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- Malmström, Hans, 1980, et al.
(författare)
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Engaging with terminology in the multilingual classroom : Teachers' practices for bridging the gap between L1 lectures and English reading
- 2017
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Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 8:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.
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| 2. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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| 3. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 7. |
- Gröndahl, Satu, 1957-, et al.
(författare)
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Editors' Note
- 2019
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Ingår i: Multiethnica. - : Uppsala University. - 0284-396X .- 2002-3413. ; 2-2019:2-20195, s. 5-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Prasad, K V S, 1952
(författare)
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Linguistic Populism in India (prelude to Alternative language principles for an Indian school)
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sanskrit can be a great language for science and administration in India: everyone uses its words, it favours no one, it embodies much of India’s civilisation, and its word-building readies it for today’s needs. Instead, Hindi was chosen as official language in a populist move favouring the largest linguistic group and disfavouring the South and Northeast of India. Each state imposes its own language. Indian governments have for 70 years given majority speakers unearned privilege but little else: all science, technology and higher studies are done in English. The politics has been only about power. In most subjects, no Indian language has been developed to a level fit for higher study. Language skills have declined across the board. People no longer learn languages neighbouring their own; they talk to people from neighbouring states using the bad Hindi they learn for Government jobs. Many call Hindi the ”national” language (it isn’t). Othering is widespread. People sing Hindi songs in ”national” competitions where their pronunciation is mocked. Hindi films get laughs by simply showing a caricatured ”South Indian”. Tarun Vijay of the BJP in 2017: ”If we (Indians) were racist, why would we ... live with South Indians? We have blacks ... all around us”. Globalisation brought high-paying jobs requiring technical skills and English; Hindi and state languages lost their status. But now even the poor want English-medium schools. Since most teachers can scarcely speak English, their schools will teach bad English and little content, exacerbating India’s education problems. One could instead teach children in their first language, giving them a strong foundation in their culture (and their often hoary literary traditions) and in English as a foreign language. Will India pause its rush to disaster and implement this or other solutions?
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| 10. |
- Ohlsson, Claes, 1970-
(författare)
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The Rhetoric of Financial Literacy
- 2012
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Ingår i: Journal of Interdisciplinary Economics. - : SAGE Publications. - 0260-1079 .- 2321-5305. ; 24:1, s. 55-75
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the use of rhetoric strategies in call for improved financial literacy and financial education. The article combines a presentation of how rhetoric is used in financial literacy improvement initiatives and a discussion on the benefits of including a rhetoric framework in future studies of financial literacy and of finance economy in everyday life. The examples are sampled from the OECD website IGFE and from country-specific initiatives and programmes for improving levels of financial literacy in the general public. The central issue of the article is how the notions of objectivity and rationality together are prevailing as a general theme in the current discourse of the field. The discussion includes how information on financial matters is presented in programme initiatives from mainly an objective and rational perspective and in this sense even may be seen as being ‘anti-rhetoric’. The notion of information accessibility does in this sense become a question of individual activity where the possibility to take ‘financial charge’ of the situation is linked to being able to process ‘objective’ information about financial markets and instruments. The rhetoric patterns of perceived rationality in the studied initiatives can further be seen as linked to personal morality and the incentive to be financially literate in order to control one’s personal economy.
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