämpas är fenomenologisk och en ostrukturerad intervju och en enkät har använts för att söka reda på svaren på undersökningens frågor. Resultaten i både intervjun och enkäten visar att förskollärare inte upplever att yngre barn som har äldre syskon tillägnar sig ett bättre språk. De menar att tillägnandet av språket är individuellt och till och med att det är det första barnet som tycks tillägna sig ett bättre språk än vad yngre syskon gör. Förskollärarna verkar sakna kunskap om dessa forskningsresultat, men det kan också vara så att de intervjuade förskollärarnas erfarenheter och åsikter skulle kunna ligga till grund för en framtida kritik av nu aktuella forskningsrön.
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38

Laird, Eriksson Nickole. "Google Translate in English Language Learning : A Study of Teachers' Beliefs and Practices". Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36878.

Testo completo
Abstract (sommario):
The purpose of this study is to explore upper secondary school English teachers' beliefs and practices for free online machine translation (FOMT) tools. It is believed that students are using these tools, but the focus of this study is to highlight what teachers think and how they are addressing FOMT usage by students. Participants are currently teaching various English levels in upper secondary schools throughout Sweden and have varying degrees of experience. This study includes a brief background of previous studies detailing teachers' attitudes and methods for incorporating machine translation (MT) in their language teaching. The theoretical framework used for this study is language teacher cognition and translation in language teaching. The results reveal that the previous research conducted in this area has not yet influenced teachers' language classrooms methods. Teachers' education and language learning experience may explain this disconnect to current research. There is a common theme that teachers do not mind using FOMT tools in their personal lives but strongly recommend other sources for their students.
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39

Licht, Eleonor. "Högläsning i undervisning : En kvalitativ studie om lärares beskrivningar av sitt arbete med högläsning i årskurs 1". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44746.

Testo completo
Abstract (sommario):
Studien behandlar ämnet högläsning där syftet är att undersöka hur lärare i årskurs 1 beskriver sitt arbete med högläsning i undervisning. Undersökningen är kvalitativ där fem lärare har deltagit genom semistrukturerade intervjuer. Frågeställningarna för studien är: Vilken inställning har lärare till högläsning? Varför använder lärare sig av högläsning? Vilka arbetssätt använder lärare vid högläsning? Studiens teoretiska utgångspunkt är Lev Vygotskijs sociokulturella perspektiv som utgår från att människor lär tillsammans. När elever ges möjligheter att utbyta tankar med en kunnig person kan den proximala utvecklingszonen utnyttjas och elever kan få stöd i form av scaffolding enligt perspektivet. Resultatet visar att de deltagande lärarna har en positiv inställning till högläsning. De anser att högläsning kan bidra till flera positiva effekter för elever, då de kan lära sig hur man tar sig an en text, få syn på hur språket är uppbyggt och att deras läsförståelse kan förbättras. I undervisning har lärarna flera olika syften med högläsning som exempelvis läsupplevelse och för att öka elevers läsförståelse. Det är vanligt att lärarna modellerar lässtrategier genom att förutspå, klargöra, ställa frågor och sammanfatta.
The study deals with the topic of reading aloud where the purpose is to investigate how teachers in grade 1 describe their work with reading aloud in teaching. The study is qualitative where five teachers have participated through semi-structured interviews. The questions for the study are: What attitude do teachers have to read aloud? Why do teachers use reading aloud? Which methods do teachers use with reading aloud? The theoretical starting point of the study is Lev Vygotsky's socio-cultural perspective, which assumes that people learn together. When students are given the opportunity to exchange thoughts with a knowledgeable person, the proximal development zone can be utilized and students can receive support in the form of scaffolding according to the theory. The result shows that the participating teachers have a positive attitude towards reading aloud. They think that reading aloud can contribute to several opportunities for students as they can learn how to approach a text, get an overview of how the language is structured and that their reading comprehension can be improved. In teaching, the teachers have several different purposes with reading aloud such as reading experience and to increase students reading comprehension. It is usual that the teachers model reading strategies by predicting, clarifying, asking questions and summarizing.
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40

Göbel, Oskar. "Making Space to be Heard : A Phenomenographic Study on the Distribution of Talking Space in an English Class". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40670.

Testo completo
Abstract (sommario):
The aim for this study has been to research how talking space is distributed in an Englishspeaking classroom in Swedish schools. This aim has been answered by conducting a phenomenographic research method, as well as semi-qualitative interviews which have been analysed with regard to related literature and research. A second aim has been to establish whether teachers make use of pedagogical tools while trying to distribute talking space. Both literature and research, as well as the Swedish National Agency of Education, deem it essential that students utilize their talking space in order to optimise their English-speaking abilities, while additional research emphasizes the benefits of pedagogical tools as aids to achieve this. Experience suggests it is not unusual for learners to have difficulties in creating and recognising opportunities to speak in class. A major motivating factor for conducting this study has thus been to discover what teachers do to encourage less communicative students to contribute orally. The results show that teachers tend to be aware of the need to make their students speak as much as possible, although their methods trying to achieve this vary. The results also show that the interviewees display an overall negative attitude towards physical pedagogical tools, but that they instead view their students, general teaching methods, the setting of assignments etc, as pedagogical tools in their own right to achieve this purpose.
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41

Pull, Alexandra. "Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53696.

Testo completo
Abstract (sommario):
The aim with this essay is to examine how relevant the strategies compiled by the National Agency for Education are to English language teachers in Sweden.  The main focus is on the area of strategies in general but in order to go further into depth in a specific area, there is a selective focus on vocabulary learning strategies as well. Moreover, this study has been facilitated with the help from teachers. The teachers answered a number of questions through a quantitative questionnaire. The teachers selected to participate in this study all teach at high school level. A total of eight teachers participated as informants. As the main theory, this study used the original classification framework designed by Chamot and O’Malley (1990). The conclusions drawn from the results is that teachers found all strategies listed by the Swedish National Agency for Education to have importance even though some were more important than others. Furthermore, with regards to the vocabulary learning, the conclusion has been drawn that teachers use several techniques in their teaching. However, the summary of the vocabulary strategies shows the importance to vary. Some informants answered that they use the strategies frequently although in quite a few cases they answered that they use them infrequently, which awakens the question of relevance in the daily teaching practice.
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42

Englund, Micaela. "English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21348.

Testo completo
Abstract (sommario):
Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.
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43

Matossian, Sara, e Cortes Stephanye Pereira. "Pedagogisk samling i förskolan : En kvalitativ studie om förskollärarnas tankar kring samlingens betydelse för barns språkliga och sociala utveckling". Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25690.

Testo completo
Abstract (sommario):
The purpose of this study is to examine how pre-school teachers think about the importance of circle time in regard to the child's language and social development from a sociocultural perspective. Furthermore the study will include what role the educators’ have during the circle time. To answer our purpose we have chosen the following question: What is the role of the teachers in the circle time? What are the teacher’s thoughts about the circle time’s importance to children's social development? What are the teacher’s thoughts about the circle time’s importance to children's language development? The study is constructed on qualitative methods, where we conducted structured interviews with six preschool teachers and observed their circle time to collect our empirical material. The study is also based on Vygotsky's sociocultural perspective which says that all learning takes place through relations and interaction with other people in the cultural context you are in. The results have shown that pre-school teachers are aware of the circle time’s importance to children’s development, and purposely plan the circle time to give children the opportunity to develop both socially and linguistically skills.
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44

Kronstrand, Matilda. "The different possibilities and obstacles regarding feedback : A qualitative study on how upper secondary school teachers of English choose to work with feedback on students' written production". Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84517.

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Abstract (sommario):
In Swedish schools, teachers are expected to aid their students through feedback to help them develop their different abilities. The feedback itself can be provided differently depending on several different factors in and out of teachers’ control. Most commonly, teachers provide input either through written or oral feedback. Today, with the fast progression of digital tools, teachers also have the opportunity to provide feedback digitally. Therefore, it was of interest to conduct a study examining what feedback methods Swedish teachers of English choose and the reason for their choice. It was also of interest to examine if the teachers’ methods could be backed up by current research. To understand the teachers’ perceptions and experiences, a qualitative study was conducted through semi-structured interviews with five Swedish upper secondary school teachers who currently teach English. The results showed that the teachers work in different ways regarding feedback on students’ written production. While all respondents work digitally with written comments for shorter assignments, some respondents also print out students’ text to mark by hand regarding confidential essays. Further, results showed that all respondents provide written feedback. However, one teacher provides oral feedback through one-to-one conferences as routine, and an additional three teachers give their students the option to receive oral feedback if needed. Moreover, the most common reasons for the teachers’ methods were student appreciation, gaining a positive student-teacher relationship, and available time. All teachers’ methods could be backed up by current research. What can be concluded from this study is that all methods for feedback are more or less efficient and that efficiency sometimes has to do with factors other than the method. Further, Swedish teachers seem to lack time for feedback, especially oral feedback.
I svenska skolor förväntas lärare att vägleda sina studenter genom återkoppling för att hjälpa dem utveckla sina olika färdigheter. Återkopplingen kan ges på olika sätt beroende på flera olika faktorer inom och utom lärares kontroll. Vanligast är att lärare ger kommentarer genom antingen skriftlig eller muntlig återkoppling. Idag, med den fortlöpande utvecklingen av digitala verktyg, har lärare även möjlighet att ge återkoppling digitalt. Därav var det av intresse att utföra en studie som utforskar vilka metoder för återkoppling svenska engelsklärare väljer att jobba med, och anledningarna till deras val. Det var även av intresse att utforska ifall lärarnas metoder kunde stödjas av relevant forskning. För att förstå lärarnas perspektiv och erfarenheter genomfördes en kvalitativ studie genom semistrukturerade intervjuer med fem svenska gymnasielärare som nuvarande undervisar i engelska. Resultaten visade att lärarna arbetar olika gällande återkoppling på elevers skriftliga produktion. Medan alla deltagare arbetar digitalt med skriftlig återkoppling för kortare uppgifter, så skriver även vissa deltagare ut elevernas texter och markerar dem för hand när det gäller konfidentiella arbeten. Vidare visade resultaten att samtliga lärare arbetar med skriftlig återkoppling. Dessutom ger en lärare muntlig återkoppling genom individuella samtal som rutin, och ytterligare tre lärare ger sina elever möjligheten att få muntlig återkoppling om så behövs. Vidare var de vanligaste anledningarna till lärarnas metoder elevuppskattning, att bilda en positiv relation mellan elev och lärare, och tillgänglig tid. Samtliga lärares metoder kunde stödjas av relevant forskning. Vad föreliggande studie visar är att alla metoder för återkoppling är mer eller mindre effektiva, och att effektiviteten ibland har att göra med andra faktorer än metoden. Vidare tolkas det som att svenska lärare har brist på tid för att genomföra återkoppling, speciellt muntlig återkoppling.
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45

Jansson, Petra. "Learning by Doing : Can Students Become More Proficient in Grammar Through Feedback by Underlining?" Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-25.

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Abstract (sommario):

The aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight students served as a control group since it could be suspected that the interviews might have an impact on the students’ performance.

The results of this paper show that the students who were interviewed were able to correct most of the errors that had been underlined. The students in this group also seemed to improve more than the control group, but the results of this investigation are inconclusive, since the total number of errors made was fairly small. Therefore, it is difficult to determine how much the students improved their proficiency in English grammar.

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46

Brandberg, Anna-Lena, e Maria Wennerström. "Speciallärares kommunikation med matematiksvaga elever". Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7821.

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Abstract (sommario):

Undersökningen beskriver den matematiska kommunikationen mellan speciallärare och matematiksvaga elever. Den empiriska datan består av två matematiklektioner från år 9 i grundskolan. Datan analyserades för att finna olika typer av kommunikation.

Lärarna var i många delar medvetna i sitt sätt att kommunicera med eleverna och undervisningsmiljön kändes trygg. Under lektionerna observerades två parallella språk, ett vardagsanknutet och ett matematiskt språk. Det framkom att ett tydligt förhållningssätt beträffande matematiskt språk kan underlätta för elevens inlärning samt medvetandegöra läraren om den kommunikativa betydelsen i undervisningen med styrdokumentens mål i fokus.

 


The present investigation describes the mathematical communication between the special needs teacher and pupils with mathematical disabilities. The empirical data consists of two mathematics lessons from grade 9 in the compulsory school. The data was analyzed in order to find different kinds of communication. The teachers were in many ways aware of their way to communicate with pupils and the teaching environment felt confident. During the lessons two parallel languages were observed, one everyday related and one mathematical language. It was found that keeping a distinct approach to the mathematical language can facilitate student learning and make the teacher aware about teaching communicatively with steering documents goals in focus.

 

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47

Emanuelsson, Linn, e Jennifer Svensson. "Den förkortade vägen till muntliga framställningar : En enkätstudie om gymnasieelevers bedömningar av tiden till den retoriska arbetsprocessens faser". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60661.

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Abstract (sommario):
Abstract In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.
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48

Söderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades". Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.

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This essay investigates the usage of text types in the younger English as a foreign language (EFL) classroom among preschool class and grade 1-3 teachers in Sweden. The essay focuses on identifying what type of texts teachers use, why they use them and how they are used. A combined quantitative and qualitative method was used to collect data. 121 teachers responded to the online-survey that was sent out and a virtual ethnography was conducted by observing two different teaching forums to investigate how teachers use different text types. The findings of the survey showed that the two most commonly used text types are song texts and texts from textbooks. In general, developing the students’ vocabulary was the most common reason why several of the text types were used. Additionally, multiple worksheets which showed how teachers worked with different text types were collected from the virtual ethnography. In this essay, they may be used as inspiration for other teachers who want to expand their use of text types.
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49

Nilser, Helena. ""No dominas el sueco, se te hace difícil el español" : Translanguaging en la enseñanza de ELE". Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137791.

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El objetivo de esta tesina es investigar qué lenguas se usan en la enseñanza de español como lengua extranjera en unos institutos en Suecia, basándonos en la teoría de translanguaging. Teniendo en cuenta el gran número de alumnos con otras lenguas maternas distintas del sueco, pretendemos averiguar qué lenguas son usadas en la clase de ELE, qué conocimientos tienen los profesores sobre las competencias lingüísticas de sus alumnos y cuáles son las opiniones sobre el uso de diferentes lenguas en la enseñanza, según los profesores. Con la finalidad de obtener una mejor comprensión de lo investigado hacemos una triangulación con una encuesta con 28 participantes, entrevistas con tres profesoras y además observamos una clase de cada profesora antes de realizar las entrevistas. Los hallazgos principales son: que el sueco es la lengua más usada después del español, que muchas veces los profesores están inseguros de los conocimientos lingüísticos de sus alumnos y que raramente los recursos lingüísticos son usados en el aprendizaje. Por último, se ha demostrado que la mayoría de los participantes están de acuerdo con que el uso de otras lenguas en la enseñanza de ELE resulta beneficioso para el aprendizaje. No obstante, las lenguas señaladas por las profesoras entrevistadas en la definición de otras lenguas fueron el sueco y el inglés, por lo quellegamos a la conclusión de que el sueco y el inglés pueden ser la norma en relación con los recursos lingüísticos y de que el contraste lingüístico entre el sueco o el inglés parece ser injusto para todos los alumnos que no tienen el sueco como lengua materna.
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50

Stjernberg, Sasha Nicole. "Crisis online teaching during COVID-19 : Swedish upper secondary English teachers’ perspectives". Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36877.

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Abstract (sommario):
During March 2020, Swedish upper secondary schools switched from traditional teaching to crisis online teaching due to the COVID-19 pandemic. There is a lack of research on crisis online teaching, but there is research on online teaching and English online teaching. The fundamental difference between online teaching and crisis online teaching is choice, as crisis online teaching is mandated due to external factors beyond the teachers’ control. Transition from traditional teaching to crisis online teaching forces teachers to rely on their Technical Pedagogical Content Knowledge (TPACK). This was an instrumental case study using a semi-structured in-depth interview with a non-probability purpose sample that examined how three experienced English teachers in Western Sweden modified their teaching as well as the challenges and opportunities they experienced during crisis online teaching. Time was found to be a factor that affected crisis online teaching because the teachers interviewed reported that they were given two days to prepare in which they also had professional development to learn new platforms. In regard to professional development, teachers needed more and differentiated professional development due to teachers’ different levels of TPACK. The professional development also needed to explicitly show teachers to integrate the digital tools and platforms into their English teaching.
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