| 1. |
- Nissen, Anna, 1966-
(författare)
-
Nordic Literature Instruction
- 2024
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis investigates and compares Nordic literature instruction in the first year of lower secondary school, with the aim of contributing to the knowledge on how lower secondary language arts teachers across the Nordic countries use literary texts in their ordinary instruction and how they promote students’ development of literary competence. Two overarching theoretical perspectives – didactics and literary competence – frame this thesis, which relies on two kinds of data and involves both quantitative and qualitative analyses. The thesis comprises four research articles. Articles 1–3 are based on video observations from 71 literature classrooms that are part of Linking Instruction and Student Achievement, a large-scale Nordic video study, while Article 4 draws on an online questionnaire that was answered by 701 teachers. This thesis shows that literature plays an important role in Nordic language arts instruction. A key finding was that teachers in all Nordic countries, especially Swedish, Icelandic and Finnish teachers, considered the development of students’ reading comprehension a major reason for using literary texts in language arts instruction. Another key finding was the lack of encouragement for literary readings, meaning that students were rarely given the opportunity to develop their literary competence. Even in cases where students were expected to learn to identify genre features and literary devices, this knowledge was not used to promote the aesthetic reading of literary texts. A third key finding was that teachers in all Nordic countries valued reading literature as a way to provide positive reading experiences. They often made student-oriented choices of literary texts and mostly had students read narrative texts, such as short stories and teenage novels. In summary, this thesis reveals that Nordic classrooms should give more space to reading literature for its own sake, not just to achieve general literacy.
|
|
| 2. |
- Wikström, Peter, Fil dr, 1986-, et al.
(författare)
-
When colourblindness runs amok : the Swedish debate on equality data
- 2023. - 1st
-
Ingår i: Race in Sweden. - Abingdon : Routledge. - 9781032385891 - 9781003345763 ; , s. 139-163
-
Bokkapitel (refereegranskat)abstract
- While the collection and analysis of equality data including racial identification is common in many parts of the world, prevailing norms of colourblindness and antiracialism prevent such practises in Sweden. This chapter presents a case study of the outrage and indignation that met a Green Party member of parliament (MP) who, in February 2019, proposed that Sweden should collect equality data comprising racial identification. We analyse a comprehensive corpus of opinion and editorial texts, as well as a sample of Twitter posts representative of the colourblind outrage directed at the Green Party MP, as well as at leftists, antiracists, identity politics and associated actors and movements. Our analysis reveals a range of argumentative strategies through which a colourblind, antiracialist status quo is preserved. Colourblind arguments are recruited by both a professional and a lay commentariat, positioning antiracist activists and politicians as a race-obsessed, authoritarian and divorced-from-reality threat to democracy, freedom and social order. In this way, a kind of liberal–conservative alliance is mobilised to resist and deny any substantial effort to engage with the realities of segregation and prejudice, reinforcing colourblindness as the only morally acceptable antiracist stance, in today’s Sweden.
|
|
| 3. |
- Wolcott, Catharina, 1964
(författare)
-
The Role of Literary Texts in Swedish Upper Secondary EFL Education: The Teacher Perspective
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The English syllabus at the upper secondary level in Sweden stipulates that literary texts should be included in the lesson content at all three levels of English, but their role is not clearly defined. The overarching aim of the study is thus to examine the role of literary texts in upper secondary EFL education from the EFL teachers’ perspective, in order to discuss the relationship between curricular stipulations and EFL teachers’ decisions and approaches. The study relies on a mixed methods approach involving both a quantitative part (phase I - questionnaire) and a qualitative part (phase II - interviews). Key findings from phase I of the study suggest that literary texts are primarily used to improve reading comprehension in English 5 while the development of literary skills becomes increasingly important in English 6 and English 7. The results from phase II of the study show that while one teacher uses mainly contemporary texts at all levels of English another includes older literary texts already in English 5. Moreover, the findings further reveal both similar and different views of the functions of and approaches to literary texts based on EFL repertoires (teachers’ beliefs about literary texts linked to the syllabus of English) and teacher literary repertoires (teachers’ beliefs about literary texts not firmly linked to the syllabus of English) but also due to the idea of protracted curricula (the influence of expired curricula). For instance, while one teacher may prioritize language skills another may emphasize the significance of literary skills when working with literary texts. Nevertheless, results from both phases of the study point to a general consensus as to the importance of student-centered, collaborative forms of engagement where, for example, affective response and critical thinking are in focus. The present study highlights a need for a continued national debate on the role of literary texts in EFL. Keywords: literary texts in EFL, text selection, functions, approaches, upper secondary level, literature teaching and learning, the teacher perspective, mixed methods, EFL repertoires, teacher literary repertoires, protracted curricula, student-centered teaching, collaborative engagement
|
|
| 4. |
- Ågerup, Karl, 1972-
(författare)
-
Using Fiction to Teach Secondary Students about the Middle East
- 2023
-
Bok (refereegranskat)abstract
- Based on original reader surveys and teacher interviews, the book discusses the risks and benefits of using fictional narratives to teach Western upper secondary students about the Middle East. The possible outcomes of using The Sirens of Baghdad in upper secondary education are discussed after conducting empirical studies with students and teachers from four schools in Sweden. Partially conflicting goals such as socializa tion versus subjectivation and national versus international identity build ing are addressed, as well as potential practical problems, such as heated emotions in the classroom, trauma exposure, and radicalization. It is argued that despite such dilemmas, fictional narratives of the studied kind can be an effective tool in upper secondary education, particularly when teachers collaborate across disciplinary boundaries.
|
|
| 5. |
- Wikström, Peter, Fil dr, 1986-, et al.
(författare)
-
Bringing Beyond into the L2 Classroom : On Video Ethnography and the 'Wild' In-class Use of Smartphones
- 2022
-
Ingår i: The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. - London : Routledge. - 9781003048169 ; , s. 408-425
-
Bokkapitel (refereegranskat)abstract
- Just as everyday social life increasingly plays out in, around, and surrounded by digital and online technologies, so too does language learning. Learning in the digital wilds has emerged as an important area of study in its own right, yet at the same time, the increasing ubiquity of connected personal mobile devices means that learners bring the wilds with them into the classroom, offering potential for rewilding language learning in the classroom. In this chapter, we review, discuss, and recommend an approach to studying this topic in a participant-centered way, empirically grounded in video ethnography and ethnomethodological Conversation Analysis. Through classroom video recording and screen recording of learners’ personal mobile devices, a wide range of language learning-relevant activities may be observed that permit researchers to explore the contingent and complex ways in which connected devices open up windows to learners’ authentic interests, engagements, and relationships outside of the classroom in ways that enrich the classroom’s affordances for learning from an ecological perspective.
|
|
| 6. |
-
Crossing Borders, Writing Texts, Being Evaluated : Cultural and Disciplinary Norms in Academic Writing
- 2021
-
Proceedings (redaktörskap) (refereegranskat)abstract
- This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.
|
|
| 7. |
- Golden, Anne, 1950-, et al.
(författare)
-
Crossing Borders
- 2021
-
Ingår i: Crossing Borders, Writing Texts, Being Evaluated. - Bristol : Multilingual Matters. - 9781788928564 ; , s. 1-17
-
Bokkapitel (refereegranskat)
|
|
| 8. |
- Kulbrandstad, Lars Anders, 1948-
(författare)
-
When Error are Corrected
- 2021
-
Ingår i: Crossing Borders, Writing Texts, Being Evaluated. - Bristol : Multilingual Matters. - 9781788928564 ; , s. 18-37
-
Bokkapitel (refereegranskat)
|
|
| 9. |
|
|
| 10. |
- Sundqvist, Pia, 1965-
(författare)
-
Sweden and informal language learning
- 2019
-
Ingår i: The Handbook of Informal Language Learning. - Hoboken : John Wiley & Sons. - 9781119472308 ; , s. 319-332
-
Bokkapitel (refereegranskat)abstract
- This chapter focuses on informal language learning in Sweden. Sweden has a long tradition of teaching foreign languages in school, but formal language learning is currently in many ways being “challenged” by informal language learning. Research has shown how young people develop aspects of English proficiency thanks to extensive involvement in English‐mediated activities, such as: playing digital games in English, binge‐watching English‐speaking TV series or films, watching YouTube, or reading news via apps or social media. The term extramural English has been suggested for this learner‐initiated, generally voluntary, informal way of learning. While extramural English is very common, extramural Chinese, Japanese, and Korean are on the rise. The chapter begins by describing the case of Sweden, focusing on the current language situation and technological infrastructure, and then provides a survey of informal language learning in this small but linguistically diverse country.
|
|
| 11. |
|
|
| 12. |
- Sundqvist, Pia, 1965-, et al.
(författare)
-
Extramural English in teaching and learning : From theory and research to practice
- 2016. - 1
-
Bok (refereegranskat)abstract
- This book is unique in bringing together theory, research, and practice about English encountered outside the classroom – extramural English – and how it affects teaching and learning. The book investigates ways in which learners successfully develop their language skills through extramural English and provides tools for teachers to make use of free time activities in primary and secondary education. The authors demonstrate that learning from involvement in extramural English activities tends to be incidental and is currently underutilized in classroom work. A distinctive strength is that this volume is grounded in theory, builds on results from empirical studies, and manages to link theory and research with practice in a reader-friendly way. Teacher-educators, teachers and researchers of English as a foreign language and teachers of English as a second language across the globe will find this book useful in developing their use of extramural English activities as tools for language learning.
|
|
| 13. |
- Sundqvist, Pia, 1965-
(författare)
-
Gaming and young language learners
- 2016
-
Ingår i: The Routledge handbook of language learning and technology. - Oxon and New York : Routledge. - 9780415837873 ; , s. 446-458
-
Bokkapitel (refereegranskat)
|
|
| 14. |
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Sundqvist, Pia, 1965-
(författare)
-
Categorization of Digital Games in English LanguageLearning Studies : Introducing the SSI Model
- 2013
-
Ingår i: 20 Years of EUROCALL: Learning from the Past, Looking to the Future. - Dublin, Ireland; Voillans, France : Research-publishing.net. - 9781908416124 ; , s. 231-237
-
Bokkapitel (refereegranskat)abstract
- The main aim of the present paper is to introduce a model for digital game categorization suitable for use in English language learning studies: the Scale of Social Interaction (SSI) Model (original idea published as Sundqvist, 2013). Based on sociocultural theory (Vygotsky, 1978), the SSI Model proposes a classification of commercial off-the-shelf digital games into three categories: singleplayer, multiplayer, and massively multiplayer online games (MMOs). The potential for naturalistic learning (Benson, 2011) of English is hypothesized to be greater the larger the scale of the in-game social interaction. In other words, the larger the scale of social interaction offered by particular games, the higher the chances of encountering co-players of different nationalities, making the need for a shared language (i.e., English) for in-game interactions obvious. Subsequently, the more authentic English interactions there are, the higher the chances for naturalistic language learning to occur. In the SSI Model, the scale of social interaction is viewed as a continuum, from small scale (singleplayer games) to large scale (MMOs). Thus, from the perspective of language learning, the model suggests that MMOs are more beneficial than multiplayer games which, in turn, are more beneficial than singleplayer games. A secondary aim is to present some preliminary findings regarding the validation of the SSI Model based on data collected from Swedish learners (9th grade) in an ongoing 3-year study about the relation between out-of school digital gameplay and vocabulary acquisition. The results reveal that it is more common that learners who play games frequently play multiplayer games and/or MMOs than singleplayer games. Further, the results provide partial evidence of the validity of the SSI Model in that the learners who are categorized as playing multiplayer games and MMOs score higher on two vocabulary tests than the learners categorized as playing singleplayer games.
|
|
| 19. |
- Sundqvist, Pia, 1965-
(författare)
-
A possible path to progress : Out-of-school English English language learners in Sweden
- 2011
-
Ingår i: Beyond the language classroom. - Basingstoke : Palgrave Macmillan. - 9780230272439 ; , s. 106-118
-
Bokkapitel (refereegranskat)abstract
- The purpose of the present chapter is to present the results of a longitudinal study on the effects of extramural English (EE) on oral proficiency (OP) and vocabulary among Swedish learners of English (N=80, aged 15-16). EE is defined as linguistic activities that learners do or are involved in outside the classroom in their spare time; it was measured with the help of a questionnaire and two language diaries which included seven predetermined EE activities (reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music) and a final open category. The time spent on each activity as well as the total time of EE was determined in order to show whether some activities can be considered more important than others for OP and vocabulary. With the help of statistical analyses, it was possible to determine that the two reading activities were of highest relative importance for OP, whereas playing video games and surfing the Internet were important for vocabulary. Correlations between EE and OP/vocabulary were statistically significant. This evidence-based argument for the value of out-of-class learning is supported by qualitative data from learner interviews and studies of learners use of infrequent vocabulary in speech. Speech samples from learners with varying EE habits and levels of OP are presented. Significant gender differences are also discussed. Finally, the results show that whereas OP clearly correlated with socio-economic and motivational factors, this was not the case for amount and type of EE. Thus, EE was valuable in its own right. Learner autonomy theory (Holec, 1981) and the interaction approach (Gass & Mackey, 2006) serve as the theoretical framework. A mixed methods research design was adopted where both quantitative and qualitative methods were used in a separate and parallel manner. The results were integrated in the interpretation phase.The main finding of the chapter is that learners who spend time on EE, in particular if they devote time to reading, video games, and the Internet, seem to improve their English by doing so.
|
|
| 20. |
- Sundqvist, Pia, 1965-
(författare)
-
The impact of spare time activities on students' English language skills
- 2009
-
Ingår i: Vägar till språk och litteratur. - Karlstad : Karlstad University Press. - 9789170632853 ; , s. 63-76
-
Bokkapitel (refereegranskat)abstract
- The present paper is based on data from an ongoing research project aiming to investigate possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary in ESL. EE can be described as linguistic activities that students do or are involved in outside the classroom in their spare time. The study is based on speech data collected from Swedish 9th grade ESL students (N=80) in four school classes on five occasions during one school year. Speech was elicited using five interactional speaking tests, and students were assigned to random dyads on each occasion. The students were assessed qualitatively by three raters and a total of 1,140 assessments were made. In addition to the speech and rater assessment material, questionnaire data (background questionnaire and language diaries) of students EE were collected. To answer the main research question, if EE has an effect on OP and vocabulary, statistical software is used. However, a quantitative method of analysis cannot make any claims regarding causality or the direction of causality between variables; nevertheless, it can point to relationships between variables. My study shows a significant positive correlation between students total time spent on EE and their mean OP grade (.307**, Spearman, 2-tailed). Likewise, there is a significant and positive correlation between EE and students vocabulary skills (.357**, Spearman, 2-tailed). Other research questions address the relative importance of different EE activities for students OP and vocabulary skills. I will address those results in my paper. Finally, I will address the results of correlation analyses between EE and OP/vocabulary with regard to gender and with regard to less proficient learners
|
|
| 21. |
- Göransson, Anna-Lena, 1952-
(författare)
-
Fire wall: Words and action in vocational training
- 2007
-
Ingår i: The pedagogy of lifelong learning. - London and New York : Routledge. - 041542495X ; , s. 102-114
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 22. |
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
- Simon, Véronique
(författare)
-
Sade : le conte. Essai sur la critique sadienne
- 1999
-
Ingår i: Résonnances de la recherche, festskrift till Sigbrit Swahn. - Uppsala : Acta Universitatis Uppsaliensis, Studia Romanica Upsaliensia. - 9155444946
-
Bokkapitel (refereegranskat)
|
|
| 26. |
- Simon, Véronique
(författare)
-
Alain Robbe-Grillet. Les Sables mouvants du texte
- 1998
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Alain Robbe-Grillet is often regarded as the leader of the French New Novel, a 20th century literary movement breaking with literary realism. A former scientist, Robbe-Grillet invents a new Real, where imagination, memories, fantasies and dreams are given a power somehow superior to that of tangible reality. The text becomes a laboratory, where the author performs experiments with language. Runs, a proliferating intertextuality and constant slidings in the text often mislead the reader. Moreover, and especially since the publishing of three pseudo-autobiographical books, Robbe-Grillet blurs the relation between the concepts of author, narrator and character, making it difficult to seize the Subject at work in an often ironical text. This text appears as a protective and self-defensive envelope of words, and recalls a motherly entity, a fantasy of self-engenderment.Nevertheless, self-defense underlies a feeling of guilt. According to Roland Barthes, writers, handling the mother-tongue, could be regarded as playing with the body of the mother, an activity that criticism often connects to what psycho-analysis calls an OEdipus complex.However controversial the psycho-analytical approach of literature may be, the Robbe-Grillet text invites and justifies such a reading. Sado-erotic fantasies, fetishism, clear allusions to Freudian or Lacanian themes reinforce the idea that psychoanalysis is one of the main threads in the Robbe-Grillet discourse. Meanwhile, many traps in the text tend to deconstruct psycho-analytical criticism. Robbe-Grillet claims he is conscious that he lives in what he calls a "post-freudian society" and denies psycho-analysis as an authority.One could consider psycho-analysis as religion, another target of the Robbe-Grillet text, patriarchal authorities defining a certain number of taboos, among them that of incest. Yet, the attacks against them can be understood as an ultimate attempt to destroy the father-image, and expose a genuine search for the lost paradise of the womb.Through an analysis of the relation to the Real, the function of intertextuality, guilt and the psychoanalytical discourse in Robbe-Grillet's works from Un régicide to Les Derniers Jours de Corinthe, this study tries to establish that the exposition of incest, even under cover of an implicit critique of psychoanalysis, is still a way to keep the fantasy alive; in other words, to go from the couch to the bed and not the opposite.
|
|
| 27. |
|
|
