| 1. |
- Bardel, Camilla, et al.
(author)
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A country in focus : Research on foreign language learning, teaching and assessment in Sweden 2012 - 2021
- 2023
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In: Language Teaching. - 0261-4448. ; 56:2, s. 223-260
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Research review (peer-reviewed)abstract
- This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.
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| 2. |
- Bardel, Camilla, 1963-, et al.
(author)
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Research on foreign language learning, teaching, and assessment in Sweden 2012–2021
- 2023
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In: Language Teaching. - 0261-4448 .- 1475-3049. ; 56:2, s. 223-260
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Journal article (peer-reviewed)abstract
- This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.
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| 3. |
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| 4. |
- Brorström, Björn, et al.
(author)
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Från Högskolan i Borås till Humboldt, volym 2
- 2011
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Reports (other academic/artistic)abstract
- Bildningsbegreppet har åter blivit föremål för livlig debatt. I denna rapport finns fem föreläsningar om ett bildningbegrepp för vår tid dokumenterade. Janken Myrdal skriver om de två kulturerna – humanvetenskap och naturvetenskap; Lars Calmfors diskuterar bildningsbegreppets plats i den nationalekonomiska disciplinen; Hans Ruin analyserar förhållandet mellan Wilhelm von Humboldts förståelse av översättandets problem och dennes bildningssyn; Jörgen Tholin redogör för hur Högskolan på Gotland ska bli Sveriges främsta lärosäte för modern bildning och avslutningsvis reflekterar Jan Nolin över vilka följder som övergången från tryckt till digital publicering kan få för vetenskapssamhället.
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| 5. |
- Erickson, Gudrun, 1950, et al.
(author)
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Developing a standardized eligibility test for tertiary education in Sweden
- 2023
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In: Paper presented at The 2023 ECER conference, Glasgow, UK..
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Conference paper (other academic/artistic)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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| 6. |
- Erickson, Gudrun, 1950, et al.
(author)
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Is comprehensibility enough…? – On assessing young learners’ EFL proficiency
- 2021
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In: Paper vid konferensen Exploring Language Education (ELE); Oslo 10 juni 2021.
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Conference paper (other academic/artistic)abstract
- The current study is set in a school system where, since long, language syllabuses have a clearly communicative approach. This is reflected in the national tests of English (EFL), comprising parts focusing on reception as well as speaking and writing. The tests are generally well received by students and teachers. Most students achieve good results, with international surveys confirming high levels of proficiency. Although teachers’ attitudes to the national EFL tests are mostly positive, some teachers consistently question the standards, especially for a Pass. This is most noticeable in lower secondary school, especially in year 6 when students receive their first grades. What is often considered a problem is the perceived leniency regarding formal aspects of language, mostly concerning written production, but also other tasks where active language use is required. The role of the national tests is advisory, albeit intended to provide substantial support for teachers’ decisions on final grades. In the current study, results from the national EFL tests 2013-2019 are compared to final grades. Here, the year 6 results stand out; the proportion of test grades identical to final grades are similar to year 9, but year 6 teachers more often award a lower final grade as compared to their year 9 colleagues. To better understand underlying reasons, year 6 teacher questionnaires from three years (n=500) have been analyzed, in particular focusing on comments regarding standards. Results will be discussed in relation to the communicative approach and also to possible implications for pedagogical practice.
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| 7. |
- Erickson, Gudrun, 1950, et al.
(author)
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Overall, a Good Test, but... - Swedish Lower Secondary Teachers' Perceptions and Use of National Test Results of English
- 2022
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In: Languages. - : MDPI AG. - 2226-471X. ; 7:1
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Journal article (peer-reviewed)abstract
- This article builds on a study set within the Swedish educational system and focuses on lower secondary teachers’ use of national test results when awarding final grades of English as a foreign language (EFL). In Sweden, teachers are entrusted with the responsibility of assessing their own students’ competences as well as assigning grades. To support them, there are compulsory national tests to be used as important advisory tools; however, they are not exams in a strict decisive sense. After a brief contextualization and conceptualization regarding language education in Sweden, including the assessment, teachers’ somewhat contradictory perceptions and use of results from the national EFL test for 11–12-year-olds are described and discussed. Data emanate from large-scale teacher questionnaires conducted for three years (2013, 2016 and 2019), which are analyzed from quantitative as well as qualitative angles. Results indicate that a number of teachers struggle with factors related to the language construct as well as to the educational context and consequences at individual, pedagogical and structural levels. This is discussed from various angles, linked not least to the policy, curriculum and other frame factors. Furthermore, the need for further research in direct collaboration with teachers is emphasized.
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| 8. |
- Erickson, Gudrun, 1950, et al.
(author)
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Vad är lagom stöd…? - Om användningen av nationella provresultat vid lärares betygssättning i engelska
- 2020
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In: Presentation vid Utbildningsvetenskapliga fakultetens samverkanskonferens Forskning pågår; GU 28 okt 2020.
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Conference paper (other academic/artistic)abstract
- Presentationen inleds med en kort genomgång av de nationella provens syften och funktion, i nuläget och tidigare. Fokus läggs därefter på de nationella proven i engelska, särskilt på provet för årskurs 6, där relationen mellan provbetyg och lärares ämnesbetyg skiljer sig från övriga nationella prov, även i engelska. Proven diskuteras från såväl innehållsligt som resultatmässigt perspektiv, med särskild uppmärksamhet på lärares uppfattningar. Data härstammar dels från nationell statistik, dels från en studie av lärarenkäter i samband med de nationella proven från tre olika år.
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