Relevant bibliographies by topics / English education in Sweden

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English education in Sweden'

Author: Grafiati
Published: 2 July 2021
Last updated: 7 February 2022

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Journal articles on the topic "English education in Sweden"

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Modiano, Marko. "American English and Higher Education in Sweden." American Studies in Scandinavia 25, no. 1 (March 1, 1993): 37–47. http://dx.doi.org/10.22439/asca.v25i1.1639.

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Sandahl, I., and A. Wikström. "Space education in Kiruna, Northern Sweden." Advances in Geosciences 3 (June 16, 2005): 35–40. http://dx.doi.org/10.5194/adgeo-3-35-2005.

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Abstract. The town of Kiruna in the north of Sweden has a concentration of space activities and space research with, for example, the Swedish Institute of Space Physics, Esrange, the ESA Salmijärvi satellite station, and EISCAT (European Incoherent Scatter Radar) Scientific Association. The Department of Space Science is a joint department between the two most northern universities in Sweden, Luleå University of Technology and Umeå University in collaboration with the Swedish Institute of Space Physics. It offers a range of education programmes in the space field. There are bachelor and master programmes in space engineering, and a bridging programme for students without a science background from secondary school. The Department also contributes to courses for teachers, Ph.D. courses and secondary school level courses. One master´s program and a three week summer course are given entirely in English and welcome international students. Thanks to good cooperation with Esrange students can build and fly experiments on high altitude balloons and sounding rockets and also take a large responsibility for the management of the projects. Close interaction with research and industry is an important part of the education.
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Schröter, Thorsten, and Agnieszka Jablonska Eklöf. "Assessment in English for Young Learners in Sweden." Educare - vetenskapliga skrifter, no. 3 (October 4, 2020): 1–45. http://dx.doi.org/10.24834/educare.2020.3.1.

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English is taught in Swedish schools from the primary level, often from year 1. However, grades are normally not awarded until year 6, and the official information as to what English instruction in the early years should focus on in terms of content and learning objectives is quite limited, as are the guidelines regarding assessment. Against this background, we have interviewed a number of Swedish primary school teachers about the curriculum and other official documents regulating English education in Sweden, as well as their teaching and assessment practices, including the challenges they perceive and the strategies they employ to overcome them. Contact between the school and the students’ homes has been an additional, though related, focus. The participants confirmed that they experienced English instruction in primary school as not very well regulated, leaving them with some uncertainty as to how they should organize it and, in particular, how the students’ performance should be assessed. The fact that English is ubiquitous in most young Swedes’ lives was addressed as well. While the teachers did adopt different strategies to deal with the challenges they faced, they also expressed a need for enhanced guidance or cooperation.
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Movchan, Larysa. "Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 44–50. http://dx.doi.org/10.2478/rpp-2014-0034.

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Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.
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Paynter, John. "Music Education in the Nordic Countries." British Journal of Music Education 4, no. 3 (November 1987): 251–52. http://dx.doi.org/10.1017/s0265051700006082.

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Possibly because very few teachers in Britain are fluent readers of Scandinavian languages while, on the other hand, the majority in the academic professions in Norway, Denmark, Sweden, Finland and Iceland speak and read – not infrequently write – English, the flow of thinking about music education and its developments often appears to be one way.Yet although it may be true to say that, over the last twenty years or so, music educators in the Nordic countries have drawn quite a lot of inspiration from beyond their own borders (Finland and Sweden tending to look towards Hungary; Norway, Iceland and Denmark perhaps turning more often to Britain and the United States), it would be a serious error to imagine that they have no significant ideas of their own! Indeed, an enormous amount has been achieved in these countries from which the rest of us can usefully learn.
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Toth, Jeanette. "Stakeholder beliefs in English-medium instruction for young learners in Sweden." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 37–54. http://dx.doi.org/10.17011/apples/urn.201809214208.

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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.
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Dodou, Katherina. "The Value of Studying Literature: A Review of the English Higher Education Curriculum in Sweden." Nordic Journal of English Studies 19, no. 1 (July 2, 2020): 257. http://dx.doi.org/10.35360/njes.549.

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Hult, Francis M. "A Case of Prestige and Status Planning: Swedish and English in Sweden." Current Issues in Language Planning 6, no. 1 (February 15, 2005): 73–79. http://dx.doi.org/10.1080/14664200508668274.

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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.

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This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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Cabau, Béatrice. "The Irresistible Rise and Hegemony of a Linguistic Fortress: English Teaching in Sweden." International Multilingual Research Journal 3, no. 2 (July 28, 2009): 134–52. http://dx.doi.org/10.1080/19313150903073786.

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Dissertations / Theses on the topic "English education in Sweden"

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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.

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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Carroll-Boegh, Ann. "Internationalisation and English medium teaching in higher education : comparing Denmark and Sweden." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020562/.

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Intemationalisation presents a challenge to higher education at many levels. For many universities, it is a process that has been considered synonymous with teacher and student mobility. Mobility is indeed an important part of this process and in some places the ultimate test of intemationalisation but changes also influence curriculum development. The focus on teaching and learning in an intercultural environment, particularly on language instruction and competence is not without prerequisites and stimulates debate about the degree of accommodation made between local and global needs within academic disciplines. This study looks at two national contexts, Denmark and Sweden, which represent similar but different aspects of higher education in the Nordic countries. Both have languages which are little used beyond their national boundaries. The cross-institutional quantitative comparative analysis tests hypotheses about the impact of intemationalisation policy on the availability of English taught courses and conversely that of English medium teaching on intemationalisation. The study uses university organisational settings, policies and activities to determine if there is a causal relationship between policies of intemationalisation and an increase in English medium teaching in higher education. The study is a two-phase, sequential mixed methods approach where the focus group is directors of studies at Danish and Swedish university campuses. Findings from the study show that while the university profiles of Denmark and Sweden are similar, the two countries differ in having policies of intemationalisation and providing English language taught programmes at undergraduate and graduate levels. At a time when efforts to increase English medium teaching in European institutions are moving through various response stages, the Nordic perspective shows that while intemationalisation policy is not a pre-requisite for English medium instruction, practice is significantly influenced by national level explanations.
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Bourada, Rim. "The language introduction program in Sweden : How is translanguaging used in English education?" Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169745.

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This degree project focuses on the English classroom in the Swedish language introduction program, more specifically on the use of translanguaging as a teaching tool for newly arrived students. This thesis is an attempt to better understand the classroom dynamics in the program during English lessons by answering the following questions: What are the challenges of teaching English in the language introduction program in Sweden? What do teachers think about translanguaging as a teaching tool in the language introduction classes? Is using it taking advantage of pre-existing knowledge? The research was conducted with three teachers from one school in central Stockholm, all coming from different socio-cultural backgrounds and having varying degrees of experience as teachers. The data was gathered through classroom observations and interviews, which allowed for triangulation, thus offering a better understanding and a deeper view of their teaching practices. Three lessons were observed, one with each teacher. These observations were conducted prior to the interviews, to facilitate the comparison between the teaching styles of each teacher. Doing so allowed for more exhaustive and informative interviews. Although the qualitative nature of the data does not allow for the results to be generalizable, triangulation does give the results legitimacy and transferability. The results of this research will be beneficial in understanding how to tackle a multilingual environment, given that that is the direction in which Sweden is heading.
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Svensson, Pär. "Perspectives on the Teaching of English in Swedish Upper-secondary Education." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20446.

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This essay deals with the current state of English teaching in Sweden with regards to an international perspective. The first, theoretical, part discusses ways in which a departure from the traditional way of teaching English as a Foreign Language towards more recent theories emphasising communication might be beneficial. A brief overview of these different theories with regards to Swedish conditions is given, followed by a short rundown of the history of the Swedish curriculum. The second part presents deductions on current attitudes towards the study of English in Swedish schools based on a survey conducted among students and teachers at an upper-secondary school. It will be shown that despite changes in the national curriculum over the years, much of the English teaching is still treading the same path as the last decades, due to longstanding sentiments with students and teachers alike. There are also indications to show that traditional teaching has not kept up with the emergence of virtual communities, where students regularly engage in written communication with people from all corners of the world.
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Strand, Malin. "Discourses on Lgbtq Topics in the English Language Teaching in Upper Secondary Education in Sweden." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-28777.

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This essay looks at the discourses on lgbtq topics in English language teaching aimed at upper secondary schools in Sweden. The purpose is to find out how the discourses are created by analyzing a set of textbooks as well as interviewing teachers. The method employed in this study is critical discourse analysis supported by queer theoretical perspectives. Together these frameworks help to show how the social relationships that affect lgbtq people are affecting the educational setting in English. The study finds that a separate set of discourses appear to affect textbooks and teachers. The textbooks in this study appear to be affected by discourses that favor non-lgbtq people while the teachers in this study appear to be affected by discourses that favor lgbtq people.
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Muir, Hollie. "Literature Education and English as a World Language : Various countries’ representation in literary texts in coursebooks in English education for upper secondary school in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71022.

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This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements.
Syftet med denna uppsats är att undersöka vilka länder och geografiska regioner som dominerar i litterära texter i kursböcker tryckta innan och efter läroplansövergången i 2011, samt att se om det finns utveckling gällande antalet olika länder som representeras i dessa kursböcker innan och efter 2011. En innehållsanalys har använts såväl som rön från olika forskare för att undersöka ämnet. Tio kursböcker som är tryckta innan och efter 2011 har analyserats i de fyra kategorierna textursprung, författare, miljö och karaktärsursprung som har använts för att kunna besvara frågorna i denna uppsats. Denna studies slutsats är att kursböckerna som är tryckta innan 2011 inte möter målen och kraven i den nuvarande nationella läroplan, medan böckerna som är tryckta efter 2011 visar en mycket bredare mångfald i de länder som representeras och därmed möter gällande mål och krav från gymnasieskolans läroplan.
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Kihlstenius, Therese, and Linnéa Thorsteinsen. "Student Influence during English Lessons : A Comparison of the Socialisation in India and Sweden." Thesis, Mälardalen University, School of Education, Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9997.

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This project is a comparative study of three elementary schools in India and two elementary schools in Sweden. The purpose of this project is to study if Indian and Swedish students have the possibility to have influence on their English lessons. The research involves values conveyed in the socialisation and their consequences for student influence, democracy and society in the two countries.

National and international research and literature concerning socialisation, language didactics, democracy and student influence were used as a foundation of this study. Furthermore, the study investigates the Swedish and the Indian curricula, and makes use of observations of English lessons, questionnaires and interviews with teachers in both countries. The method for this research is qualitative with some features of quantitative research and based in the method of Grounded theory.

The results of this project is that the teachers in both countries controlled the students in different ways during the lessons and practiced student influence only when letting the students choose between preselected materials. Exclusion, inclusion and the hidden curriculum were aspects that appeared, which are likely to teach the students about their individual values in society. The lack of student influence consequently leads to the students being discouraged to be partaking citizens. Instead, the students will learn to follow the rules of society, be loyal to authorities and to carry established values with them and thus reproduce the society in each country and make it remain the same.

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Torvaldsdotter, Moa. "Code-Switching in the Upper Secondary School EFL Classroom in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33537.

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Code-switching has been shown to be beneficial for students’ language learning and forstrengthening their identities. Despite this, it can be interpreted that code-switching isnot encouraged in the syllabus for English in upper secondary school in Sweden.Because of this potential disagreement, this study aims to broaden the knowledge ofhow upper secondary school teachers relate to code-switching in their differentclassrooms. Thereby, this study seeks to examine some upper secondary school EFLteachers’ understanding of code-switching as well as the use of code-switching in theirdifferent classrooms. In this qualitative study, four upper secondary school teachers ofEnglish participated in semi-structured interviews followed by classroom observations.The teachers represent all courses of English at upper secondary school level and theyrepresent schools with different programs and students with different first languages.The results show that the teachers have limited knowledge of code-switching and thatthey believe that a large amount of target language use in the classroom is favorable.Nevertheless, the results also show that the teachers as well as their students use codeswitchingboth intentionally and unintentionally for various purposes, but none of theparticipating teachers seem to use code-switching as a strategy to promote long-standinglanguage acquisition. However, the results indicate that the teachers seem to effectivelyadapt their code-switching behavior to their student group. The findings of this studyare in line with earlier research where it, for instance, is argued that code-switching ismore suitable for classes with students with lower language proficiency.
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Gashi, Erelinda. "The English Language Syllabus in Sweden and Japan : A comparative study." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54149.

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This independent paper compares the Swedish and the Japanese national syllabi for English. Making use of White’s (1988) Type A and Type B syllabus distinction, a number of dimensions are put forward to permit a comparison between the syllabus documents for the two countries. The methods used are hermeneutics and word counting. By counting content signal word frequencies and observing the context in which the words were found, the relative linguistic and pedagogical focuses of the two syllabi are illuminated. The results of the word counting procedures indicate that both countries are somewhat similar when the results were combined from all the Type A dimensions. When observing the word counting for the Type B on the other hand, Sweden has more than 70 % of a word frequency, while Japan has a bit below 30 %. One consequence of this could be the proficiency in the English language that each country has, and the attitude towards learning the language. The results put forward, suggest the basis for an automatized quantitative comparison between the national syllabi which could be implemented in the form of a computer application.
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Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.

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In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.

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Books on the topic "English education in Sweden"

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Abrahamsson, Kenneth. Vocational education and training in Sweden. Luxembourg: Office for Official Publications of the European Communities, 1999.

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Abrahamsson, Kenneth. Vocational education and training in Sweden. Thessaloniki [Greece]: European Centre for the Development of Vocational Training, 1999.

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Andersson, Ronnie. Sweden 2000, a knowledge society. Edited by Sweden Statistiska centralbyrån. [Stockholm]: Statistics Sweden, 2000.

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Krueger, Alan B. Education for growth in Sweden and the world. Find full text

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Krueger, Alan B. Education for growth in Sweden and the world. Cambridge, MA: National Bureau of Economic Research, 1999.

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Narrowe, Judith. Under one roof: On becoming a Turk in Sweden. Stockholm: Dept. of Social Anthropology, Stockholm University, 1998.

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Hjorth, Sonja. Coherence between compulsory education, initial and continuing training, and adult education in Sweden. Thessaloniki: CEDEFOP, European Centre for the Development of Vocational Training, 1995.

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Hjorth, Sonja. Coherence between compulsory education, initial and continuing training and adult education in Sweden. Berlin: European Centre for the Development of Vocational Training, 1995.

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Skutnabb-Kangas, Tove. Are the Finns in Sweden an ethnic minority: Finnish parents talk about Finland and Sweden. Roskilde: Roskilde University Centre, Institute VI, 1987.

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Lane, Linda, and Michael Wallengren-Lynch, eds. Narratives of Social Work Practice and Education in Sweden. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45874-4.

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Book chapters on the topic "English education in Sweden"

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Danielsson, Kristina, and Staffan Selander. "Language." In Multimodal Texts in Disciplinary Education, 95–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_9.

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AbstractIn Sweden, English is a language with high status, and digitization in particular has made English easily available so that many children learn English outside of school, what is called ‘extramural English’ (Sundqvist and Sylvén 2016), through commercials, music, and different digital media, including online games, YouTube clips, etc.
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Molin, Lena, and David Örbring. "Sweden." In International Perspectives on Geographical Education, 55–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_4.

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Werler, Tobias, Silwa Claesson, and Ola Strandler. "Sweden." In The Education Systems of Europe, 779–96. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_46.

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Olofsson, Jonas, and Daniel Persson Thunqvist. "Sweden." In Vocational Education in the Nordic Countries, 46–65. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018] | Series: Routledge research in international and comparative education: Routledge, 2018. http://dx.doi.org/10.4324/9781315411811-3.

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Lundström, Stellan. "Sweden." In Real Estate Education Throughout the World: Past, Present and Future, 273–80. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_19.

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Norlin, Björn, and Daniel Lindmark. "Sweden." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 629–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_48.

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Mitchell, Nic. "Sweden: is Sweden Recovering from the International Student Crash?" In Understanding Higher Education Internationalization, 207–10. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_45.

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Fejes, Andreas, and Magnus Dahlstedt. "Lessons from Sweden." In Neoliberalism and Market Forces in Education, 231–34. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-16.

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Segerholm, Christina, and Agneta Hult. "Europe in Sweden." In Evaluating Education: Normative Systems and Institutional Practices, 43–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21143-1_3.

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Lee, Mun Woo. "English." In SpringerBriefs in Education, 43–67. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-910-3_4.

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Conference papers on the topic "English education in Sweden"

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Khotimah, Siti Nurul, and Dwi Ernawati. "Motivation on Early Detection of Cervical Cancer in Women of Reproductive Age: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.65.

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ABSTRACT Background: Cervical cancer ranked the fourth most cancer incidence in women. WHO announced that 311,000 women died from the disease in 2018. Cervical cancer screening uptake remains low, especially in low- and middle-income countries. This scoping review aimed to investigate the motivation for early detection of cervical cancer in women of reproductive age. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ResearchGate, and grey literature through the Google Scholar search engine databases. The inclusion criteria were English-language and full-text articles published between 2010 and 2020. A total of 275 articles were obtained by the searched database. After the review process, twelve articles were eligible for this review. The quality of searched articles was appraised by Joanna Briggs Institute Critical Appraisal tools. The data were reported by the PRISMA flow chart. Results: Seven articles from developing countries (Jamaica, Nepal, Africa, Nigeria, Libya, and Uganda) and five articles from developed countries (England, Canada, Sweden, and Japan) met the inclusion criteria with cross-sectional studies. The selected existing studies discussed 3 main themes related to motivation to early detection of cervical cancer, namely sexual and reproductive health problems, diseases, and influence factors. Conclusion: Motivation for cervical cancer screening uptake is strongly related to the early detection of cervical cancer among reproductive-aged women. Client-centered counseling and comprehensive sexual and reproductive health education play an important role in delivering information about the importance of cervical cancer screening. Keywords: motivation, cervical cancer, screening, early detection, reproductive-aged Correspondence: Siti Nurul Khotimah. Health Sciences Department of Master Program, Universitas Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: Sitinurulkhotimah1988@gmail.com. Mobile: +6281227888442. DOI: https://doi.org/10.26911/the7thicph.03.65
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Lee, Hyang-Mi, and Mun-Koo Kang. "An Analysis of English Modal Auxiliary Verbs in Middle School English Textbooks." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.36.

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Muhaji, Uun, Lasim Muzammil, and Andy. "English Education Program Evaluation." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.117.

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Fan, Y. T., and Y. Luo. "Heaven or Hell Faces English Teaching: After Chinese Gaokao Removes English." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.26.

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Han, Chang-hun, and Mun-Koo Kang. "Adaptive Approach to English Complement Clause." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.02.

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Kim, Ji-Eun, and Mun-Koo Kang. "Production of English Vowels by Korean English learners: Vowels in a Reading Passage and Isolated Sentences." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.28.

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Zhao, Dan. "Train English for Communication Application in English Teaching." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.38.

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Chen, Yan. "The Application of English Movies in English Teaching." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.185.

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Luo, Yafeng. "Discussion of General English and Academic English in College English Teaching." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.30.

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Badrian, Nadav. "Do Native English Speaking Tesol Teachers Need To Relearn English?" In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.34.

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Reports on the topic "English education in Sweden"

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Bjornstad, Lori. English Renaissance Humanist Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2496.

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Hice, Chelsey. English Education In Thailand and Singapore: Differences in English Education, Use and Identity. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.310.

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Krueger, Alan, and Mikael Lindahl. Education for Growth in Sweden and the World. Cambridge, MA: National Bureau of Economic Research, June 1999. http://dx.doi.org/10.3386/w7190.

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Kojiro, Ika. Favorable Progress of English Education in Japan. Fort Belvoir, VA: Defense Technical Information Center, February 2009. http://dx.doi.org/10.21236/ada510236.

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Neyer, Gerda R., and Jan M. Hoem. Education and permanent childlessness: Austria vs. Sweden; a research note. Rostock: Max Planck Institute for Demographic Research, February 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-007.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Hemelt, Steven, Kevin Stange, Fernando Furquim, Andrew Simon, and John Sawyer. Why is Math Cheaper than English? Understanding Cost Differences in Higher Education. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25314.

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Skirbekk, Vegard, Hans-Peter Kohler, and Alexia Fürnkranz-Prskawetz. Completing education and the timing of births and marriage: findings from a birth-month experiment in Sweden. Rostock: Max Planck Institute for Demographic Research, June 2003. http://dx.doi.org/10.4054/mpidr-wp-2003-017.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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