| 1. |
- 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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| 2. |
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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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| 3. |
- Erickson, Gudrun, 1950
(författare)
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Assessing languages in a multilingual context – Reflections from a Swedish perspective
- 2024
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Ingår i: In K. Vogt & B. Antia (eds), Multilingual Assessment – Finding the Nexus?. - Berlin - Bruxelles - Chennai - Lausanne - New York - Oxford : Peter Lang GmbH, Berlin, Deutschland. ; , s. 221-234
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Bokkapitel (refereegranskat)abstract
- Sweden is a multilingual country with around 20 % of its total population born outside Sweden and around 200 different languages spoken in society. This is reflected in the national curricula, where separate subject syllabuses are provided for eight languages or groups of languages. Thus, learning and teaching of multiple languages are explicitly supported at the national level. Regarding assessment, however, the situation is different. The extensive national assessment system, covering several subjects and comprising formative as well as summative materials, is not generally adapted for a multilingual society. Furthermore, issues of assessment from a multilingual perspective are rarely discussed in this context. This chapter aims to contribute to such a discussion by giving a brief descriptive and reflective account of the situation at large. In this, the need for careful analyses of basic issues regarding assessment and relationships between them are emphasized, as is validity in a broad sense.
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| 4. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Attitudes and ambiguities – Teachers’ views on second foreign language education in Swedish compulsory school
- 2022
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Ingår i: In: C. Bardel, C. Hedman, K. Rejman & E. Zetterholm (Eds.), Exploring Language Education: Global and Local Perspectives. - Stockholm : Stockholm University Press. - 9789176351918 ; , s. 157-223
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Bokkapitel (refereegranskat)abstract
- The chapter focuses on Second foreign languages (SFLs) in Swedish compulsory school, a non-mandatory subject referred to as Modern languages in the national curricula. The study builds on results from a questionnaire answered by 315 teachers of French, German and Spanish at 186 schools across the country. After a background section comprising brief descriptions of the project (TAL) framing the study, and of SFL education in Sweden, the conceptual basis of the study is described, as is the iterative development of the questionnaire. Three areas of the questionnaire are focused upon: professional satisfaction, target language use, and the curricular status of Modern languages in Swedish compulsory school. These issues are under constant discussion in the Swedish language education context and they represent three different levels of education – the individual, pedagogical and structural levels. Within these areas, a certain degree of ambiguity can be traced concerning the relationship between some aspects of the teachers’ practices and perceptions, specifically regarding target language use in the classroom and the question whether the second foreign language should be mandatory or not in compulsory school. Furthermore, in spite of several negative issues being revealed regarding the workplace, a weak provision of in-service education, and perceived negative attitudes toward the subject Modern languages in the school and in the surrounding society, a majority of the respondents stated that they would become teachers again if they could do it all over again.
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| 5. |
- Erickson, Gudrun, 1950
(författare)
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Bedömning och återkoppling - med fokus på muntlighet
- 2021
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Ingår i: Keynote vid konferensen "Tal! - Den fællesskandinaviske konference om mundtlighet/mundtlig kommunikation i fremmedsprogsundervisningen"; Köpenhamns universitet, 28 okt 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att kunna tala och samtala är en central och självklar del av språkfärdigheten, som behöver läras, undervisas och bedömas. I min presentation kommer jag att fokusera på bedömning och återkoppling utifrån ett antal fundamentala kvalitetsfrågor, nämligen, Varför, Vad, Hur, Vem samt Och...? Exempel på frågeställningar är formativa och summativa syften, analytisk och holistisk bedömning, subjekt och objekt samt, inte minst, att bli och vara överens.
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| 6. |
- Erickson, Gudrun, 1950
(författare)
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Bedömning och återkoppling – med fokus på muntlighet
- 2023
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Ingår i: Nordic Journal of Language Teaching and Learning (NJLTL). - 2703-8629. ; 11:1, s. 70-88
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Tidskriftsartikel (refereegranskat)abstract
- Att kunna tala och samtala är en central och självklar del av en kommunikativ och handlingsorienterad språkfärdighet, som behöver läras, undervisas och bedömas. Med utgångspunkt i min keynote vid konferensen TAL! vid Köpenhamns universitet i oktober 2021 är bedömning och återkoppling, främst av muntlighet, fokus i denna artikel. Ett antal fundamentala kvalitetsfrågor används för att skapa struktur i texten, nämligen, Varför, Vad, Hur, Vem samt Och...? I detta ligger följaktligen reflektioner kring bedömningars syfte, kunskapsobjekt eller konstrukt, metoder, agens samt användning och konsekvens, vilka sammantaget kan knytas till teorier om validitet, eller kvalitet i vid bemärkelse. Resonemang kring detta förs från såväl konceptuella och kontextuella utgångspunkter som på basis av tidigare forskning och empiriska exempel på muntlig bedömning. Exempel på konkreta frågeställningar som behandlas är formativa och summativa syften, bedömning av produktion och interaktion, analytisk och holistisk bedömning, subjekt och objekt i bedömning och retorik kring bedömning, samt frågor om att bli och vara överens kring bedömning av muntlig språkfärdighet. I detta diskuteras även implikationer av ovanstående på tre nivåer, nämligen den individuella, pedagogiska och strukturella. Slutligen betonas vikten av ett systematiskt kvalitetsarbete, enskilt och i samverkan, kring frågor om bedömning, utvärdering och betygssättning i språk.
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| 7. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2020
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Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 5:e utg.. - Stockholm : Natur & Kultur. - 9789127827974 ; , s. 589-620
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Bokkapitel (refereegranskat)
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| 8. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Developing a standardized eligibility test for tertiary education in Sweden
- 2023
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Ingår i: Paper presented at The 2023 ECER conference, Glasgow, UK..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper focuses on an ongoing development of a basic eligibility test for admission to tertiary education in Sweden, a test aimed to provide opportunities for a wider group of applicants than today, thereby increasing inclusion and diversity in higher education. The aim of the presentation is to briefly •describe and discuss the rationale and methodology of the test development process, •present and reflect on some results of the process, and to •look forward into, and discuss, possible future uses of the test being developed.
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| 9. |
- Erickson, Gudrun, 1950
(författare)
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Finding out What Learners Know – and...? Reflections on Teachers' Language Assessment Literacy
- 2020
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Ingår i: Language Assessment Literacy: From Theory to Practice. Tsagari, D. (ed.). - Cambridge : Cambridge Scholars Publishing. - 9781527548350 ; , s. 29-48
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Bokkapitel (refereegranskat)abstract
- The current text focuses on assessment as an obvious aspect of [language] education, inseparable from learning and teaching. Together, the three concepts form a pedagogical trinity, fundamental to language teachers’ professional competence. Different aspects of language assessment are concretized and exemplified, thereby offering an outline of what can be referred to as Language Assessment Literacy (LAL). First, this means reflection on the definition of assessment, how it relates to teaching, feedback and testing, and how it should be approached in communication with students and other stakeholders. Secondly, it involves aspects of purpose(s), i.e. the reason(s) why assessment is taking place, the answer to which will obviously affect the methods chosen. Context also plays a role in this. Furthermore, the “knowledge object” of the assessment, the construct, has to be defined, as will the procedures and tasks developed and used, including ways to interpret, present and discuss results. Also, the question of agency needs attention, that is who does what, not least in what ways students are–or are not–actively involved in assessment processes. Finally, questions of use and consequences, the way teachers act on observations made and the results obtained are crucial, for students as well as for teachers, schools and language education at large. The above aspects are also briefly discussed in relation to the fundamental concepts of validity and reliability–what they are and how they may be used in teachers’ work. Finally, some references are made to international sources and resources for the enhancement of language teachers’ assessment literacy.
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| 10. |
- Erickson, Gudrun, 1950
(författare)
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Holistic Peer Analyses of National Tests in Relation to the CEFR. A Swedish Experience
- 2021
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Ingår i: Invited symposium at the IV International Scientific Conference UCIENCIA 2021; Universidad de las Ciencias Informaticas; Havana, Cuba; 6 Oct 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since the early 1980s, the national language syllabuses in Sweden have had a clear communicative and functional approach, which is also reflected in the national tests. From the 1990s and onwards, there has also been an increasing influence from the CEFR. In my presentation, I will talk about two small-scale studies, building on collegial collaboration and peer feedback, focusing on the relationship between the CEFR and the Swedish national tests of English and other modern languages. In this, I will first give some contextual information regarding the school system, language education and national assessment in Sweden, then briefly touch upon the construct, methodology and results of the studies. Finally, I will discuss some conclusions that can be drawn and also point to some challenges in incorporating the CEFR with the national regulatory documents.
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