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- Erickson, Gudrun, 1950, et al.
(författare)
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Lärande och Bedömning i Språk
- 2013
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Ingår i: I Wernersson & I Gerrbo (Red), Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 77-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Erickson, Gudrun, 1950, et al.
(författare)
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Lärande, undervisning och bedömning i språk: Hållbar samverkan och ömsesidigt lärande
- 2024
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Ingår i: Seminarium vid Lärarnas forskningskonvent, Göteborgs universitet 17 juni 2024.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I seminariet ges inledningsvis en beskrivning av och reflektion kring forskningsmiljön Lärande, undervisning och bedömning i språk (LUBS) och dess idémässiga och kontextuella bakgrund. Verksamheten i miljön bedrivs i nära samverkan med såväl lärare och elever som skolmyndigheter. Exempel på sådan samverkan presenteras utifrån några olika projekt. Ett av dessa handlar om språk och ämnesintegrerad undervisning (CLIL), där engelska används som undervisningsspråk i större eller mindre omfattning i olika ämnen. Ett ytterligare exempel berör lärande och bedömning i engelska och moderna språk, med tyngdpunkt i de nationella prov och bedömningsstöd som utvecklas inom miljön. Passet avslutas med en gemensam diskussion med närvarande deltagare om centrala pedagogiska och didaktiska frågor som rör lärande, undervisning och bedömning i språk, liksom om samverkan kring sådana frågor.
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- Kontio, Janne, 1981-, et al.
(författare)
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Language alternation and language norm in vocational content and language integrated learning
- 2015
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Ingår i: Language Learning Journal. - : Informa UK Limited. - 0957-1736 .- 1753-2167. ; 43:3, s. 271-285
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Tidskriftsartikel (refereegranskat)abstract
- The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302–25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.
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- Lee, J. S., et al.
(författare)
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Cross-cultural insights into Korean and Swedish secondary school students' willingness to communicate in a second language
- 2021
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 42:6, s. 522-536
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Tidskriftsartikel (refereegranskat)abstract
- Although there have been several comparative studies of willingness to communicate in a first language (L1 WTC), there is a dearth of comparative research on L2 WTC, especially between groups with distinct cultural and educational backgrounds. This study synthesises the L2 motivational self system (ideal L2 self and ought-to L2 self) and attitudes toward English accents to see how they are linked with L2 WTC between Korean (n = 382) and Swedish (n = 144) secondary students (aged 16-19 years) using a cross-culturally valid and reliable instrument. After controlling for demographic factors, hierarchical regression analyses were conducted separately in two samples. Results revealed that ideal L2 self, ought-to L2 self, and attitudes toward English accents were significantly predictive of Koreans' L2 WTC, while only ideal L2 self predicted Swedish' L2 WTC. It suggests that Korean and Swedish students, who hold vivid ideal L2 self-images, tend to initiate English communication in the classroom. However, Korean students, who study English to meet others' expectations and hold positive attitudes toward diverse English accents (including their own), are likely to initiate communication in English. These results inform context-specific pedagogical implications, and suggest novel future research directions.
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- Lee, Ju Seong, et al.
(författare)
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The role of informal digital learning of English in Korean and Swedish EFL learners' communication behaviour
- 2021
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 52:3, s. 1279-1296
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary young students in Asia and in the Nordic region are increasingly learning English outside the classroom by using technology (a.k.a. Informal Digital Learning of English [IDLE]). This comparative study examines to what extent IDLE influences Korean and Swedish students’ willingness to communicate in a second language (L2 WTC), a critical antecedent affecting actual L2 communication behaviour. After having achieved a cross-cultural equivalence of the research instrument, Korean (n = 388) and Swedish (n = 144) secondary school students were surveyed. Results of hierarchical regression analyses show that Frequency of IDLE (the total amount of IDLE activities) predicts both cohorts’ L2 WTC, while Receptive IDLE activity (consuming English content) and Productive IDLE activity (producing English content) are predictors for only Koreans’ L2 WTC. Results suggest that Korean and Swedish students tend to more frequently initiate English communication when engaging in IDLE activities. Results also suggest how Receptive and Productive IDLE activities could uniquely facilitate the L2 communication behaviour of Korean EFL learners, who learn English in a linguistically and culturally homogeneous society. Apart from context-specific pedagogical implications, this study could provide insights for L2 learners worldwide who have been learning language remotely with minimal supervision.
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- Olsson, Eva, 1960, et al.
(författare)
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Academic registers in English among Swedish students in upper secondary school
- 2014
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Ingår i: WRAB – Writing Research Across Borders, Paris.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- CLISS, Content and Language Integrated Learning in Swedish Schools, is an ongoing 4-year research project basically aimed at studying proficiency in academic registers among Swedish upper secondary school students who have chosen an educational program where English is the language of instruction, instead of Swedish. The main focus of the present study is on the development of English writing proficiency. There are 220 students involved in the project, including five classes with English as the language of instruction and three control classes with Swedish. For the present study, a crucial but complex issue is to define what is meant by proficiency in academic registers and how development in such registers can be determined. In this connection, I will discuss certain methodological issues and also present some preliminary results from the initial analyses. The material consists of four expository or argumentative essays in English, covering topics related to Science and Social Science and written by students from year one through year three in upper secondary school (age range: 16–19). The initial analysis is focused on the occurrence of general academic vocabulary in the essays, on the frequency level of the vocabulary used and on a comparison of keywords in the students’ texts (see Coxhead 2000, Cobb/Heatley & Nation 1994). The study is comparative, analysing differences in vocabulary use between texts written by students who attend classes where English is used as the language of instruction and texts written by students who attend classes where Swedish is used. In the comparison, the possible impact of various background factors is also investigated, special attention being paid to the frequency and nature of students’ extramural use of English, identified in previous Swedish studies as an important factor with regard to proficiency in English (see Sylvén 2004, Sundqvist 2009, Olsson 2012). References: Coxhead, A. (2000). A new academic word list. TESOL Quarterly 34(2). Olsson, E. (2012). “Everything I read on the Internet is in English”. On the impact of extramural English on writing proficiency among Swedish 16-year-old pupils. Göteborg: Göteborgs Universitet. Sundqvist, P. (2009). Extramural English maters: out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary. Karlstad: Karlstad Universitet. Sylvén, L.K. (2004). Teaching in English or English teaching.? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition. Göteborg: Göteborgs Universitet Cobb,T. Web Vocabprofile [accessed 31 March 2013 from http://www.lextutor.ca/vp/ ], an adaptation of Heatley & Nation's (1994) Range. Heatley, A. and Nation, P. (1994). Range. Victoria University of Wellington, NZ. [Computer program, available at http://www.vuw.ac.nz/lals/.]
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| 10. |
- Olsson, Eva, 1960, et al.
(författare)
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Cross-curricular CLIL projects in Swedish middle school
- 2022
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Ingår i: World CLIL conference, Haag, Nederländerna, 220708..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation, preliminary findings from a case-study of CLIL implementation at a Swedish school are introduced and discussed. Data, consisting of lesson observations, teachers’ plans and teachers’ evaluations, was collected within the framework of an on-going research project in close cooperation with teachers who implement cross-curricular CLIL projects, with both English and Swedish as languages of instruction, a few times a year among students aged 12-14. The outline of some cross-curricular CLIL projects will be presented, involving, e.g., home economics, physical education, English and Swedish. In addition, our own and the teachers’ reflections on challenges and opportunities in implementing CLIL in practise will be discussed. One of the main purposes of the research project is to develop CLIL based teaching methods for the mutual benefit of the school and for research, the project being part of a strategic effort by the Swedish government to support classroom-based research.
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