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Journal articles on the topic 'English education in Sweden'
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1
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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HELGØY, INGRID, and ANNE HOMME. "Policy Tools and Institutional Change: Comparing education policies in Norway, Sweden and England." Journal of Public Policy 26, no. 2 (July 20, 2006): 141–65. http://dx.doi.org/10.1017/s0143814x0600050x.
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The main question raised in this article is how educational reforms reflect convergence or divergence between the English, the Norwegian and the Swedish educational systems. We claim that the answer depends on how convergence is conceptualised. At the level of decisions on tools, the countries seem more similar than two decades ago. However, to explain policy changes our analytical perspective must be broadened. We demonstrate how values based on different welfare state models, political economies and different types of institutional evolution can explain processes of change in education over the last decades. In paying attention to broader processes of change, a certain degree of variation occurs. The countries seem to develop according to nationally specific trajectories: England has strengthened the liberal and elitist values of education while social democratic values of comprehensiveness and equality have impact on the aims and effects of policy tools in Norway and Sweden.
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Johnson, Thomas C. "International Students' Perceptions of Shelter-In-Place Notifications: Implications for University Officials." Journal of International Students 4, no. 3 (July 1, 2014): 247–61. http://dx.doi.org/10.32674/jis.v4i3.465.
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Emergency notifications and shelter-in-place warnings on college and university campuses are generally issued in English and presuppose either a common shared language and culture or the adaptation of the warning system to a multilingual and multicultural social structure. This study examined the roles that language, culture, and emergency literacy played in international students’ perceptions of shelter-in-place notifications on a college campus. Students from Sweden, Bulgaria, and Kenya were recruited to participate in a focus group shortly after they had experienced shelterin-place warnings after an armed robbery occurred near their campus. These students were interviewed about their perceptions of emergency notification and shelter-in-place warnings. The study’s results suggest that, while an international student may be proficient in the English language, cultural issues, local practices and customs, and emergency illiteracy may hinder international students from understanding and appreciating the need to shelter-in-place or engage in self-protecting actions during a violent crime.
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Aktürk-Drake, Memet. "Language dominance as a factor in loanword phonology." International Journal of Bilingualism 21, no. 5 (March 31, 2016): 584–99. http://dx.doi.org/10.1177/1367006916637680.
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The aim of this paper is to examine the role of language dominance in loanword phonology. It is investigated how onset clusters in loanwords are integrated into Turkish by two groups: English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. It is hypothesised that the bilinguals in Sweden will display significantly higher rates of cluster adoption because Turkish is not the dominant language there. The data were collected through an oral loanword elicitation task, a text recitation task in the second languages and a questionnaire on language proficiency and use. The study had 53 participants (24 in Turkey and 29 in Sweden). The material consisted of 29 loanwords from English and French, and of 50 structurally comparable words in the bilinguals’ second languages. The data were analysed auditively by the author and subjected to an interrater reliability test. The results confirmed the hypothesis as the bilinguals in Sweden displayed significantly higher cluster adoption rates. The difference between the groups’ medians was 36.5 percentage points. Furthermore, it was shown that in individual speakers the combination of accurate second-language pronunciation, and clearly higher proficiency in the second language (corresponding to the donor language) compared to the L1 (i.e. the recipient language) guaranteed very high cluster adoption rates. This paper provides the first rigorous quantitative proof for the theoretical assumption that accurate pronunciation is not sufficient for structural adoption in loanword phonology but needs to be complemented with sociolinguistic variables. Furthermore, it demonstrates in greater detail than before how societal and individual dominance are connected and through which channels they impact loanword integration. Self-reported relative proficiency in the donor language was shown to be a powerful predictor of the sociolinguistic incentive to adopt and could therefore be used as a quick and reliable alternative to elaborate and time-consuming attitude investigations in loanword phonology.
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Khoshaba, Samir. "English As Course Instruction Language. Experiences From Machine Design Courses." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 145–48. http://dx.doi.org/10.2478/cplbu-2014-0031.
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Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national languages to English cannot be done overnight. On the contrary, this process demands time-consuming preparations that typically involve the expansion of background references and careful planning. In addition, the English skills of course instructors must assure the effective transmission of information, and very often professors face certain difficulties and uncomfortable limitations. Generally speaking, instructing in a foreign language results in less “colourful” expressions. Recent investigations conducted in Sweden on higher education show that teaching efficiency is inferior for courses taught in English when compared with the same courses given in Swedish. This paper deals with various experiences related to the process of changing the language of instruction from Swedish to English in three Machine Design courses taught at Linnaeus University.
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Dodou, Katherina. "What Are Literary Studies For?" Educare - vetenskapliga skrifter, no. 3 (October 5, 2020): 110–58. http://dx.doi.org/10.24834/educare.2020.3.5.
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The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of Englishhad access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
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Soler, Josep, Beyza Björkman, and Maria Kuteeva. "University language policies in Estonia and Sweden: exploring the interplay between English and national languages in higher education." Journal of Multilingual and Multicultural Development 39, no. 1 (April 4, 2017): 29–43. http://dx.doi.org/10.1080/01434632.2017.1307844.
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Cook, A. "Rome and the Royal Society, 1660-1740." Notes and Records of the Royal Society of London 58, no. 1 (January 22, 2004): 3–19. http://dx.doi.org/10.1098/rsnr.2003.0222.
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Most Fellows of The Royal Society in the late seventeenth century knew Rome through their classical education and would have been attracted to visit it for the remains of antiquity and for the new churches and palaces of the papal city. John Evelyn, in Rome 16 years before the foundation of the Society, John Ray, Edmond Halley and Robert Nelson, and Bishop Burnet and G.W. Leibniz, also met people who had links to the Accademia dei Lincei of Prince Federico Cesi, and to the later Accademia Fisica-mathematica associated with Queen Christina of Sweden. Besides astronomy, they were especially interested in cabinets of curiosities and in Vesuvius and other volcanic sites. They met English residents in Rome, especially those around the Venerable English College.
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SJÖHOLM, KAJ. "Swedish, Finnish, English? Finland's Swedes in a changing world." Journal of Curriculum Studies 36, no. 6 (November 2004): 637–44. http://dx.doi.org/10.1080/0022027042000186600.
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Nordenhake, Magnus, and Roger Greatrex. "Computer assisted language learning for two-byte languages: the case of Chinese." ReCALL 8, no. 1 (May 1996): 5–11. http://dx.doi.org/10.1017/s0958344000003347.
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The teaching of the Chinese language in Sweden, and indeed the whole of Scandinavia, has always suffered from an absence of suitable teaching materials. Hitherto, there has not existed any teaching course specifically adapted to the needs of Swedish students, with the result that teachers have been forced to use English-language courses produced in the United States or England, or text-books printed in Mainland China or Taiwan
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PITUKHINA, Maria. "Internationalization of Vocational Education in the Arctic Council Member-States’ Universities." Arctic and North, no. 41 (December 24, 2020): 220–35. http://dx.doi.org/10.37482/issn2221-2698.2020.41.220.
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Nowadays, the potential for international cooperation in the Arctic is concentrated within the framework of such an influential international structure as the Arctic Council, where Russia is presiding over soon in 2021–2023. The article is devoted to international cooperation evaluation of 15 Arctic universities from 7 Arctic Council member-states with a student contingent of at least 3,600 people (2 in the USA, 1 in Iceland, 5 in Russia, 2 in Finland, 2 in Sweden, 2 in Norway, 1 in Canada). It seems possible to evaluate international cooperation potential between Arctic universities through the prism of 10 quantitative indicators, including the number of international students admitted to the university; number of courses taught in English; number of educational programs for international students; a number of foreign scientists invited to the university, etc. We can evaluate both academic mobility within the Arctic universities and vocational education internationalization due to accumulated statistical data.
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Pappa, Sotiria. "Sylvén, L. K. (2019). Investigating Content and Language Integrated Learning. Insights from Swedish High Schools. Bristol, UK: Multilingual Matters." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 71–76. http://dx.doi.org/10.17011/apples/urn.201905092525.
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This volume presents a three-year research project on Content and Language Integration in Swedish Schools (CLISS). CLISS particularly focused on sciences and economics programs in senior high schools (Grades 10-12; 245 participants), which intended to prepare students for higher education. Divided into five sections, the book explores the language, rather than content, side of CLIL. The volume starts with background information concerning CLISS and CLIL in Sweden. The following four sections of the book concern assessment and motivation (Chapters 4-5); English vocabulary, reading comprehension and exposure to English (Chapters 6-9); students’ L1 proficiency and development through CLIL (Chapters 10-13); students’ and teachers’ views and experiences in CLIL (Chapters 14-16). The volume concludes with an epilogue discussing issues highlighted by the project findings and making suggestions for future research and CLIL implementation.
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Rocher Hahlin, Céline, and Jonas Granfeldt. "Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities." Languages 6, no. 1 (March 15, 2021): 47. http://dx.doi.org/10.3390/languages6010047.
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Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.
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Dodou, Katherina. "Reading and the Profession: On the Literary Education of English School Teachers." Acta Didactica Norge 12, no. 2 (May 29, 2018): 2. http://dx.doi.org/10.5617/adno.5575.
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AbstractThe article addresses the question of how English departments best can teach literature and literary reading to future upper secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalising underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers’ content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.Keywords: literary reading, teacher education, metacognition, professional practice, disciplinary thinking, content knowledge, upper secondary schoolLäsning och professionen:Om litteraturutbildningen för skollärare i engelskaSammanfattningArtikeln tar sig an frågan om hur akademiska engelskämnen bäst kan undervisa litteratur och litteraturläsning för gymnasielärarstudenter i engelska. Den närmar sig frågan i termer av litteraturvetarens bidrag till gymnasielärares professionsutbildning och -utövande i Sverige. Artikeln kombinerar metakognitiva analyser av ämnesspecifika tankesätt med professionsteori för att resonera kring de ämneskunskaper som framtida gymnasielärare behöver för sin lärargärning. Artikeln belyser viktiga skillnader i förståelsen av vad litteraturläsning innebär inom akademin respektive i gymnasieskolan, och den granskar kritiskt förhärskande akademiska praktiker för litteraturstudier inom ämnet. Den påpekar att rådande praktiker bygger på en snäv syn av de ämneskunskaper gymnasielärare behöver och föreslår ett förnyat fokus på ämneskunskaperna som krävs för att gymnasielärare ska kunna utöva sitt professionella omdöme om den engelskspråkiga litteraturens plats i språkundervisningen. Artikeln förordar att akademiska litteraturstudier också inlemmar litteratur-vetenskapliga samtal om litteraturläsning i utbildningen och explicit formulerar de principer och tillvägagångssätt som ligger till grund för professionella sätt att läsa litteratur. Det innebär att verbalisera teoriers underliggande antaganden om litteraturens och litteraturläsningens värde och även ämnesområdets principer och verktyg för texttolkning samt färdigheterna som krävs för litteraturläsning. En sådan undervisningspraktik skulle bidra till en stadigare grund för gymnasielärares ämneskunskaper. Den är också en förutsättning för att lärarstudenter ska utveckla sitt pedagogiska tänkande vad gäller litteraturens och litteraturläsningens möjligheter och begränsningar i gymnasieskolans engelskundervisning.Nyckelord: litteraturläsning, ämneslärarutbildning, metakognition, professions¬utövning, ämnesspecifika tankesätt, ämneskunskap, gymnasieskola
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Faerch, Claus. "LEXIS IN COMPOSITION: A PERFORMANCE ANALYSIS OF SWEDISH LEARNERS' WRITTEN ENGLISH. Moira Linnarud. Lund, Sweden: Gleerup, 1986. Pp. 135." Studies in Second Language Acquisition 9, no. 2 (June 1987): 254–56. http://dx.doi.org/10.1017/s0272263100000516.
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Baldwin, Richard, and Britt-Marie Apelgren. "Can Do and Cannot Do." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 19–35. http://dx.doi.org/10.17011/apples/urn.201809144127.
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The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.
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Holmström, Ingela, and Krister Schönström. "Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective." Applied Linguistics Review 9, no. 1 (March 26, 2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.
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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.
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Henry, Alastair, and Cecilia Thorsen. "Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression." Language Teaching Research 24, no. 4 (September 21, 2018): 456–75. http://dx.doi.org/10.1177/1362168818795976.
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Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterize negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity’s demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can ‘redesign’ activities in ways that enable them to act authentically.
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May, Kerry, and Janet Scammell. "Nurses' experiences of pain management in end-of-life dementia care: a literature review." International Journal of Palliative Nursing 26, no. 3 (March 2, 2020): 110–18. http://dx.doi.org/10.12968/ijpn.2020.26.3.110.
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Background: Nurses play an important role in assessing and managing pain. However, this is often poorly managed for people living with dementia. Aim: To explore nurses' experiences of pain management in end-of-life dementia care. Methods: Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, a systematic narrative review of research papers published in English between 2008 and 2018 was conducted. Data sources were CINAHL, Medline, PsycINFO, ScienceDirect and SocIndex. Articles focused on nursing at the end of life and pain management in people with dementia. Findings: Eight articles were retrieved that met the search criteria. Four studies used qualitative methodology, two quantitative and two mixed methods. Studies from the UK dominated (n=5), the remainder were from Sweden, Norway and the US. Following thematic analysis, three themes were identified: training and education in pain management at the end of life for people with dementia, challenges in identifying pain and pain assessment tool use. Conclusion: The review revealed inadequate education for nurses concerning end-of-life care for people living with dementia, notably concerning pain recognition and use of assessment tools. It is recommended that specialist education is mandated for all nurses working with this client group to improve care delivery.
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Pangrazio, Luci, Anna-Lena Godhe, and Alejo González López Ledesma. "What is digital literacy? A comparative review of publications across three language contexts." E-Learning and Digital Media 17, no. 6 (July 30, 2020): 442–59. http://dx.doi.org/10.1177/2042753020946291.
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Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.
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Vannestål, Maria Estling, and Hans Lindquist. "Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course." ReCALL 19, no. 3 (August 24, 2007): 329–50. http://dx.doi.org/10.1017/s0958344007000638.
Full textAbstract:
AbstractCorpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students' attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to increase the students' motivation by showing them that English grammar is more than a set of rules in a book and to enable them to assume more responsibility for their own learning. The idea was to introduce the use of language corpora into the curriculum for first-semester English at Växjö University in Sweden, as a complement to grammar textbooks and ordinary exercise materials. Between classes, the students worked with problem-solving assignments that involved formulating their own grammar rules based on the examples they found in the corpus. In the classroom, a system of peer teaching was applied, where the students took turns at explaining grammatical rules to each other. Besides presenting a new way of working with grammar, we also provided the students with a tool for checking questions of usage when writing English texts in the future, since the corpus we use is free of charge and available to all. The work with corpora and peer teaching was evaluated by means of questionnaires and interviews. This article describes and evaluates this initiative and presents insights gained in the process. One important conclusion is that using corpora with students requires a large amount of introduction and support. It takes time and practice to get students to become independent corpus users, knowing how to formulate relevant corpus queries and interpret the results. Working with corpora is a method that some students appreciate while others, especially weak students, find it difficult or boring. Several of the students did not find corpora very useful for learning about grammatical rules, but realized the potential of using corpora when writing texts in English.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 259–61. http://dx.doi.org/10.14746/ssllt.2019.9.2.1.
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The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.
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Kako, Mayumi, Karen Hammad, Satoko Mitani, and Paul Arbon. "Existing Approaches to Chemical, Biological, Radiological, and Nuclear (CBRN) Education and Training for Health Professionals: Findings from an Integrative Literature Review." Prehospital and Disaster Medicine 33, no. 2 (February 19, 2018): 182–90. http://dx.doi.org/10.1017/s1049023x18000043.
Full textAbstract:
AbstractObjectivesThis review was conducted to explore the literature to determine the availability, content, and evaluation of existing chemical, biological, radiological, and nuclear (CBRN) education programs for health professionals.MethodsAn integrative review of the international literature describing disaster education for CBRN (2004-2016) was conducted. The following relevant databases were searched: Proquest, Pubmed, Science Direct, Scopus, Journals @ OVID, Google Scholar, Medline, and Ichuschi ver. 5 (Japanese database for health professionals). The search terms used were: “disaster,” “chemical,” “biological,” “radiological,” “nuclear,” “CBRN,” “health professional education,” and “method.” The following Medical Subject Headings (MeSH) terms, “education,” “nursing,” “continuing,” “disasters,” “disaster planning,” and “bioterrorism,” were used wherever possible and appropriate. The retrieved articles were narratively analyzed according to availability, content, and method. The content was thematically analyzed to provide an overview of the core content of the training.ResultsThe literature search identified 619 potentially relevant articles for this study. Duplicates (n=104) were removed and 87 articles were identified for title review. In total, 67 articles were discarded, yielding 20 articles for all-text review, following 11 studies were retained for analysis, including one Japanese study. All articles published in English were from the USA, apart from the two studies located in Japan and Sweden. The most typical content in the selected literature was CBRN theory (n=11), followed by studies based on incident command (n=8), decontamination (n=7), disaster management (n=7), triage (n=7), personal protective equipment (PPE) use (n = 5), and post-training briefing (n=3).ConclusionWhile the CBRN training course requires the participants to gain specific skills and knowledge, proposed training courses should be effectively constructed to include approaches such as scenario-based simulations, depending on the participants’ needs.KakoM, HammadK, MitaniS, ArbonP. Existing approaches to chemical, biological, radiological, and nuclear (CBRN) education and training for health professionals: findings from an integrative literature review. Prehosp Disaster Med. 2018;33(2):182–190.
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Chng, Huang Hoon. "Dialogue: In Conversation with Elizabeth Minnich." Teaching & Learning Inquiry 7, no. 2 (September 16, 2019): 51–72. http://dx.doi.org/10.20343/teachlearninqu.7.2.4.
Full textAbstract:
At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Professor Elizabeth Minnich, on “People who are not thinking Are capable of anything: What are students learning, how are students learning it, and does it make them better people?” As a follow up, in November 2019, Chng Huang Hoon (then-ISSOTL Vice President - Asia Pacific) invited the ISSOTL community to field their questions for Professor Minnich. Questions from four ISSOTL members were received. TLI has provided the platform to enable us to continue that important conversation.
The participants are:
Elizabeth Minnich, philosopher, author, teacher, Distinguished Fellow (Association of American Colleges & Universities).
John Draeger, Professor of Philosophy and Director, Teaching and Learning Center, SUNY Buffalo State, USA.
Torgny Roxå, Associate Professor and Academic Developer, Excellent Teaching Practitioner, Centre for Engineering Education, Faculty of Engineering, Lund University, Sweden.
Johan Geertsema, Associate Professor (University Scholars Programme) and Director, Centre for Development of Teaching and Learning, National University of Singapore.
Chng Huang Hoon, Associate Professor (English Language & Literature), Associate Provost (Undergraduate Education) and Director (Chua Thian Poh Community Leadership Centre), National University of Singapore.
This conversation is in 3-parts:
1) Part One: Thoughtfulness, Thoughtlessness, Thinking and Teaching
2) Part Two: Thoughtlessness, scholarly reflection, and Outcomes-based teaching and learning
3) Part Three: Intensive and Extensive SoTL
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Sylvén, Liss Kerstin. "CLIL and non-CLIL students’ beliefs about language." Studies in Second Language Learning and Teaching 5, no. 2 (January 1, 2015): 251–72. http://dx.doi.org/10.14746/ssllt.2015.5.2.4.
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This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
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Nilsson, Per Anders, and Thomas Blom. "Swedes Studying Abroad – as Tourists?" World Journal of Education 10, no. 5 (October 26, 2020): 98. http://dx.doi.org/10.5430/wje.v10n5p98.
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The number of students temporarily studying in another country to receive a post-secondary education has grown significantly since the 1970s. This study aims to learn more about what attracts Swedish outbound students when studying abroad. What are the popular study destinations? Can data reveal touristic preferences? Descriptive statistics from the Swedish Board of Student Finance are used, making it possible to scrutinize studying abroad on an aggregate level over a period of two decades. The results show that English-speaking countries are attractive to Swedish outbound students. Places growing in popularity are the countries of Poland, Japan, the Netherlands, South Korea, Singapore, and China, as well as the region of Hong Kong in particular. However, more than 50 percent of outbound students study in Europe. In these troubling and uncertain times, we are living in, with COVID-19 and other crises hampering worldwide travel, it is difficult to predict the long-term effects on mobility.
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O'Brien, Bruce R. "Forgers of Law and Their Readers: The Crafting of English Political Identities between the Norman Conquest and the Magna Carta." PS: Political Science & Politics 43, no. 03 (June 30, 2010): 467–73. http://dx.doi.org/10.1017/s1049096510000594.
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A short time after 1206 and before 1215, a Londoner assembled a massive collection of older and near contemporary English laws, called theLeges Anglorumby historians, and inserted long interpolations and spurious codes that enunciated many of the principles that guided the baronial opposition to King John and later became part of the Magna Carta. To those familiar with the struggle leading up to the creation of the Magna Carta, these principles should cause no surprise. These ancient laws were made to proclaim that “in the kingdom right and justice ought to reign more than perverse will” (ECf4, 11.1.A.6; Liebermann 1903, 635). In another part of the collection, King Arthur, making his first appearance in English law, is credited with establishing as law the requirement that all nobles, knights, and freemen of the whole kingdom of Britain swear “to defend the kingdom against foreigners and enemies” (ECf4, 32.A.5–7; Liebermann 1903, 655). More surprising is the attribution of the regularly assembled Hustings court in London to the Trojans (who became the Britons). The seventh-century West Saxon king, Ine, suddenly looms large in the ranks of Britain's lawmakers; he not only reigns for the good of all, but is also given the lordly virtues of twelfth-century chivalric romance: he is “generous, wise, prudent, moderate, strong, just, spirited, and warlike” (as was appropriate for the time and place) (ECf4, 32.C.2, 32.C.8; Liebermann 1903, 658–59). A confection of bits of other law, attributed here to King Alfred, orders an end to vice, national education for freemen, and unity for all “as if sworn brothers for the utility of the kingdom” (Leges Angl, Pseudo-Alfred 1–6; Liebermann 1894, 19–20). Finally, in the grandest statement of English political ambition, Arthur appears again as the great conqueror, whose spirit was not satisfied by Britain alone: “Courageously and speedily he subjugated all Scandinavia, which is now called Norway, and all the islands beyond, namely Iceland and Greenland, which belong to Norway, Sweden, Ireland, Gotland, Denmark, Samland, Vinland, Curland, Runoe, Finland, Wirland, Estland, Karelien,Lapland, and all other lands and islands of the eastern Ocean as far as Russia” (ECf4, 32.E; Liebermann 1903, 659).
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Persson, Martin, Magnus Becker, and Henry Svensson. "Academic Achievement in Individuals with Cleft: A Population-Based Register Study." Cleft Palate-Craniofacial Journal 49, no. 2 (March 2012): 153–59. http://dx.doi.org/10.1597/09-047.
Full textAbstract:
Objective The focus of this study was to determine whether there were any significant differences in academic achievement between students with a cleft and the general population of Swedish students at the typical time of graduation from compulsory school (usually 16 years of age). Design A retrospective population-based study. Data were obtained from the Swedish Medical Birth Register for the years 1973 through 1986 and were linked to the Swedish School–Grade Register. Participants A total of 511 individuals with cleft palate (CP), 651 individuals with cleft lip (CL), and 830 individuals with cleft lip and palate (CLP) were compared with a control group consisting of 1,249,404 individuals. Main Outcome Measures (1) Not receiving school leaving certificate; (2) odds of receiving lowest grade and reduced odds of receiving a high grade in the following subjects: (a) Mathematics, (b) English, (c) Swedish, (d) Physical Education, and (e) grade point average (GPA). Results The group with cleft had higher odds of not receiving leaving certificates in comparison with the general population. They also had higher odds of receiving the lowest grade and/or reduced odds of receiving a high grade in the subjects analyzed together, with strong evidence of lower GPA in comparison with the general population. Individuals with CP were affected the most, followed by individuals with CLP; least affected were individuals with CL. Conclusion This study clearly indicates that adolescents with cleft lip and/or palate in Sweden experience significant deficits in their educational achievements in compulsory school.
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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
Full textAbstract:
Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
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Wiers-Jenssen, Jannecke. "What Brings International Students to Norway?" Journal of International Students 10, no. 1 (February 15, 2020): ix—xii. http://dx.doi.org/10.32674/jis.v10i1.1888.
Full textAbstract:
Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe.
Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018
So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level.
Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves.
Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019).
International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered.
Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives.
Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH).
Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students
PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019).
The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students.
The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b).
More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country.
The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.
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Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.
Full textAbstract:
The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article.
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McTavish, Jill R., Melissa Kimber, Karen Devries, Manuela Colombini, Jennifer C. D. MacGregor, C. Nadine Wathen, Arnav Agarwal, and Harriet L. MacMillan. "Mandated reporters’ experiences with reporting child maltreatment: a meta-synthesis of qualitative studies." BMJ Open 7, no. 10 (October 2017): e013942. http://dx.doi.org/10.1136/bmjopen-2016-013942.
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ObjectiveTo systematically search for research about the effectiveness of mandatory reporting of child maltreatment and to synthesise qualitative research that explores mandated reporters’ (MRs) experiences with reporting.DesignAs no studies assessing the effectiveness of mandatory reporting were retrieved from our systematic search, we conducted a meta-synthesis of retrieved qualitative research. Searches in Medline (Ovid), Embase, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Sociological Abstracts, Education Resources Information Center, Criminal Justice Abstracts and Cochrane Library yielded over 6000 citations, which were deduplicated and then screened by two independent reviewers. English-language, primary qualitative studies that investigated MRs’ experiences with reporting of child maltreatment were included. Critical appraisal involved a modified checklist from the Critical Appraisal Skills Programme and qualitative meta-synthesis was used to combine results from the primary studies.SettingAll healthcare and social-service settings implicated by mandatory reporting laws were included. Included studies crossed nine high-income countries (USA, Australia, Sweden, Taiwan, Canada, Norway, Finland, Israel and Cyprus) and three middle-income countries (South Africa, Brazil and El Salvador). Participants: The studies represent the views of 1088 MRs.OutcomesFactors that influence MRs’ decision to report and MRs’ views towards and experiences with mandatory reporting of child maltreatment.ResultsForty-four articles reporting 42 studies were included. Findings indicate that MRs struggle to identify and respond to less overt forms of child maltreatment. While some articles (14%) described positive experiences MRs had with the reporting process, negative experiences were reported in 73% of articles and included accounts of harm to therapeutic relationships and child death following removal from their family of origin.ConclusionsThe findings of this meta-synthesis suggest that there are many potentially harmful experiences associated with mandatory reporting and that research on the effectiveness of this process is urgently needed.
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Carrol, Gareth, Kathy Conklin, and Henrik Gyllstad. "FOUND IN TRANSLATION." Studies in Second Language Acquisition 38, no. 3 (January 19, 2016): 403–43. http://dx.doi.org/10.1017/s0272263115000492.
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Formulaic language represents a challenge to even the most proficient of language learners. Evidence is mixed as to whether native and nonnative speakers process it in a fundamentally different way, whether exposure can lead to more nativelike processing for nonnatives, and how L1 knowledge is used to aid comprehension. In this study we investigated how advanced nonnative speakers process idioms encountered in their L2. We used eye-tracking to see whether a highly proficient group of L1 Swedes showed any evidence of a formulaic processing advantage for English idioms. We also compared translations of Swedish idioms and congruent idioms (items that exist in both languages) to see how L1 knowledge is utilized during online processing. Results support the view that L1 knowledge is automatically used from the earliest stages of processing, regardless of whether sequences are congruent, and that exposure and advanced proficiency can lead to nativelike formulaic processing in the L2.
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Hauge, Ragnar. "Review : Felipe Estrada: Ungdomsbrottslighet som samhällsproblem. Utveckling, uppmärksamhet och reaktion (Juvenile crime as a social problem. Development, cognisance, and response) English summary included. Department of Criminology, University of Stockholm, Sweden, 1999." YOUNG 8, no. 1 (April 2000): 64–66. http://dx.doi.org/10.1177/110330880000800105.
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Paulsrud, BethAnne Yoxsimer. "English-medium instruction in Sweden." Journal of Immersion and Content-Based Language Education 4, no. 1 (March 3, 2016): 108–28. http://dx.doi.org/10.1075/jicb.4.1.05pau.
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This article presents a multi-site and multi-method doctoral dissertation study of English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two upper secondary schools. The research explores the status of EMI, reasons schools offer EMI, beliefs about EMI, and implementation of EMI in classrooms. The educational context is studied from an ecological perspective using methods based in linguistic ethnography. The results indicate that the few Swedish schools teaching content through another language tend to offer EMI — not content and language integrated learning (CLIL). Neither language learning nor 100% English instruction are the main goals of the schools. Translanguaging is abundant, affording both pedagogic and non-pedagogic functions. The study concludes that a development of definitions and practices of both EMI and CLIL in Sweden is needed, especially in relation to language policy and language hierarchy.
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Choudaha, Rahul. "Addressing the Affordability Crisis for International Students." Journal of International Students 10, no. 2 (May 15, 2020): iii—v. http://dx.doi.org/10.32674/jis.v10i2.1969.
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Affordability to study overseas has always been one of the biggest challenges for most aspiring international students. However, in a postrecession environment, this challenge has become more intense for a range of reasons, including budget cuts, demographic changes, economic shifts, and immigration policies. Many universities, especially in high-income countries, are at risk of pricing themselves out of reach to a large segment of international students.
THE DEEPENING AFFORDABILITY CRISIS
Consider the case of the United States, where an increase in direct cost due to a combination of two factors—tuition fees escalation and currency devaluation—is a big blow to affordability. In 2018–2019, the average out-of-state tuition and fees and room and board at a public 4-year institution was $37,430 as compared to $32,762 in 2014–2015—an increase of 14% (College Board, 2018). At the same time, currencies in some of the key emerging countries have devalued against the U.S. dollar. For example, between August 2014 and August 2018, the Indian currency has depreciated by over 20%. The net effect is that for an Indian undergraduate student, the cost of attendance in 2018–2019 increased by at least 30% as compared to 2014–2015.
In addition to increasing direct cost, lower availability of funding opportunities from universities and governments, as well as tighter immigration and visa policies for finding work opportunities, is making it harder to recover the cost of education. The trend of higher tuition fees for international students is not just in the United States and other leading English-speaking destinations. Even countries in continental Europe have started introducing tuition fees for international students. For example, Denmark (in 2006) and Sweden (in 2011) introduced tuition fees for international students from outside the European economic area (Marconi & Serra, 2017).
THE INCREASING DEMAND FOR “VALUE FOR MONEY”
The future competitiveness of higher education institutions and nations in attracting international students hinges on their ability to demonstrate “value for money,” could be defined as the “reasonableness of cost of something in view of its perceived quality”. In other words, the increase in the cost side of the equation demands that institutions and policymakers must do more to balance by offering more benefits in terms of better experiences on- and off-campus, especially in terms of career outcomes. Institutions must do more to reinvest part of the additional tuition fees back into enhancing outreach, offering scholarships, supporting student success, and widening access to students who may be unable to afford to study abroad.
For many students who get priced out of reach to study in high-income countries, emerging destinations such as China offer new hope to gain global experience at an affordable price. A prime example of this scenario is the rise of students from low-income countries. For instance, in 2018, one out of six international students in China was from Africa (Ministry of Education, 2018). This potential of China as a destination for international students is not only because of affordability factors in leading destinations, but also because of proactive national policies in China such as the Belt and Road Initiative, and Double-First Class, which are mutually reinforcing each other.
SHAPING THE RESEARCH AGENDA
We are heading toward a future scenario where global learning experiences will be out of the reach of many aspiring international students. This is a wake-up call to action for researchers, policymakers, practitioners, and leaders to focus on finding solutions to this affordability crisis, which threatens the future of international student mobility.
The Journal of International Students plays an indispensable role in not only shaping the research agenda to raise awareness about the affordability crisis but also in providing evidence for potential solutions. On this important milestone of the 10th anniversary for the Journal, I encourage scholars to consider the role of affordability challenges and its various implications and dimensions. In conclusion, we have an opportunity and a responsibility to reflect and plan a future research agenda that ensures the sustainability of international student mobility and enhances the diversity and inclusion of international students.
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VOLKOV, A. M. "EDUCATION IN SWEDEN." World Economy and International Relations 60, no. 11 (2016): 84–91. http://dx.doi.org/10.20542/0131-2227-2016-60-11-84-91.
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Jenkins, Jennifer, Marko Modiano, and Barbara Seidlhofer. "Euro-English." English Today 17, no. 4 (October 2001): 13–19. http://dx.doi.org/10.1017/s0266078401004023.
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Pine, Karen J., and Avril Nash. "Dear Santa: The effects of television advertising on young children." International Journal of Behavioral Development 26, no. 6 (November 2002): 529–39. http://dx.doi.org/10.1080/01650250143000481.
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Every day children are exposed to the selling messages of advertisers via the television. There is some debate in the literature over the age at which young children can distinguish television advertisements from programmes, when they can remember and want what they see and when they are able to understand that the advertiser’s motive is to sell a product. Resolution of the debate has been hampered by methodological difficulties and paradigms which fail to fully capture and explain children’s responses to advertisements. This study uses a novel and ecologically valid method of exploring how toy advertising affects children by studying their requests to Father Christmas, monitoring toy commercials and collecting television viewing data. Eighty-three children aged from 4.8 to 6.5 years, who had written letters to Father Christmas, were interviewed regarding the extent and nature of their television viewing. Letters and similar data were also analysed for 16 nursery school children, aged 3.8 to 4.8 years, using questionnaire responses from their parents. Overall, children who watched more commercial television were found to request a greater number of items from Father Christmas. These children also requested more branded items than children who watched less. However, the children’s requests did not correlate significantly with the most frequently advertised toy products on television in the build-up to Christmas. Almost 90% of the toys advertised did not feature once in the children’s letters, suggesting that recall for specific brand names is poor in the under-7s. A positive correlation was found between watching television alone and number of requests. One interpretation of this may be that lone viewing renders children more susceptible to advertising. A comparison group of children from Sweden, where advertising to children is not permitted, asked for significantly fewer items. It is argued that English children who watch more TV, and especially those who watch alone, may be socialised to become consumers from a very early age.
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Löfstedt, Arne. "Det första nationella provet i samhällskunskap - en studie i bedömarsamstämmighet." Acta Didactica Norge 12, no. 4 (December 12, 2018): 13. http://dx.doi.org/10.5617/adno.6283.
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Skolämnet samhällskunskap som eget ämne existerar i princip enbart i de nordiska länderna. I många andra länder delar flera skolämnen på ämnesinnehållet, till exempel geografi och civics. Ämnesinnehållet är stort och genomgår ständig förändring. År 2013 genomfördes de första nationella proven i samhällskunskap i Sverige för årskurs 9. Med tanke på ämnets karaktär kan det vara speciellt viktigt att undersöka om dessa prov är ”rättvisa.” Avsikten med denna studie är att undersöka en aspekt av denna ”rättvisa”, nämligen interbedömarstabilitet, dvs om samma elevsvar ger upphov till samma bedömning oavsett bedömare. Skolverket i Sverige genomförde 2009 en större studie av de ämnen som då genomförde nationella prov och föreliggande studie försöker dels efterlikna och dels bygga ut upplägget från Skolverket. Studien genomfördes på de första nationella proven i samhällskunskap 2013. Genom att pröva olika reliabilitetsmått inom kategorierna ”consensus estimates”, och ”consistency estimates” analyseras resultaten, bland annat diskuteras måttet intraclass correlation. Syftet är också, då detta var de första proven, att skapa en ram för återkommande studier av Interbedömarreliabilitet. Upplägget med en större mängd lärare som genomför totalt tre bedömningar av de utvalda hela proven försöker också efterlikna bedömningssituationen ute på skolorna såtillvida att det var relativt många lärare med i studien, och de kom från olika skolor spridda över Sverige. Genom detta testas också bedömningsanvisningarnas stabilitet. Själva genomförandet var omfattande och tog två hela dagar. Resultaten pekar på en god överensstämmelse för provbetyget, det sammanfattande omdöme eleverna får. Studien avses att återupprepas under kommande år.Nyckelord: Samhällskunskap, nationella prov, interbedömarreliabilitet, intraclass correlationThe first national test in samhällskunskap – a study of interrater reliabilityAbstractThe Swedish school subject Samhällskunskap (Societal knowledge) exists basically only in the Nordic countries. In other countries a number of different subjects, such as geography and civics, share the content. The content of the subject is constantly changing, depending on how society is changing. The first national tests in Samhällskunskap for all Swedish ninth graders took place in 2013. A large part of the test contains constructed responses. Given the characteristics of the subject we consider it especially important to investigate whether these tests are “fair” or not. The intent of this study is to investigate one aspect of “fairness”, interrater reliability, meaning the degree to which the same student responses are scored equally by different raters. In 2009, the National Agency of Education in Sweden conducted a large study of the subjects Swedish, English and Mathematics. Our study aims to mimic and further develop the design of the study from 2009. Our study was carried out on the first national tests in 2013. The results were analyzed by exploring different reliability measures within the categories consensus estimates, and consistency estimates. As the 2013 tests were the first tests of its kind in Sweden the purpose was also to create a framework for regular studies of interrater reliability. The rater design with a relatively large number of teachers from all over the country, each assessing a total of three complete student test responses aimed at mimicking the way the tests are assessed in schools. This also allowed us to study the stability of our assessment rubrics. The study itself was extensive and took two days to perform. The results indicate a large compliance when it comes to the final grade of the test. The study is meant to be repeated in the coming years.Keywords: Social science, civics, national testing, interrater reliability, intraclass correlation
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MURAYAMA, Tomoko, and Yuji MURAYAMA. "Geography Education in Sweden." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 894–98. http://dx.doi.org/10.5026/jgeography.106.6_894.
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