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| 2. |
- Byman Frisén, Liliann, et al.
(författare)
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Policy in Practice : Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
- 2021
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Ingår i: Languages. - : MDPI. - 2226-471X. ; 6:4, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students' performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims to unveil teachers-as-raters' conceptualizations, as these emerge from the self-made scoring rubrics, and possible transformations of policy. Data consist of 20 teacher-generated scoring rubrics used for assessing NEST (years 6 and 9). Rubrics were collected via personal networks and online teacher membership groups. Employing content analysis, data were analysed qualitatively to examine (i) what OP sub-skills were in focus for assessment, (ii) how sub-skills were conceptualized, and (iii) scoring rubric design. Results showed that the content and design of rubrics were heavily influenced by the official assessment guidelines, which led to broad consensus about what to assess-but not about how to assess. Lack of consensus was particularly salient for interactive skills. Analysis of policy transformations revealed that teachers' self-made templates, in fact, lead to an analytic rather than a holistic assessment practice.
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| 3. |
- Byman Frisén, Liliann, et al.
(författare)
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Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet
- 2023
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Ingår i: Utbildning och lärande. - : Högskolan Dalarna. - 1653-0594. ; 17:2, s. 11-38
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Tidskriftsartikel (refereegranskat)abstract
- Swedish students’ oral proficiency in English as a foreign/second language (L2) is tested annually in a part of the English national test entitled Speaking (test construct: oral production and interaction), which students’ own teachers both administer and assess. Despite access to extensive assessment guidelines from the Swedish National Agency for Education, many teachers choose to construct their own scoring rubrics for assessment. In this study, we examine teachers’ professional knowledge about assessment of oral proficiency in L2 English, as it emerges from policy transformation in these teacher-generated rubrics. Data consists of 20 rubrics for assessment of Speaking in years 6 and 9. Rubrics were collected through professional networks and two English-teacher groups on Facebook. Qualitative content analysis was used to analyze teachers’ conceptualizations of the test construct, as well as similarities and differences between conceptualizations. Results showed consensus of what to assess, but not necessarily how, which was particularly salient for interaction. Analysis of policy transformation indicated that when teacher-generated scoring rubrics were used for assessment of Speaking, each criterion was considered separately, making them beneficial for formative feedback. The professional knowledge that emerged is therefore formed by teachers’ dual roles – as examiner and teacher – in the test situation.
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| 5. |
- Gyllstad, Henrik, et al.
(författare)
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Effects of Word Definitions on Meaning Recall : A Multisite Intervention in Language-Diverse Second Language English Classrooms
- 2022
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Ingår i: Language learning. - : John Wiley & Sons. - 0023-8333 .- 1467-9922. ; 73:2, s. 403-444
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Tidskriftsartikel (refereegranskat)abstract
- Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.
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| 6. |
- Jakobsen, Liselotte, 1947-, et al.
(författare)
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Medarbetarsamtal som arena för att befästa normer kring medarbetarskap
- 2010
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 16:3, s. 39-54
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel redovisar resultat från en studie av medarbetarsamtal mellan chefer och deras anställda. Studien, som omfattar videoinspelade samtal, intervjuer och en enkät, pekar på strukturella mekanismer och normer som försvårar för medarbetare att lyfta negativa upplevelser av stress i samtalen. Resultaten visar hur olika livsformer kolliderar och hur bilder av en god medarbetare formas av en delvis dold läroplan i organisationen.
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| 7. |
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Klassrumsforskning och språk(ande) : Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018
- 2019
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Proceedings (redaktörskap) (refereegranskat)abstract
- Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.
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| 9. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Interaction in the multilingual classroom
- 2022
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Ingår i: The Cambridge Handbook of Intercultural Pragmatics. - Cambridge : Cambridge University Press. - 9781108884303 - 9781108839532 ; , s. 836-868
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Bokkapitel (refereegranskat)abstract
- Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms.
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| 10. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school
- 2023
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Ingår i: Collaborative Research in Language Education. - : Mouton de Gruyter. - 9783110787719 - 9783110787535 ; , s. 59-70
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on challenge and reciprocity in researcher-student collaborative labour (Zigo 2001) in a large multilingual secondary school in Sweden. The school was recruited for a larger longitudinal study of classroom language policy. For the purposes of the present chapter, we analysed ethnographic data to shed light on the well-known challenge of recruiting and retaining students to participate in longitudinal research, and on aspects of reciprocity, which was operationalized as benefits that both parties, i.e. students and researchers, needed or desired (Trainor and Bouchard 2013). Results show that of the 43 students who were present in the classrooms studied, 35 (81%) provided written, informed consent to fill in a language-background questionnaire and participate in an interview. Fewer students with low grades consented to participate, but those who did provided data no less rich than that provided by students with top grades. As to reciprocal benefits, the researchers secured the research data needed, but also new knowledge about students’ heritage languages and the multilingual territories they had left prior to settling in Sweden. Another benefit relates to empowerment. The researchers were empowered by learning culturally appropriate terminology to use when communicating about multilingual and multi-ethnic territories; and interview data suggest that students were empowered when positioned as experts on their multilingual repertoires and the language ecology in their prior home territories. Finally, the chapter reveals that researchers’ stance of reciprocity evolved organically over time through their ethnographic engagement in the classrooms.
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