| 1. |
- Bradling, Björn
(författare)
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World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School
- 2024
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
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| 2. |
- Martinsson, Bengt-Göran
(författare)
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Mellan disciplin och profession. : Litteraturdidaktikens etablering som forskningsfält i Sverige – en prequel
- 2024
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Ingår i: Acta Didactica Norden. - 2535-8219. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and analyzes the formation of subject didactic research through the interaction between different disciplinary starting points and the new demands for profession-oriented interdisciplinary research fields, with subject didactics serving as an example. The focus is on the early development of literature didactics in Sweden.The main research question is: How have early internal factors, such as the discipline of literary studies, and external factors, including changes in the school system, education policy, or the social climate in general, influenced or contributed to the repertoire of research questions, methods, and theories within the field now known as literature didactics?The material analyzed, from the perspective of the history and sociology of science, consists of the scientific production from two early literary didactic contributions (1960–1980).The results follow two lines. The first formulates and develops subject didactic relevant issues from interdisciplinary starting points. The second develops subject didactic research based on the practical aspects of school teaching. Both lines of development in subject didactic research are strengthened and accelerated by external research funding, which also brings them closer together in several respects.The results are discussed based on Fensham's (2003) criteria for when a subject didactic research field can be considered established, Bernstein's (2003) dichotomy between singularities and regions, and Abbot's (2001) fractal theory for the development of new disciplines and research areas. The main conclusion is that the heterogeneity of the current field, in terms of paradigmatic orientations, and its homogeneity in certain theoretical starting points and recurring questions, can be clarified through this prehistory.
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| 3. |
- Nilsson Tysklind, Emma, 1986-, et al.
(författare)
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Agonism in a Classroom Discussion on Strindberg's Miss Julie
- 2024
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Ingår i: Democracy & Education. - 1085-3545 .- 2164-7992. ; 32:1
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Tidskriftsartikel (refereegranskat)abstract
- In many parts of the world, researchers and policymakers alike report possible threats to democracy and its institutions. Accounts in the media of hatred and threats aimed at people taking part in public discourse, and of a polarized political debate, raise general questions about the current state and future of democratic dialogue and processes. Solutions are sought, by both research and policy, in the educational context. Some researchers have turned to the agonistic theory proposed by Chantal Mouffe, highlighting the democratic role of conflict and dissent. Empirical research on agonism in education is, however, scarce. In this article, we explore agonistic democratic theory in educational practice, more precisely in a conversation about a literary classic in an upper-secondary Swedish L1 classroom. Based on the analysis of data generated through a teacher-researcher collaboration, we propose six didactic conditions that are fruitful for what we call agonistic literary discussions. Contributing to the debate on how education could meet a possible threat to democracy, we argue that an agonistic approach is a productive path. This approach views democracy as an ongoing process, and it views the classroom as a place where the meaning of democracy can be negotiated.
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| 4. |
- Nilsson Tysklind, Emma, 1986-, et al.
(författare)
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Political emotions in a literature classroom
- 2024
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Ingår i: Pedagogy, Culture & Society. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1468-1366 .- 1747-5104. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- The democratic potential of literature education has often been accentuated. In this article, we draw on Gert Biesta’s subjectification conception of democratic education, and view democracy as a concept open for (re)negotiation in the classroom. We are informed by Chantal Mouffe’s agonistic democratic theory, and its view of dissent as a foundational aspect of democracy, in that the struggle itself constitutes the identities of the opponents. Agonistic proposals for democratic education also pay attention to political emotions in the classroom. We pair agonism with Sara Ahmed’s view of emotion as performative to explore how power, identity and emotions are entangled in a student group and how this entanglement is integrated in the students’ conceptions of democracy. The students were in their last year of upper secondary school in Sweden. We analysed audio recordings from three group interviews with a total of eleven students. The interviews followed a literary discussion about the short story ‘Farangs’ by Rattawut Lapcharoensap, which was video recorded. The analysis shows that students referred to emotion when constructing the collective identities of themselves and their opponents, and that the power relations between these collective identities influenced what literary interpretations were centred in the discussion.
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| 5. |
- Nissen, Anna, 1966-
(författare)
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Whole-class discussions about literary texts : Engaging in dialogue and eliciting literary competence
- 2024
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Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1, s. 23-40
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Tidskriftsartikel (refereegranskat)abstract
- This study examines literary discussions from Scandinavian lower secondary school classrooms, specifically the different ways in which teachers provide opportunities for students’ development of literary competence. Moreover, it discloses what kinds of literary competence these teachers elicit and encourage. Three extended video-recorded discussions, in which a large number of students actively shared their understanding of literary texts, were selected and analysed qualitatively with regard to the interaction between teachers and students and the content of the discussions. It was found that teachers used both open-ended and closed questions to introduce new themes, and that their frequent use of follow-up questions promoted dialogicity. The teachers generally favoured one particular aspect of literary competence, yet several aspects of students’ literary competence were visible in the discussions. For example, students were encouraged to pay attention to content, formal characteristics and contextual issues. Implications for teachers’ literature instruction and for students’ development of literary competence are discussed.
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| 6. |
- Söderberg, Eva, 1960-, et al.
(författare)
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Årskurs 9 högläser skönlitteratur – elevperspektiv på läsning och litteraturundervisning
- 2024
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Ingår i: Acta Didactica Norden. - Oslo. - 2535-8219. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- Ungas intresse för läsning är en fråga som engagerar på flera plan. I skolan axlar svenskämnet ett stort ansvar för elevernas utveckling som läsare. Högläsning som metod för att främja läsmotivation och engagemang vinner terräng även i högre årskurser. Artikelns syfte är att belysa elevers perspektiv på skönlitterär läsning och högläsning av skönlitteratur i skolan, och den söker svar på följande forskningsfrågor: Vad berättar elevernas utsagor om deras litterära tänkande och litterära föreställningsvärldar?, Vilken bild av litteraturläsning i allmänhet och högläsning i synnerhet ger eleverna uttryck för? och Hur anser eleverna att litteraturundervisningen kan utvecklas? Genom fokusguppsamtal med elever i årskurs 9 bidrar den här artikeln med ett elevperspektiv. Studiens teoretiska ram utgörs av litteraturdidaktisk teori, bland annat om högläsning. Langers (2017) begrepp föreställningsvärldar och olika positioner en läsare intar i relation till en litterär text bidrar även till studiens metod och används som analysraster. Studiens resultat visar på såväl läslustbegränsningar som möjligheter i litteraturundervisningen. I fokusgruppsamtalen är eleverna engagerade och den kvalitativa innehållsanalysen visar att de rör sig mellan Langers olika positioner i relation till den roman de läst, men även till andra texter, och därmed visar exempel på litterärt tänkande. Deras uppfattning om läsning i skolan präglas av en nyttodiskurs. De är till del kritiska mot högläsning, då den ter sig långsam. För en mer intresseväckande undervisning önskar eleverna bland annat större utbud av texter, möjligheter att påverka litteraturval och fler boksamtal. Resultaten pekar på att litteraturundervisningen bättre kunde utnyttja de undervisningstillfällen och fördjupningar som elevernas engagemang i den litterära texten öppnar för.
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| 7. |
- Wikström, Peter, Fil dr, 1986-, et al.
(författare)
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Smartphones in the Swedish upper-secondary classroom : A policy enactment perspective
- 2024
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Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 49:2, s. 230-243
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – head teachers, teachers, and students – balance competing agendas such as digitalization strategies, popular media narratives, and student autonomy and peer relationship maintenance. There is a tension between orientations to the smartphone as a legitimate resource for socialization and learning in the digitalized classroom, but also as an exception to desired digitalization – a potential threat to the social and disciplinary order of the classroom. Notably, the students display considerable awareness of such tensions, in reflective comments made in interviews and in displayed strategies for managing their smartphones in class.
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| 8. |
- Nissen, Anna, 1966-
(författare)
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Cognitive Activation as an Aspect of Literature Instruction
- 2023
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 23, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the concept of cognitive activation is used to assess and discuss teaching quality in Swedish and Norwegian lower secondary literature instruction. Drawing on video data from 49 classrooms, it investigates the cognitive activation potential (CAP) of tasks. It also investigates how and to what extent teachers, through their instructional support, increase or decrease the CAP of these tasks. The objective CAP of 174 tasks was coded into three different categories: ‘Recall and share’, ‘Understand and explain’ and ‘Analyse and create’. This coding revealed that students were primarily expected to reproduce knowledge. They were seldom required to analyse, compare and interpret literary texts. As tasks are not always carried out in the way teachers initially intend, the realised CAP of all the tasks was also estimated. Mostly, it remained unchanged by teachers’ instructional support, which suggests that there is room for teachers to improve and increase their interaction with students in ways that may enhance the latter’s literary competence. Implications for students’ learning and development of literary understanding are discussed.
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| 9. |
- Tengberg, Michael, Professor, 1978-, et al.
(författare)
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Dialogue and defamiliarization : The conceptual framing of an intervention for challenging readers and improving the quality of literature discussions
- 2023
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 23:2
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Tidskriftsartikel (refereegranskat)abstract
- To lead discussions about complex literary texts in a classroom of teenagers is no doubt a challenging task for many teachers. It is therefore meaningful to explore how teachers’ management of literature discussions can be supported and improved. Prior research indicates a positive relationship between certain modes of discussion and increased literary awareness. Yet observational studies underscore that open-ended, probing discussions about literature are scarce in today’s classrooms.This article elaborates the theoretical framing of an intervention designed to improve the quality of teacher-led discussions about complex literary texts. We argue that dialogic theory, appropriate for highlighting the processes of classroom interaction, needs to be supplemented by theory that offers an explanation for the role of the literary text and its impact on both readers and their interaction processes. For this purpose, we examine the conceptual matching between theory of dialogic teaching, drawing on Bakhtin’s idea of meaning making as inherently dialogic, and theories of literary reception, specifically Shklovsky’s concept defamiliarization and recent didactical analysis of Derrida’s concept undecidability. The intention of the paper is to suggest a theoretical framing of the intervention, one that allows for both analysis of the aesthetic processes of reading and talking about literature, and specific guidance of teachers’ management of those discussions.
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| 10. |
- Manderstedt, Lena, 1966-, et al.
(författare)
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”… förut kunde jag inte läsa så himla bra”: ett litteraturdidaktiskt projekt med vårdnads- havare och elever i skolår F–3
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 7-30
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie presenterar och analyserar ett läsprojekt i F–3-klasser vid två skolor i en mindre kommun. Litteraturläsning i skolan kombinerades med lässtrategiundervisning och boksamtal som övades i hemmen. Bokurvalet omfattade en bilderboksserie i pixiboksformat för förskoleklassens elever och mer omfattande böcker i skolår 1–3. Eleverna förväntades läsa med eller för vårdnadshavare eller annan närstående, samtala om det lästa och träna de båda läsförståelsestrategierna förutspå respektive sammanfatta. Läsprojektet pågick under sex veckor, och data samlades in genom veckovisa enkäter till vårdnadshavare och, efter avslutat projekt, fokusgruppsintervjuer med elever. Såväl elever som vårdnadshavare upplevde att mängden av textläsning bidrog till att utveckla elevernas läsfärdighet, och bokurvalets och boksamtalets betydelse kommenterades överlag positivt av deltagarna. Läsprojektet belyste och problematiserade skolans kompensatoriska uppdrag för elever som inte har ett väl utvecklat lässtöd hemifrån.
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| 11. |
- Paul, Enni, 1976-, et al.
(författare)
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”Sen dess slutade godisar växa där” : tolkande läsning inom modersmålsämnet
- 2022
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 10:1, s. 31-54
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Tidskriftsartikel (refereegranskat)abstract
- I denna designbaserade studie utforskas hur tolkning av skönlitteratur förändras när lågstadieelever i modersmålsämnet ryska själva intar en författarroll. En utgångspunkt är att meningsskapande i mötet med texter är dialogiskt till sin natur och inbäddat i ett historiskt, kulturellt och socialt sammanhang. Begreppet intertextualitet, det vill säga att texter bär med sig ett eko av andra texter, används dels för analys av transkriberade samtal mellan en modersmålslärare och hennes elever, dels för analys av elevernas egenförfattade berättelser. Resultaten visar att elevernas tolkningar förskjuts från textens yta till det som finns ”gömt” inne i texten, samt från förgivettaganden baserade på den egna livsvärlden i och utanför skolan till tolkningar med intertextuella kopplingar till undervisningens sammanhang. Tolkningarna blir även mer flerstämmiga, vilket bidrar till utveckling av en egen röst. Resultaten pekar på att eleverna genom undervisningsinterventionerna blir del av en tolkande gemenskap, där läsförståelseutvecklingen sker inbäddad i ett sammanhang, snarare än som en dekontextualiserad aktivitetet.
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| 12. |
- Rosenbaum, Cecilia, et al.
(författare)
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En väv av förståelse : Mellanstadieelevers utsagor om sin fiktionsläsning
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 119-139
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med artikeln är att illustrera vilka litterära iakttagelser några elever i årskurs 4 ger uttryck för när de läser berättelsen "Draken med de röda ögonen" av Astrid Lindgren (1980) och hur dessa iakttagelser kan bidra med kunskap om vad som kan utgöra utgångspunkt och tas tillvara när en Litteraturundervisning planeras och genomförs på mellanstadiet. Datamaterialet består av nio semi-strukturerade intervjuer som transkriberats och därefter analyserats utifrån vilka litterära föreställningsvärldar eleverna bygger i mötet med berättelsen (Langer, 2017). Därefter diskuteras dessa föreställningsvärldar i relation till vilken litterär kompetens de intervjuade eleverna ger uttryck för (Torell,2002). Studien visar att de intervjuade elevernas läsprocess är dialogisk och att de lägger in sina personliga erfarenheter i texten samtidigt som de förhåller sig till textens förhållningssätt till textkonventionerna.
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| 13. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Dialogisk högläsning i förskoleklassen och årskurs 1 : ”Jag tycker att molnbullen smakar delikat”
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 78-99
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Tidskriftsartikel (refereegranskat)abstract
- Bidraget utgår från ett forskningsprojekt som använder bilderboken som en utgångspunkt för språk- och kunskapsutvecklande samt litteraturdidaktisk undervisning. Artikeln utgår från en klass i årskurs 1 och den undervisning som iscensattes kring bilderboken Molnbullar. I artikeln undersöks vad som kännetecknar undervisningen samt dess betydelse för elevernas språkutveckling och möjliga möte med berättelsens innehåll. De empiriska data som analyserats består av en transkriberad fokusgruppsintervju medlärarna, lärarnas skriftliga reflektioner och dokumentation av undervisningen samt fotografier av det som eleverna producerat. Resultatet belyser sammantaget att eleverna kommer nära bilderbokens innehåll via sinnlighet och kroppslighet, som när de skapar ljud som låter som regnet som faller i bokens början, samt genom upprepning av språk, rörelser och gester. Slutligen framkommer textskapande genom resurser som samtal, bild och skrift, som viktigt för att eleverna ska ta till sig bilderbokens innehåll och göra kopplingar till sitt eget liv samtidigt som de utvecklar sitt språk.
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| 14. |
- Sigvardson, Joakim, 1966-
(författare)
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Den kroppsliga läsningen : Fenomenologi och litteraturdidaktik
- 2022
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2022:3, s. 30-61
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Tidskriftsartikel (refereegranskat)abstract
- This paper illuminates what fiction reading means inside and outside of Swedish schools. It also argues for the need to formulate this endeavour as both an epistemological project and a phenomenological one. At the core of this paper lies a troubling state of affairs—that reading is declining—and a wish to trace the origins of this decline to find available means for remedy. To be able to grasp what fiction reading means in a phenomenological sense, the paper first embarks on a critical discussion of the reader and the text, which is followed by a methodological and theoretical section fully devoted to the effort of describing reading as such through Michel Henry’s concept of flesh. Armed with a phenomenological understanding of the significance of reading, the paper then places fiction reading within the context of Swedish education. The phenomenological analysis finds that in education, when reading fails to be precisely reading (pathetic- esthetic reading), it is instead often transformed into something other (objectified reading or instrumental reading) than what it sets out to be. The paper uses a literary example to concretize its findings.
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| 15. |
- Svensson, Anette, 1972-, et al.
(författare)
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Gästredaktionell kommentar
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 3-6
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Inledande stycke: Detta temanummer av Forskning om undervisning och lärande sätter litteraturdidaktiska perspektiv på berättelser för barn och unga i centrum. Dessa berättelser hör till den stora och mångskiftande kategori texter som rubriceras barn- och ungdomslitteratur och som inom sig rymmer olika genre och medier, liksom skiftande estetiska uttryck. I de senaste decenniernas böcker för unga, till exempel bilderböcker, finns berättelser som många gånger är estetiskt avancerade, berättartekniskt intressanta, mångtydiga och som tar upp både vardagliga och mer komplicerade ämnen (se Kåreland, 2021).
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| 16. |
- Svensson, Anette, 1972-
(författare)
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”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- I studien tillämpas en undervisningsdesign som sätter berättelser i olika uttrycksformer i centrum bland elever i lågstadiets årskurs 1. Syftet med studien är att undersöka lärares och elevers upplevelser och erfarenheter av att arbeta med undervisningsdesignen för att bidra med kunskap om hur undervisning med berättelsen i centrum kan möjliggöra och synliggöra elevers kommunikativa, kreativa och narrativa kompetenser. I linje med designbaserad forskning ämnar studien dels överbrygga klyftan mellan forskning och skolans praktik, dels utveckla praktiken. Studiens resultat visar att såväl receptivt som produktivt arbete med en berättelse i olika estetiska och mediala uttrycksformer möjliggör elevers kommunikation, kreativa skapande och förståelse av berättelsen. Berättelser utgör en stark didaktisk resurs i grundskolans tidigare år. Föreliggande studie visar att arbete med berättelser kan möjliggöra och synliggöra elevers narrativa kompetens, men en förutsättning för att så ska ske är en undervisning som är flexibel beträffande tidsramar och riktning.
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| 17. |
- Wijkmark, Sofia, docent, 1974-, et al.
(författare)
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Hur blir en litteraturvetare litteraturdidaktiker? : En fallstudie om kompetensförsörjning och kompetensutveckling
- 2022
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Ingår i: Tidskrift för litteraturvetenskap. - : Foreningen for utgivande av Tidskrift for litteraturvetenskap. - 1104-0556 .- 2001-094X .- 0282-7913. ; 52:1, s. 66-79
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Tidskriftsartikel (refereegranskat)abstract
- How can a Literary Scholar be Transformed Into a Literary Didact?: A Case Study on Competence Provision and Competence DevelopmentThis article highlights issues that deal with the relationship between comparative literature and literature in education. Our point of departure is a problem with competence maintenance within the subject of comparative literature in relation to teacher education. We address areas such as collaboration between comparative literature and literature in education and the role of thehumanities in the Swedish educational system. Previous publications on the relationship between comparative literature and literature in education, as well as interviews with active researchers, form the basis for a case study in which we do an overview of ways to acquire competence in literature in education. The context consists of local strategies, visions and perceptions of competence, as well as UKÄ’s (Swedish Higher Education Authority) national evaluations of subject teacher education in Swedish. Our results demonstrate that the fields have moved closer to each other in different ways, and we suggest that increased collaboration between comparative literature and literature in education would be mutualy beneficial and that the specific expertise of both fields together would strengthen the role of teaching literature and the subject of Swedish in schools and teacher training. The results also indicate that it is crucial for literary scholars to approach issues related to literature in education in their research. A more literature-oriented didactic is needed when teaching future teachers to strengthen the students’ literary competence and raise questions about the meaning and function of literature – and humanities – in schools. The future professionalism (faglighet) of teachers in literary studies and literature in education should therefore focus on what unites the fields and be open to each other’s specific research competencies. Increased cooperation can contribute to strengthening the role of the humanities and Bildung in schools, above all by clarifying its importance for the future teachers that we teach.
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| 18. |
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| 19. |
- Dodou, Katherina
(författare)
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How Swedish Curricula Legitimise the Engagement with Literature in English
- 2021
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Ingår i: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 2, s. 129-159
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Tidskriftsartikel (refereegranskat)abstract
- Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations.
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| 20. |
- Dodou, Katherina
(författare)
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Introduction : On Literature Education
- 2021
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Ingår i: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 20:2, s. 1-28
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 21. |
- Dodou, Katherina
(författare)
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Why study literature in English? A syllabus review of Swedish primary teacher education
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 85-110
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.
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| 22. |
- Lyngfelt, Anna, 1965, et al.
(författare)
-
Att göra sin röst hörd – en didaktiskt orienterad bilder-boksanalys av Naturen och Mitt bottenliv – av en ensam axolotl
- 2021
-
Ingår i: Forskning om undervisning och lärande. - 2001-6131 .- 2000-9674. ; 9:3, s. 28-47
-
Tidskriftsartikel (refereegranskat)abstract
- Genom narratologisk analys utforskas didaktiska möjligheter att utveckla kunskap om relationen mellan ekologisk, ekonomisk och socialt hållbar utveckling. Två bilderböcker utgör utgångspunkt för analysen: Naturen (2020), av Emma AdBåge, och Mitt bottenliv – av en ensam axolotl (2020), av Linda Bondestam. Forskningsfrågan lyder: Hur kan analys av begreppet röst vara didaktiskt användbart för att bilderböckernas läsare ska kunna positionera sig själva i relation till böckernas innehåll och det omgivande samhället? De bilderböcker som används rymmer en stor tolkningspotential. Detta visar sig genom bilduppslagens rikedom av representationer i form av exempel hämtade från vår ”civilisation”. Dessa möjliggör prövande, tänkbara positioneringar för böckernas läsare. Genom att lyfta fram möjligheter med den narratologiska analysen visar vi vad klassrumsarbete skulle kunna innebära, med utgångspunkt i UNESCO:s Education for Sustainable Development Goals. Learning Objectives (www.en.unesco.org).
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| 23. |
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| 24. |
- Nissen, Anna, 1966-, et al.
(författare)
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Function and use of Literary Texts in Nordic Schools
- 2021
-
Ingår i: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 21, s. 1-22
-
Tidskriftsartikel (refereegranskat)abstract
- In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.
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| 25. |
- Olin-Scheller, Christina, 1958-, et al.
(författare)
-
Social Excursions During the In-between Spaces of Lessons : Students’ Smartphone Use in the Upper Secondary School Classroom
- 2021
-
Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:4, s. 615-632
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
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| 26. |
- Rosenbaum, Cecilia, et al.
(författare)
-
Rikta blicken mot texten
- 2021
-
Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 9:1, s. 31-49
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Tidskriftsartikel (refereegranskat)abstract
- Inom svensk forskning om läsundervisning har det framhållits att elever redan på mellanstadiet (åk 4-6) behöver utveckla litterär kompetens och få vägledning i hur de kan angripa och bearbeta en text för att utveckla fördjupad läsförståelse. Syftet med föreliggande artikel är att ge ett kunskapsbidrag beträffande hur undervisning som syftar till att utveckla förmågan att dra slutsatser om en skönlitterär huvudpersons karaktärsdrag kan utformas. En specifik litteraturdidaktisk aktivitet som utvecklats inom ramen för en Learning study i årskurs 4 och 5 studerades närmare. Syftet med undervisningen var att eleverna skulle utveckla sin förmåga att dra slutsatser om en huvudpersons karaktärsdrag utifrån en läst text. 15 timmars videoinspelade lektioner, där samma berättelse användes i samtliga cykler, analyserades med utgångspunkt i variationsteori. Analysen visar att de olika cyklerna erbjöd olika lärandemöjligheter beroende på hur läraren gav instruktioner till lärandeaktiviteten, hur uppgiften formulerades och utformades, om texten och huvudpersonens karaktärsdrag kom i fokus och relaterades till varandra samt vilka aspekter som öppnades upp som dimensioner av variation.
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| 27. |
- Svensson, Anette, 1972-
(författare)
-
Aesthetic Dimensions of Literary Studies : Multimodality and Creative Learning
- 2021
-
Ingår i: Nordic Journal of English Studies. - : University of Gothenburg. - 1502-7694 .- 1654-6970. ; 20:2, s. 160-182
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the occurrence of fictional texts in various media formats, including TV series, films, and computer games, most of which are in English, is constantly growing. In an increasingly digitalised society, there is a need for teaching that understands and meets the demand for aesthetic values as well as multimodality and creativity. Highlighting the aesthetic dimension of literary studies, this article reports on a small-scale practice-based study that explores students’ experiences of working with a teaching unit that focuses on text universes, literary productions, and creative learning. It argues for an innovative type of course design with the potential to strengthen students’ engagement in, and their self-assessed understanding of, literary texts, which can inspire future English teachers to adopt similar approaches in their own teaching practice.The teaching unit was included in a programme for upper-secondary subject teachers in English. The empirical data consists of 14 students’ responses to a questionnaire that was conducted after the completion of the unit. The study shows that although some students initially found the teaching unit challenging, they later acknowledged having acquired significant insights into their own and their peers’ creative processes. Because student autonomy and student responsibility are central aspects when teaching for creativity, the teaching unit provided the students with a model that addresses the what and the how of literature teaching and learning, a model that they themselves want to use in their future careers as English teachers at the upper secondary level.
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| 28. |
- Svensson, Anette, 1972-, et al.
(författare)
-
“From the Lightest Light to the Darkest Dark” : Re-Presenting Ronia, The Robber’s Daughter in the Third-Grade Classroom
- 2021
-
Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 78-101
-
Tidskriftsartikel (refereegranskat)abstract
- The present study focuses on consuming and producing stories using various forms of expression in the third-grade classroom. The aim of the study is to examine pupils’ and teachers’ experiences of working with a teaching unit that encourages the use of various text and media forms through literary productions, re-presentations, of Ronia, the Robber’s Daughter in order to gain increased insight into the pupils’ narrative competence and identity development. Hence, in what ways can working with various text and media forms and various forms of aesthetic expression promote pupils’ identity development?The empirical data consists of qualitative interviews with the two teachers and 19 of the 39 pupils who participated in the teaching unit. A thematic analysis of the interviews illuminated two focal themes: identity development and moving through various forms of expression. While looking at the results of the study in relation to Langer’s (2011) stances of envisionment, it becomes clear that applying a contrastive learning approach does the following: it contributes to the progress of the pupils’ identity development, it encourages a deeper understanding, and, consequently, it facilitates and makes visible their learning processes, and their ability to apply a meta-perspective on their learning processes.
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| 29. |
- Svensson, Anette, 1972-, et al.
(författare)
-
Från finrummet till vardagsrummet : Transmedialt berättande som litteraturdidaktisk underhållning
- 2021
-
Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 149-166
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores re-creation processes, through transmedia storytelling, that are made visible in the Swedish TV-programme Helt lyriskt (2018), where music artists transmediate Swedish poems into songs. The aim is to analyse, through a close-reading method, two episodes of Helt lyriskt in order to discuss how processes of transmedia storytelling make literary analyses visible and accessible to the general public. The analysis shows that the episodes employ pedagogical strategies to encourage the audience to partake in, and learn about, poetry and how to conduct literary analyses. One strategy is to illuminate the artists’ interpretation and analysis processes. Thus, the audience experiences the textual and musical adaptations that the artist Molly Sandén makes in her re-creation of Edith Södergran’s “Vierge moderne” (1916), in which she transfers the main theme of the poem, the early twentieth-century modern woman, to a song intended for the modern woman of today. Another strategy, brought up in relation to Annika Norlin’s re-creation of Karin Boye’s “I rörelse” (1927), is to question what liberties may be taken with a literary work, when she adopts the main theme of the poem, to always strive for more, by adding self-composed lyrics to the poem.
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| 30. |
- Alfredsson, Johan, 1974
(författare)
-
Poesins utökade lyssnande och dess möjligheter
- 2020
-
Ingår i: Svenskläraren. Tidskrift för svenskundervisning. - 0346-2412. ; 64:3/4-2020, s. 24-25
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Rytmer, klanger och känslor är språkets ursprung. Vi lyssnar och tar till oss språk med såväl öronen, kroppen som hela vårt känsloregister. Det gör språket till ett effektivt medel för maktutövning. Men också för poetiskt uppror.
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| 31. |
- Borsgård, Gustav, 1984-
(författare)
-
Svenskämnet och demokratiuppdraget : Lärares syn på litteraturundervisning som demokratiarbete
- 2020
-
Ingår i: Utbildning och Demokrati. - : Örebro universitet. - 1102-6472 .- 2001-7316. ; 29:1, s. 65-84
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the possibility of integrating citizenship education in Swedish language coursesafter the reform of Swedish upper secondary school in 2011. The studyis based on qualitative interviews with eight Swedish language teachers.All subjects answered questions about their views on literature educationin connection to citizenship education. The study shows that teachers canuse their interpretation of the written curriculum as a way of appropriating, refusing or negotiating with the governing policies. In several cases,teachers choose to downplay the relevance of the written curriculumand base their pedagogical choices on their own experience as teachersinstead. The study also examines the teachers’ views on democracy andentrepreneurship in education, and shows how tests and administrativeduties can influence the teachers’ pedagogical choices.
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| 32. |
- Dodou, Katherina
(författare)
-
What Are Literary Studies For? : A Review of English Teacher Education in Sweden
- 2020
-
Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157
-
Tidskriftsartikel (refereegranskat)abstract
- The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
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| 33. |
- Sundqvist, Pia, 1965-, et al.
(författare)
-
Effects of Rater Training on the Assessment of L2 English Oral Proficiency
- 2020
-
Ingår i: Nordic Journal of Modern Language Methodology. - Kristiansand, Norge : University of Agder. - 1894-2245. ; 8:1, s. 3-29
-
Tidskriftsartikel (refereegranskat)abstract
- The main objective of this study was to examine whether a Rater Identity Development (RID)program would increase interrater reliability and improve calibration of scores againstbenchmarks in the assessment of second/foreign language English oral proficiency. Elevenprimary school teachers-as-raters participated. A pretest–intervention/RID–posttest designwas employed and data included 220 assessments of student performances. Two types ofrater-reliability analyses were conducted: first, estimates of the intraclass correlationcoefficient two-way random effects model, in order to indicate the extent to which raterswere consistent in their rankings, and second, a many-facet Rasch measurement analysis,extended through FACETS®, to explore variation regarding systematic differences of raterseverity/leniency. Results showed improvement in terms of consistency, presumably as aresult of training; simultaneously, the differences in severity became greater. Results suggestthat future rater training may draw on central components of RID, such as core concepts inlanguage assessment, individual feedback, and social moderation work.
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| 34. |
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| 35. |
- Borsgård, Gustav, 1984-, et al.
(författare)
-
Från litteraturförståelse till literacy : Om utbredningen av ett begrepp och konsekvenserna för litteraturdidaktiken
- 2019
-
Ingår i: Tidskrift för litteraturvetenskap. - Lund : Föreningen för utgivande av Tidskrift för litteraturvetenskap. - 1104-0556 .- 2001-094X. ; :4, s. 69-78
-
Tidskriftsartikel (refereegranskat)abstract
- During the last few decades, the concept of ”literacy” has had a growing impact on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.
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| 36. |
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| 37. |
- Sundqvist, Pia, 1965-
(författare)
-
Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
- 2019
-
Ingår i: Language Learning & Technology. - Honolulu, HI : National Foreign Language Resource Center. - 1094-3501. ; 23:1, s. 87-113
-
Tidskriftsartikel (refereegranskat)abstract
- The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed-methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.
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| 38. |
- Vuorenpää, Sari, et al.
(författare)
-
Kartläggning av en nyanländ elevs litteracitet i Sverige
- 2019
-
Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 5:3, s. 49-49
-
Tidskriftsartikel (refereegranskat)abstract
- Mapping of a newly arrived pupil’s literacy in Sweden The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.
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| 39. |
- Walldén, Robert, 1981-
(författare)
-
Med fokus på ord, uttryck och språklig stil : ett betydelseskapande litteraturarbete i grundläggande vuxenutbildning
- 2019
-
Ingår i: Pedagogisk forskning i Sverige. - : SWERA, Swedish Educational Research Association. - 1401-6788 .- 2001-3345. ; 24:3-4, s. 35-61
-
Tidskriftsartikel (refereegranskat)abstract
- I denna studie utforskas ett litteraturarbete som involverar en lärare och en grupp andraspråksinlärare inom grundläggande vuxenutbildning. Den aktuella kursen är Svenska som andraspråk Delkurs 3. Syftet med studien är att utforska och synliggöra de litteracitetspraktiker som erbjuds under moment som fokuserar på romanens språk. Materialet grundar sig på observationer, ljudinspelningar och insamlat läromaterial. Analysen vilar primärt på Luke och Freebodys litteracitetspraktiker, Langers teori om textrörlighet samt Bernsteins utbildningssociologiska teori. I analysen betraktas litteraturarbetet som samspelande litteracitetspraktiker, där arbetet med romanens språk utgör en särskild textanvändningspraktik. Resultatet visar att läraren i diskussioner kring ord, uttryck och språklig stil för uppmärksamheten till de centrala karaktärernas egenskaper och utveckling genom romanen. Detta medför att textanvändningspraktiken samspelar med en betydelseskapande praktik, där de betydelser som utforskas i interaktionen överskrider betydelsen av de enskilda ord och uttryck som väljs ut och diskuteras. Detta kan tillmätas viktiga stöttande egenskaper i en undervisningsgrupp där majoriteten av eleverna skulle ha svårt att förstå romanen på egen hand. I artikeln diskuteras även hur fokuset på romanens språk öppnar upp för en textanalytisk litteracitetspraktik.
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| 40. |
- Sundqvist, Pia, 1965-, et al.
(författare)
-
The teacher as examiner of L2 oral tests : A challenge to standardization
- 2018
-
Ingår i: Language Testing. - : Sage Publications. - 0265-5322 .- 1477-0946. ; 35:2, s. 217-238
-
Tidskriftsartikel (refereegranskat)abstract
- The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.
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| 41. |
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| 42. |
- Alfredsson, Johan, 1974
(författare)
-
Kritiskt tänkande i skolan. Betraktat genom radikal estetik, medialisering och en poetisk performance av Athena Farrokhzad
- 2017
-
Ingår i: LIR.journal. - 1102-9773. ; 8, s. 148-165
-
Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, the Swedish school system has been discussing the intersection between aesthetics and learning with much enthusiasm. The aim of this article is to show how this discussion can be invigorated by contemporary poetic practice, and how focus thus can be shifted from what Jan Thavenius has labelled »market aesthetics« and »modest aesthetics«, to what he labels »radical aesthetics«, i.e. an overriding aesthetics which is critical by nature, and therefore able to permeate the school system. Much contemporary poetry looks upon itself as a critical art form, at least as much as a creative one. The example used in the article – a controversial radio program, and poetic performance from 2014, by Athena Farrokhzad – uses poetry to highlight the ideological and religious discourses of con- temporary – »mediatized« – society. Appropriating the poetic methods she uses, and employing them meta-critically within the classroom, could bring the school system closer to Thavenius’s ideal »radical aesthetics«.
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| 43. |
- Asklund, Jonas
(författare)
-
Det synliggjorda litteratursamtalet
- 2017
-
Ingår i: Lisetten. ; :3, s. 14-15
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Många svensklärare vittnar om att litteratursamtal är ett svårt moment i undervisningen. Samtidigt som alla elever måste inkluderas bör det finnas ett djup i diskussionen om romanfigurerna, handlingen och berättartekniken. Hur detta kan tematiseras på ett för eleverna meningsfullt sätt diskuteras härur ett litteraturdidaktiskt perspektiv.
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| 44. |
- Agnesdotter, Carina, 1969
(författare)
-
Reflektion som examinationsform inom lärarutbildningen
- 2016
-
Ingår i: Högskolepedagogiska texter. ; , s. 1-16
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Arbetet tar sin utgångspunkt i en examinationsuppgift på kursen LGSV55, Svenska 5 för gymnasielärare, där studenterna ska leda ett textsamtal kring en dikt med sina kurskamrater, och därefter göra en skriftlig reflektion kring samtalets utgångspunkter, utfall och litteraturvetenskapliga och litteraturdidaktiska implikationer. Samtalet och reflektionen utgör tillsammans underlag för ett graderat betyg. Intrycket efter den första kursomgången höstterminen 2015 var att de reflekterande texterna var ytligare och mer beskrivande än förväntat, vilket gjorde det svårt att bedöma texterna efter de betygskriterier som formulerats. Syftet med arbetet är att med utgångspunkt i studenternas skriftliga reflektioner och tidigare forskning och teorier kring reflektion inom framför allt lärarutbildningar klargöra hur den aktuella examinationsuppgiften kan revideras, så att den både bättre bidrar till studenternas lärande och ger ett mer tillförlitligt underlag för graderad betygsättning. Tidigare forskning visar att reflektion är en viktig metod för att förbinda teori och praktik och främja djupinlärning. Analysen av studenternas examinationsuppgifter baseras på de olika typer av reflektion som definierats av Hatton & Smith (1995): deskriptiv reflektion, dialogisk reflektion och kritisk reflektion. Analysen visar att merparten av texterna utmärks av deskriptiv reflektion, som sätter studentens handlingar, tankar och känslor i centrum. Få studenter motiverar sitt val av dikt och utgångspunkterna för samtalet, eller anknyter till kurslitteratur och teorier. Med utgångspunkt i tidigare forskning föreslås att anvisningarna för reflektionsuppgiften förbättras så att de tydligare anger hur uppgiften ska skrivas och vilken typ av reflektion som efterfrågas. Mest gynnsamt för studenternas förmåga till kritisk reflektion är att formulera anvisningarna i frågeform. Betygskriterierna bör också revideras och baseras på kännetecknen för de olika typerna av reflektion.
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| 45. |
- Sundqvist, Pia, 1965-
(författare)
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About a boy : A gamer and L2 English speaker coming into being by use of self-access
- 2015
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Ingår i: Studies in Self-Access Learning Journal. - 2185-3762. ; 6:4, s. 352-364
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Tidskriftsartikel (refereegranskat)abstract
- This is an interview study of Eldin, a 14-year-old Bosnian boy living in Sweden since the age of six. The aim is to investigate how Eldin became a gamer and how he, strongly motivated, learned foreign/second (L2) English mainly through self-access gameplay. Using language learning motivation theories, Dörnyei’s (2005, 2009) L2 Motivational Self System and Dweck’s (2006) concept of mindsets, the questions are: (i) By whom and at what age was the learner introduced to video games?, (ii) What was it about the games that kept the learner motivated for two years before he started to play ‘for real’?, and (iii) How does the learner himself describe his process of language learning? Data consist of an in-depth interview and three university-level vocabulary/multiple-choice tests measuring English proficiency. Guided by the questions, interview data were analyzed qualitatively. Eldin’s mindset seems to favor naturalistic language learning, matching his interest in gaming. Experiences of having fun and daring to use ‘trial-and-error’ in gaming have contributed to his English proficiency, which is equivalent to a passing grade at second-semester university level. Elements of gaming (in particular, competition, stories, and escapism) appeal to Eldin, thereby indirectly contributing to his successful learning of English.
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| 46. |
- Sundqvist, Pia, 1965-, et al.
(författare)
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Engelska på fritiden och engelska i skolan : en omöjlig ekvation?
- 2015
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).
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| 47. |
- Sundqvist, Pia, 1965-, et al.
(författare)
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Out-of-school digital gameplay and in-school L2 English vocabulary outcomes
- 2015
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Ingår i: System. - : Elsevier. - 0346-251X. ; 51, s. 65-76
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to examine the relation between out-of-school digital gameplay and in-school L2 English vocabulary measures and grading outcomes. Data were originally collected from a sample of 80 teenage Swedish L2 English learners and comprise a questionnaire, language diaries, vocabulary tests, assessed essays, and grades. Using an observational post-hoc design, three Digital Game Groups (DGGs) were created based on frequency of gameplay: (1) non-gamers (0 h/week), (2) moderate gamers (<5 h/week), and (3) frequent gamers (≥5 h/week). Results show that DGG3 had the highest rated essays, used the most advanced vocabulary in the essays, and had the highest grades, closely followed by DGG1, while DGG2 trailed behind. For the vocabulary tests, DGG3 was followed by DGG2 and DGG1, indicating that gameplay aligns more directly with vocabulary test scores than vocabulary indicators drawn from essays. Due to the gender distribution of non-gamers (predominantly girls) and frequent gamers (exclusively boys), a subsidiary aim is to investigate how gameplay correlates with outcomes for boys and girls: significant correlations were found for gameplay–vocabulary tests/English grades for the boys.
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| 48. |
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| 49. |
- Asklund, Helen, 1975-, et al.
(författare)
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Läsa med de yngsta
- 2014
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Ingår i: Förskoletidningen. - Stockholm : Gothia Förlag AB. ; :4, s. 21-26
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 50. |
- Sundqvist, Pia, 1965-, et al.
(författare)
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Language-related computer use : Focus on young L2 English learners in Sweden
- 2014
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Ingår i: ReCALL. - : Cambridge University Press. - 0958-3440 .- 1474-0109. ; 26:1, s. 3-20
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N=76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digitalgame groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (>4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showedthat YELLs are extensively involved in extramural English (EE) activities (M=7.2 hrs/w).There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films.The girls, on the other hand, spent significantly more time on pastime language-relatedactivities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one’s L1 was more commonly reported by non- and moderate gamers than frequent gamers.
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