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| 2. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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| 3. |
- Bardel, Camilla, et al.
(författare)
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National graduate schools in language education: Dimensions of collaboration and reciprocity
- 2023
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Ingår i: I Erickson, G., Bardel, C., & Little, D. (eds.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges. - Berlin/Boston : De Gruyter Mouton. - 1868-6362. - 9783110787535 ; , s. 179-194
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Bokkapitel (refereegranskat)abstract
- According to the Swedish Education Act, all education should be based on scientific knowledge and documented experience. Since 2008, the Swedish government has acted on this by funding national graduate schools to enable teachers and teacher educators to undertake educational research leading to an academic degree. In this chapter, we describe and discuss two such schools in language education. One brought ten lower and upper secondary teachers to a licentiate degree; the other is bringing nine language teacher educators to a PhD. The design of both programmes entailed collaboration at various levels, between Swedish universities – four in the first programme, three in the second – and between the participants in the research schools and national and international colleagues attached to the programmes as readers and discussants. A characteristic aspect of the two graduate schools that the chapter pays special attention to, highlighting benefits for the parties involved, is the reciprocity embedded in the pedagogical model used, which encompasses graduate students, researchers, schools, teachers and pupils, universities, and educational authorities.
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| 4. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Offering research education for in-service language teachers
- 2017
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Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
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| 5. |
- Bjerklund Larsson, Ann, 1951, et al.
(författare)
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Diagnosing Young Learners’ English – the development of a national tool for Swedish schools
- 2013
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Ingår i: Paper presenterat vid The 10th Annual EALTA Conference, Istanbul, Turkiet.
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Konferensbidrag (refereegranskat)abstract
- The start of English instruction in Sweden varies between school year one and three. Grades are not awarded until the end of school year six, but teachers are obliged to monitor their pupils’ learning from the beginning and to discuss it continuously with each child. Furthermore, the progress of individual pupils is summarized and discussed at least once a term in developmental dialogues with the pupil and his/her guardians. The outcome of these dialogues is an individual development plan, including a written report. Thus, assessment is explicitly intended to have a formative as well as a summative function. In order to enhance this, and also to concretize the action oriented national syllabus for languages, a diagnostic tool of English for learners aged 7 to 12 is provided and offered to all schools. In our presentation we will discuss the development of this material, its structure and content, and its intended use. Examples of components to be focused on are models for self and peer assessment, oral tasks and benchmarks, profiled descriptions of results, and links to the European Language Portfolio. The collaborative nature of the development process is discussed, with particular attention paid to contributions by pupils and teachers.
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| 6. |
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Collaborative Research in Language Education: Reciprocal Benefits and Challenges
- 2023
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book focuses on the reciprocal benefits and challenges that arise from effective collaboration between the various actors in language education. Drawn from eight countries on three continents, the twelve chapters report on research carried out in a wide variety of educational contexts. For all their diversity of purpose, theme and focus, all chapters emphasize collaboration and reciprocity as central components of educational research, and they make a significant contribution to a debate that is of increasing importance to researchers, teachers, teacher educators, policymakers and funding agencies.
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| 7. |
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Developments in Language Education: A Memorial Volume in Honour of Sauli Takala
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This volume implements the decision taken by the European Association for Language Testing and Assessment (EALTA) to honour the memory of Professor Sauli Takala, a founding member of the Association and its President from 2007 to 2010. The 23 entries by professionals from different countries and from different spheres are a reflection of his wide and diverse areas of expertise and interest, his many co-operations and networks, as well as his significant contribution to the language education and assessment community.
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| 8. |
- Erickson, Gudrun, 1950, et al.
(författare)
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A Collaborative Approach to National Test Development
- 2012
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Ingår i: Tsagari, D. & Csépes, I. (Eds.). Collaboration in Language Testing and Assessment. - Frankfurt am Main : Peter Lang. - 9783631635292 ; , s. 93-108
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Bokkapitel (refereegranskat)abstract
- With its conceptual basis in an extended view of validity, this chapter discusses the development process surrounding the extensive system of national summative tests and formative assessment materials for foreign languages in Sweden. The approach adopted in this work is collaborative and reciprocal, with systematic involvement of teachers, teacher educators, researchers within different fields, and, importantly, large numbers of students of different ages. On the basis of a brief outline of the educational and political context, the development process is described, from the theoretical and reasoning phase, through design, pre-testing and standard setting procedures, to various forms of research on outcomes. Examples are given of contributions from different stakeholders: teacher analyses of the comparability and equivalence of tests of different languages at the same level, feedback from students on various aspects of tasks, and structural equation modelling to increase understanding of the dimensionality of test results. With reference to EALTA’s Guidelines for Good Practice, it is argued that the same basic principles for Good Practice in Language Testing and Assessment apply to large-scale contexts as well as to continuous, small-scale assessment in classrooms.
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| 9. |
- Erickson, Gudrun, 1950, et al.
(författare)
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A collaborative approach to national test development
- 2007
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Ingår i: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007.
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Konferensbidrag (refereegranskat)
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| 10. |
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