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1.	Granfelt, Jonas, et al. (författare) Speaking French, German and Spanish in Swedish lower secondary school – a study on attained levels of proficiency 2023 Ingår i: Apples – Journal of Applied Language Studies. - 1457-9863. ; 17:2, s. 91-121 Tidskriftsartikel (refereegranskat)abstract This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level.

Granfelt, Jonas, et al. (författare)
Speaking French, German and Spanish in Swedish lower secondary school – a study on attained levels of proficiency
2023
Ingår i: Apples – Journal of Applied Language Studies. - 1457-9863. ; 17:2, s. 91-121
Tidskriftsartikel (refereegranskat)abstract
- This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level.

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