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- Berg, Elisabeth, 1951-, et al.
(författare)
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Uppdrag språklyft 1 : Idématerial till Skolverkets "Nya språket lyfter!"
- 2011. - 1
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Bok (populärvet., debatt m.m.)abstract
- Uppdrag språklyft 1 är den första av två idéböcker som utgår från Nya språket lyfter! - Skolverkets bedömningsstöd i svenska och svenska som andraspråk för grundskolans årskurs 1-4. Första boken riktar sig huvudsakligen mot årskurs 1 och 2 och kan med fördel även användas i förskoleklass. Boken har två teman som båda inleds med en högläsningstext, Leksaksfabriken respektive Detektivbyrån. Under högläsningen får läraren många tillfällen att öva läsförståelse och ordkunskap med eleverna. Till de två temana finns en rad roliga och kreativa elevuppdrag som aktivt utvecklar elevernas språk: eleverna sporras att tänka efter, läsa, diskutera och argumentera både muntligt och skriftligt. I anslutning till varje uppdrag hänvisas till de observationspunkter och avstämningar som finns i bedömningsmaterialet Nya språket lyfter! Nya språket lyfter! Författarna ingår i projektgtuppen som på Skolverkets uppdrag utarbetade
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- Hagberg-Persson, Barbro, 1950-
(författare)
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Barns mångfaldiga språkresurser i mötet med skolan
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation investigates language proficiency in children aged 6–8 in their contact with school – both from an oral and written language perspective. The study is predicated on the current situation in Sweden, where school classes today have a more heterogeneous composition than ever before. This means that the focus of this study is not just on the age and sex of the children but also on their different language backgrounds. The aim of the dissertation is to map out the development of the oral and written proficiency of both monolingual and bilingual children at the beginning of school, individually and in groups. This study belongs in essence to the field of research known as qualitative school ethnography. Material for the study was gathered during a single school year in a school located in a mid-sized Swedish town. To examine the children’s language proficiency, three different analytical instruments were combined to produce more reliable results. The results show that the children’s Swedish proficiency varies in a similar way across the group of informants regardless of language background. With respect to the bilingual children’s proficiency in their mother tongue/first language, the results show that only one child had command in a language other than Swedish that was sufficient for his age. The study confirms that a monolingual norm prevails in the school that the study was carried out in, which means that it is no different than other Swedish schools for which previous studies mapped out language relations. The results also show that the children’s different language backgrounds do not affect the interaction pattern during small group activities; however, the age and sex of the children do. The results further show that the choice of small group activities and the formation of heterogeneous small groups allow the children the opportunity to solve tasks in which they can support each other and benefit from each other’s different competencies.
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- Hagberg-Persson, Barbro, et al.
(författare)
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Elever visar vad de kan : Två studier kring ämnesprovet i svenska som andraspråk för årskurs 3
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- In this study, more detailed knowledge is gathered in two key areas related to Sweden’s national test for Grade 3 pupils in the subjects of Swedish and Swedish as a second language. The first investigation (see chapter 2) takes as its starting point the fact that pupils who follow the national curriculum for Swedish perform better than pupils who follow the national curriculum for Swedish as a second language. Consequently, an analysis is conducted of the Grade 3 test results for a number of multilingual pupils for the years 2009–2011.The second investigation (see chapter 3) proceeds from the assumption that the tests should contribute to as equivalent an assessment as possible. This study is limited to a calculation of points for the reading texts included in the Grade 3 test for the period 2009–2012.The aim of the first investigation is thus to study in more detail a number of multilingual pupils who followed the national curriculum for Swedish as a second language from 2009 to 2011 and analyse what their Swedish language ability is like, as seen through the Grade 3 test on the subject.The results of this study indicate that the majority of the multilingual pupils meet the standards required for the different parts of the test but that more pupils meet the standards required for the oral parts than for the reading and writing parts. In a more in-depth analysis, it is found that pupils had the greatest difficulty meeting the standards required for the parts that test reading of a factual text, followed by reading of a narrative text.The second investigation is aimed at mapping in what way the reading material included in the Grade 3 test for the period 2009–2012 can be considered to meet the requirement of equivalent assessment over time. A comparison is made between the pupils’ results for the different reading texts and an assignment of points determined in advance for the lowest passing level required for the different texts.The results of this study indicate that the texts investigated meet the requirement for equivalent assessment over time. The adjustment of points assigned to the texts, moving the level a point or two up or down relative to the degree of the text’s difficulty, worked well. Furthermore, the majority of pupils achieve high points on the two reading tests, but the narrative texts are easier for pupils to process than the factual texts.
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- Hagberg-Persson, Barbro, 1950-
(författare)
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Elevers muntliga språkbehärskning
- 2009
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Ingår i: Grundskoletidningen. - 1652-7844. ; :2, s. 10-15
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Tidskriftsartikel (populärvet., debatt m.m.)
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- Hagberg-Persson, Barbro, et al.
(författare)
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Ämnesprov i svenska och svenska som andraspråk för årskurs 3 : en utprövningsomgång
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Subject test of Swedish and of Swedish as a second language for Grade 3 – an initial trial run. In autumn 2007, the Swedish National Agency for Education commissioned the Department of Scandinavian Languages at Uppsala University to develop and construct the subject test of Swedish and of Swedish as a second language for Grade 3. An initial trial run was to be ready for implementation in spring 2009. This report first documents the work on these trials and what it meant for the future of the test. A large part of the report is then given over to the field study carried out in spring 2009. Following this is an account of teachers’ views and pupil results collected along with some reflections on the prospects for the test over the coming years. The first trial run for the Grade 3 subject test was held March–May, 2009. During this period, five teachers from the university observed the proceedings in the form of a field study. In all, 11 schools with a total of 222 pupils were involved. The results from the field study indicate that the different components of the exam were carried out in a way that worked well in general. Both the field observations and teachers’ views confirm this since experiences were on the whole predominantly positive. However, with respect to exam components A and B, the teachers were concerned about whether they would manage to observe every student’s oral proficiency at the same time, even though the two oral components were carried out separately with each half of the class. The pupils’ reading proficiency was tested in two exam components (C and D). Both the field observations and teachers’ views indicate that the two components worked well in general but that the time spent introducing them and the amount of detail in doing so varied among teachers. Components E/F test the pupils’ ability to produce a written narrative. The results here indicate that the written narrative task worked well in general but that some parts should be given more attention. This primarily concerns the instructions and graphic material for the writing task. Component G tests the pupils’ ability to write a descriptive text. Also apparent here is the importance of the clarity of the teacher’s instructions so that pupils can be provided with the best conditions for successfully completing this writing task.
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