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MacLeod, Fraser, and Pia Larsson. "Exposure to English outside the Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31838.
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This study attempts to outline the exposure to English language students between the ages of 14 and 16 experience in Swedish schools. Due to the relatively small scope of our study we have limited our parameters and concentrated on two schools with predominantly Swedish pupils. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom.We used a survey to get an overview of our topic and to help us establish patterns and trends of English language exposure amongst our target students. In order to further analyze our topic we conducted two group interviews.Our research shows that English has a great influence on Swedish children though perhaps not as much as we had first anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It is also noted that while different types of English media is in fact utilized in the classroom, it may not be relevant or interesting to the students.
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Elizabeth, Medeiros Eileen. "Public writing inside and outside the classroom : a comparative analysis of activist rhetorics /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3298371.
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Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.
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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.
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Shvidko, Elena Vladimirovna. "Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3115.
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The purposes of this study were to 1) explore student attitudes toward the English-only environment in an intensive English program, and 2) find factors that either promote or inhibit students' desire to use English in their communication with compatriots in school. Qualitative research methods employed were a) a student questionnaire (with a total of 158 participants), b) semi-structured interviews with students (total 6 participants), and c) four student focus groups (with a total of 62 participants). The study was conducted at the English Language Center (ELC) at Brigham Young University. The participants were students of four native language groups (Spanish, Korean, Portuguese, Chinese) and varied levels of proficiency. The findings indicate that the majority of the students acknowledged the helpfulness of the English-only environment at the ELC, but recognized some factors that prevented them from speaking only English in the school building. These factors were grouped into five categories: sociocultural, linguistic, individual, psychological, and institutional. The sociocultural factors included peer pressure, fear of negative evaluation by compatriots, cultural communication patterns, maintaining friendship with compatriots, and need for cultural bonding. The linguistic factors included low language proficiency, difficulty in understanding teachers' assignments, translating habits, and linguistic differences between English and students' L1. The category of the individual factors consisted of the intensity of motivation and personality type. Lack of confidence, stress from speaking English, and fear of having a different personality when speaking English were categorized as psychological factors. Finally, the institutional category included physical factors (number of students of the same L1 in school/class, distance from the university campus), teacher factors (teachers' ability to motivate students, other teachers' characteristics [being sensitive to students' cultures, understanding students' individual circumstances, the ability to establish a rapport with students]), and curricular and administrative factors (poor enforcement of the English-only rule, weaknesses of speaking classes, lack of activities that promote interaction with students from other countries). This study provides a deep understanding of the reasons why many students speak their native language once they leave the English classroom. Based on these findings, recommendations regarding the development and modification of curricula in order to improve the language-learning environment at English institutions are offered to classroom teachers and program administrators.
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Sjödin, Öberg Sanna. "Bringing the outside to the inside : Incorporating pupil’s knowledge of extramural English in teaching English to young learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30745.
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In Sweden today, the English language is a part of our everyday lives. This means that from very young ages, children encounter the language in many different ways, media being one of the most common. This thesis aims to research if and how teachers in F-3 include this type of English in their teaching of English as a foreign language (EFL). In particular, the focus is to gain knowledge of how music/songs are being used in the classroom, and if the teachers incorporate the music that the pupils listen to in their spare time when working with music/songs. Their attitudes towards doing this is what this thesis is interested in. An empirical study was carried out with the use of interviews as data collecting method. A total of six lower primary school teachers (grades 1-3) spread out geographically in Sweden were interviewed. The results show that teachers report that they are aware of the many places where pupils encounter English, but only one of the teachers incorporate this in teaching EFL. However, the others do seem positive towards working with this and they mention many benefits in doing so. When it comes to music and songs, all teachers work with this in the subject, but once again five out of six do not include the songs that the pupils listen to, except when they in some cases pick something up in the moment. Again, even though some difficulties are mentioned, they seem positive towards this and they believe there is a possibility in including this in their teaching of EFL. However, as seen in the conclusion, time seems to be a big issue for doing so.Engelska
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Österlund, Maria. "Extramural English : A study of Swedish upper secondary school students’ contacts with English outside of school and their attitudes towards English in relation to their English proficiency." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32608.
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The aim of this paper was to look at a group of Swedish upper secondary school students’ extramural English activities in comparison to their final grades and their grades on the National Test in English level 5. The aim was also to see what role motivation could potentially play. The method was of a mixed nature with both questionnaires and interviews. The results show tendencies, in accordance with previous research, that there is a correlation between the students’ grades and their extramural English activities. The results also show that attitudes towards English are in correlation with both extramural English and the students’ grades.Syftet med denna studie var att undersöka en grupp svenska gymnasieelevers kontakt med engelska utanför skolan i relation till deras slutbetyg och deras betyg från nationella proven från engelska nivå 5. Syftet var också att undersöka elevernas attityder till och motivation för det engelska språket. Både en kvantitativ metod i form av ett frågeformulär och en kvalitativ metod i form av intervjuer användes. Resultaten visar, i linje med tidigare forskning, att det finns ett samband mellan studenternas betyg och kontakt med engelska utanför skolan. Resultaten visar också att attityder till det engelska språket har ett samband både med studenternas kontakt med engelska utanför skolan och deras betyg.
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Steyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
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The aim of this study is to investigate Swedish senior high school students’ Extramural English (EE) activities and their beliefs about learning English inside and outside of the classroom. EE is defined as English language activities that learners are engaged in outside the classroom, and includes activities such as listening to music, reading, writing, speaking, surfing the Internet, playing computer games, watching TV, YouTube and movies (Sundqvist, 2009, p. 1). The study also investigated possible gender differences related to students’ reported EE activities, and their reported attitudes about English. This study is based on questionnaire data. Twenty students participated in this study. 9 of 10 participants indicated that they believed that they are learning most of the English they know outside of school by daily contact with popular EE activities such as listening to music, followed by surfing the Internet, reading, watching YouTube, watching TV, playing computer games, writing, speaking and lastly watching movies. Boys reported a greater exposure to EE overall compared to the girls, more specifically, in their contact with music, computer games and writing and speaking in an EE context. Most of the students reported positive attitudes to English both inside and outside the classroom, but overall students reported more positive attitudes to the English that they use in their free time. The study has found no strong gender differences concerning students’ attitudes to learning English.
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.
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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Elisson, Dennis. "Extramural English in the First Grade." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24840.
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Today’s primary school pupils encounter English in a wide variety of ways through the use of various forms of media. This thesis aims to research how the very youngest pupils in the Swedish primary school encounter the English language in their time outside of school and whether or not it has any impact on how they relate to the subject in school. Teachers’ views on their pupils’ habits will also be compared, as well as whether they see encounters outside the classroom as having any visible effects on the pupils. Through the use of interviews with both seven- to eight-year-old pupils and teachers, it was possible to find common forms of extramural English (EE) among the pupils, but little evidence it contributed to their views on English at school. Teachers were largely aware of their pupils’ interests and were positive towards using EE content in class, but did not feel it was possible to do so.Engelska
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Elisson, Dennis. "Extramural English Activities among Younger EFL Learners : A Literature Study on the Forms and Potential Benefits of Extramural English among Young EFL Learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24284.
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Children today encounter the English language on a wide scale, even outside the school walls. As they are exposed to various forms of English language input, they inevitably pick up a certain level of proficiency, which they can later use on their own. This study aims to more precisely research through which mediums English learners in primary school worldwide tend to encounter English the most, as well as how engaging in English activities outside the classroom might affect their English proficiency. By studying prior research on the subject through content analysis, it was found that, while there are some regional differences in terms of prevalence, children mainly encounter English through television, music, and computer games. It was also found that many children who had never before received any English training still possessed a level of English proficiency. These findings shed light on the importance of input for language acquisition as well as how children’s extramural interests can be of importance in the classroom setting.
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Zhang, Echo Yue. "Through a cultural lens: differences in pedagogic behaviours between chinese and Non-Chinese teachers in and outside English and Science (English-Medium) Classrooms in an IB world school in China." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491013.
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The purpose of this study is to investigate any differences existing in pedagogic behaviours between Chinese teachers (CTs) and non-Chinese teachers (NCTs) in and outside the English and Science (English-medium) classrooms in an International Baccalaureate (IB) context in mainland China. It also explored potential cultural influences, students' perspectives and issues arising from any differences in pedagogic behaviours. It provided an in-depth and systematic interpretation of the reasons that cause the differences with the aim of contribution to an amelioration of the co-constructed pedagogy.
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McIntyre-McCullough, Keisha Simone. "Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1012.
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The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching.
The analysis yielded three themes and two sub-themes: (a) knowledge concerned teachers’ knowledge of British literature content and Post-Colonial authors and their literature; (b) freedom described teachers’ freedom to choose how to teach their content. Included in this theme was dilemmas associated with 12th-grade classrooms which described issues that were pertinent to the 12th-grade teacher and classroom that were revealed by the study; and (c) thoughts about students described teachers’ perceptions about students and how literature might affect the students. Two subthemes of knowledge were as follows:(1) text complexity described teacher responses to a Post-Colonial text’s complexity and (2) student desirability/teachability described teachers’ perception about how desirable Post-Colonial texts would be to students and whether teachers would be willing to teach these texts.
The researcher offers recommendations for understanding factors associated with 12th-grade teachers perceptions and implications for enhancing the 12th-grade experience for teachers and curriculum, based on this study: (a) build teacher morale and capacity, (b) treat all students as integral components of the teaching and learning process; teachers in this study thought teaching disenfranchised learners was a form of punishment meted out by the administration, and (c) include more Post-Colonial authors in school curricula in colleges and schools as most teachers in this study did not study this type of literature nor knew how to teach it.
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Cortez, Nancy. "Lifelong Learner: Inside and Outside the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/124.
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There are various experiences that shape a teacher, especially during the first year as a teacher. During a twelve month ethnographic study, I set out on the endeavor to answer the question, what makes an effective teacher? The study commences with a personal narrative, introducing who I am and why I chose to become an educator. A vast majority of this ethnography focuses on my experiences as a resident teacher at Freedom Elementary located in the city of South Gate, just Southeast of the city of Los Angeles. Three students from my class served as case studies in which I used an ethnographic methodology to find their assets and needs and create an individualized action plan that addresses their needs. Getting to know my student is just one part of being an effective teacher; another part of being an effective teacher is also knowing my class, the school and the community. This was done by taking an in depth look at my classroom and my class as a whole, becoming a community member and attending school and community events. Following my in depth look into my classroom, school, and community, I was able to reflect on some of my experiences as a first year teacher and how they have helped shape me as a teacher.
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Hula, Dan W. "Coloring outside the lines, global education in the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21239.pdf.
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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.
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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Bosmans, Daniel. "Learning French pronunciation outside the classroom : a sound pedagogical experience?" Thesis, Open University, 2013. http://oro.open.ac.uk/54729/.
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New technologies have revolutionised the way people learn. In language learning, using a web-conferencing system is a relatively new development, and acquiring pronunciation skills in a virtual environment even more so. The central question of this exploratory study is whether learning pronunciation outside the classroom is a pedagogically sound experience. The focus is on learners: their emotions, with a particular emphasis on Foreign Language Anxiety (FLA), and the strategies they use to learn pronunciation on their own and with others in a new on line environment. Macdonald et al. (1994) contended that second language (L2) pronunciation needed more research and over the years, more studies have explored the effectiveness of pronunciation teaching (see Munro and Derwing, 2011; for a review of L2 pronunciation teaching). The present study also looks at L2 pronunciation but investigates the learning of it in a non-conventional setting. The mixed-method research approach in this study, grounded in a post-positivist paradigm, involved two quantitative instruments: a questionnaire and a recorded reading activity of a text; and two qualitative instruments: think-aloud verbal protocols (TAPs) and semistructured interviews. Participants who were involved in every stage of the study were then the object of case studies as these 'can penetrate situations in ways that are not always susceptible to numerical analysis' (Cohen et al., 2003, pI81). The four different sources of data provided multiple perspectives on students' emotions and strategies when working on pronunciation in a vutual learning environment (VLE) or on their own, and these perspectives deepen our understanding of how distance learners can acquire good pronunciation skills outside the classroom.
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Gross, Anna Lynn. "The Flipped Classroom: Shakespeare in the English Classroom." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27512.
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Bergmann and Sams? twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.
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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.
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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Teratani-Goto, Kimiko. "Interactive activities, promoting naturalistic exchanges inside/outside the second language classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29138.pdf.
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Johnson, Kendall P. "Adolescent Students’ Perspectives of Technology Use Both Inside and Outside the Classroom." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/132.
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Technology is now the norm in our educational setting. The literature shows a vast increase in technology implementation and use both inside and outside the classroom over the past few decades. Overall, the studies show a balanced mix of positive and negative perspectives of using technology for educational purposes from students, teachers, administrators, as well as from outsiders. The literature also shows a mix of academic and social effects. Unfortunately, there is little known about how adolescents perceive their use of technology for enhancing their personal academic and social performance, two areas of developmental importance. Using mixed methods design, set in an urban junior high school in Northeast Texas,research questions addressed how much and how often technology is being used in the classroom, as well as specific ways it is being used, through educator surveys. This study also explored adolescent learners’ attitudes toward and opinions about using technology in the classroom, specific ways adolescent learners use technology for academic purposes both inside and outside the classroom, as well as how adolescent learners are engaging with peers through technology versus face-to-face, through independent interviews. Findings indicated that overall, the teacher reports align with the literature: technology is used in the classroom at a high frequency and duration, and there is a wide range of specific ways it is being used. Additionally, the majority of adolescent learners reported perceived benefits when using technology as an aid to one’s academic development. Adolescent learners expounded on the specific ways technology is being used both inside and outside the classroom. Adolescent learners also expounded on how they are engaging with peers through technology versus face-to-face, with the majority of adolescent learners claiming technology is not a perceived aid to one's social development nor is it commonly present when engaging with peers face-to-face. It is recommended that future studies look at any relevant differences between both males’ and females' specific technology use for both academic and social purposes. It is also recommended that future research be conducted on adolescents possibly multi-tasking with both academic and social technology use and any perceived effects of such behavior
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Lee, Eunsil. "Learning Language and Culture outside the Classroom: Korean Study Abroad Students' Experience." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29577.
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This qualitative study examined seven Korean students' language and culture learning experiences in a study abroad context. The purpose of this study is to gain insight about the processes of students' social interactions and development of communicative competence outside the classroom. My understanding and learning was guided by the framework of various communicative competence models, interactional practices, sociocultural theory, and cultural learning processes.
The findings of the study show that participation in outside-the-classroom interactions enhances students' language and culture learning in study abroad situations. However, living or working with native speakers did not necessarily mean that there were meaningful interactions. Social interaction with native speakers was challenging for language learners because of the cultural distances, discontinuity, and conflicts between them. Despite the difficulties in social and cultural interactions in the target culture, active participation in social interactions was still an important factor in language and culture learning. Verbalizing cultural issues such as cultural differences, misunderstandings, and observations of the target culture was an indication of the learners' cultural awareness and development.
Students believed that knowledge of grammar was an important factor for successful communication. At the same time, students were anxious about misunderstandings and miscommunication. I found that students easily engaged in interactions with their international peers, and these were less stressful than interactions with native speakers. This peer interaction eventually created opportunities for language learning. Students expected native speakers to correct their errors and to take roles as teachers of the target language even outside the classroom, but they also learned to initiate self-repairs and to ask for help. Engagement is the key to making a good conversation. The underlying condition for engagement is negotiation between two interlocutors to understand meanings.Ph. D.
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Blue, Timothy R. "Mentor-Teaching in the English Classroom." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/48.
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This dissertation is a rhetorical analysis of the theories and practices surrounding student-centered mentor-teaching. I examine textual representations of the teacher/student relationship as well as theories and practices involved in the discursive formation of teacher/student relationships, examining the intersection (or lack thereof) between the ways we as researchers talk about teacher/student relationship formation and the way(s) such relationships form in the “real world” of the English classroom. This institutional critique of teacher/student relationships draws on the works of ancient rhetorical scholars like Quintillian and Socrates, and on the post-1980 scholarship of Robert Connors, Lad Tobin, bell hooks, Paulo Freire, Parker J. Palmer, Mike Rose, Wendy Bishop, Louise Rosenblatt, Jeffrey Berman, and Peter Elbow. These scholars have all provided helpful models for me as I have framed my own beliefs about the value of expressive writing, the usefulness of writing conferences, the need for teacher vulnerability as a model for students’ expressive writing, the appropriateness of various relational settings beyond the classroom, and the ways grading/responding to student writing can either promote or inhibit a trusting student/teacher bond. While all of these scholars have contributed to my own beliefs and ideas, I am merely identifying and classifying pedagogical movements; rather, I am synthesizing these movements’ theories and practices in order to formulate an overall critique of the strengths and weaknesses of the various approaches. I also draw heavily upon the theoretical underpinnings of psychoanalysis, feminism, reader-response criticism, and composition studies to weave together a synthesized working model of mutually beneficial teacher/student relationships as they pertain to the high school and college English classrooms. Ultimately, I suggest my own contributions to the existing scholarship that will call for a mixture of both bolder pedagogical approaches and greater relational caution, depending upon the concept and the student(s) involved. I conclude with suggestions for utilizing teacher research to formulate new theories and practices for mentor-teaching in the English classroom.
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Wall, Cathrine E. "Cultural studies in the English classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ53239.pdf.
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Alexander, J. H. "Soundings : 'listening' in the English classroom." Thesis, Queen's University Belfast, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397863.
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Mamane, M. (Michelle). "Teaching English in a multilingual classroom." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710102966.
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This paper considers how students from multilingual backgrounds are taught English in Finland. A small-scale observational study is performed of two English classes to determine the support provided for multilingual learners. It was found that although some support is provided, more support and materials are needed to provide the students an equal learning experience.
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Belsey, Nicola. "Communicative Activity in the English Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33002.
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The purpose of this essay is to investigate Year 5 pupils’ evaluation of their own abilities regarding spoken English and to see if this is reflected in an individual’s communicative activity and participation in the lesson. This essay also poses the question if it is possible to increase spoken communicative activity in the lesson through a three-week programme of interactive exercises designed to emulate the criteria of the syllabus and the National Test. A class of 24 pupils participated in the study. The material was collected through a pre-study questionnaire and a post-study evaluation, class logbook writing after each activity and my own active observations as teacher. Results show that although the majority of pupils at this age believe they can cope in a communicative situation in English, this is no guarantee of their active participation in classroom speaking activities. However, communicative activity can be increased with the establishment of the dialogical classroom characterised by genuine discourse, authentic questions and subjects relevant to the age group. At this stage, differences can be witnessed in pupils’ language skills with some able to use language strategies to achieve understanding whilst others rely on translation into their mother tongue. The study concludes that controlled practice helps those pupils with lower self confidence in the subject and pair- or group work maximises participation from all parties. It is essential that the teacher draws on the pupils’ enthusiasm for the subject in order to create a successful forum for language acquisition.
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Ivarsson, Daniel, and Fredrik Pihl. "Learner responsibility in the English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.
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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.
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Olsson, Johanna. "Media use in the english classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28456.
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Östman, Sonny. "Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class." Thesis, Linköpings universitet, Avdelningen för språk och litteratur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859.
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This study was carried out in a secondary school in Sweden and was written by one student becoming a teacher of English. The aim of this thesis is to find out how well the flipped classroom method would work in an English class in Sweden and what one needs to bear in mind when implementing the method. The following research questions guided this thesis: How did the students and teacher experience the flipped classroom as a teaching approach? What elements are important to bear in mind when implementing the flipped classroom? The main findings of this study showed that both the students and the teacher were positive towards implementing some aspects of the flipped classroom such as using video clips, as it was more student-centred and provided more variety to their English classes. Furthermore, this thesis, as well as previous studies, highlights certain aspects one needs to bear in mind when implementing the flipped classroom. Firstly, finding suitable materials is very time consuming initially when one either records or searches for suitable materials to flip that are well-adjusted to the students’ level. Secondly, one needs to understand that homework is essential for the method and one needs routines to make it efficient. Lastly, the essence of the flipped classroom is to free more time in the classroom. Therefore, one needs to construct a well-planned follow-up lesson in order to help the students’ process as to what they learn at a deeper level.
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Artan, Niklas Kanat. "Computer use in the English classroom : A comparative analysis of English teachers' thoughts and practices regarding computer use in the English classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43726.
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Society changed when it entered the 21st century when technological gadgets like the computer and tablets made our society technologically dependent. The aim of this study is to examine Swedish Secondary and Upper Secondary English teachers’ attitudes towards computer use in the English classroom. The study was carried out by using a qualitative method: semi-structured interviews. A total of 17 teachers offered their thoughts on the subject. The results show that there are both differences and similarities between the Secondary school teachers and Upper Secondary School teachers. The Upper Secondary teachers have a much more positive attitude compared to the Secondary school teachers who have a more neutral attitude. The Upper Secondary School teachers are more positive because of the 1:1 initiative while the Secondary School teachers more neutral as a result of the limited computer supply, which was problematic whenever they have classes that are larger than the amount of computers available at hand.Samhället förändrades vid sekelskiftet när teknologiska verktyg som datorn och surfplattor gjorde samhället mer beroende av teknik. Syftet med denna studie var att ta reda på engelsklärares attityder gentemot datorbruk i det Engelska klassrummet. Studien genomfördes genom att använda en kvalitativ metod: semi-strukturerade intervjuer där totalt 17 lärare intervjuades. Resultaten visar att det finns både likheter och skillnader bland grupperna. Gymnasielärarna har en mer positiv attityd gentemot datorbruk i jämförelse med grundskolelärarna som var mer neutrala, vilket var ett resultat av att gymnasieskolan har 1:1 medan grundskolan i många fall har ett begränsat antal datorer. Detta sågs som problematiskt av grundskolelärarna då dom i många tillfällen hade klasser som var större än mängden datorer tillgängliga.
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Bruder, Anne Lindsey Richards Eliza. "Outside the classroom walls alternative pedagogies in American literature and culture, 1868-1910 /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2281.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature." Discipline: English and Comparative Literature; Department/School: English and Comparative Literative.
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Rheeder, Willem Lodewikus. "History outside the classroom : the use of museums in the teaching of history." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/6584.
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In the modern technical age in which we live , knowledge of the past is often pushed into the background As a result of this history teaching often becomes an attempt to pump an assortment of arbitrary facts into the minds of scholars by means of 'chalk and talk' methods. Educationists all over the world see this tendency as the major reason for the declining popularity of history as a school subject . In other parts of the world, such as the United States of America and Britain, education departments and teachers have faced this challenge and it seems as if the status of history as a school subject has been retrieved . In the Republic of South Africa the new core syllabuses are geared towards moving away from the earlier restricted emphasis of facts, but there is very little guidance on how teachers are to implement this 'new' approach, which focus more on the "how" of history and on the teaching of historical skills In this thesis museum visits as one of the modes of outdoor education, is studied as a possible additional alternative method of teaching history in South African schools . A study is made of what museums are and of the possible educational values of museum visits. It soon becomes clear that the major beneficial aspect of museum visits could be the acquisition of historical skills such as comprehension, application , analysis , synthesis and evaluation In order to gain insight into the practical implementation of museum visits several groups were observed while visiting the museum, after which two pilot studies were undertaken in the Kaffrarian and South African Missionary Museums with Black standard ten pupils and senior student teachers . Attention is given to aspects of administrative , teacher and pupil preparation the implementation of the visit and the types of follow-up work which could be used. During and after the implementation of the two pilot studies certain characteristic problems were experienced these are : the compilation of worksheets and cultural differences . The most important of language difficulties : It also became clear that education officers at museums find it difficult to cope with the special educational needs of the different visiting groups . For this reason an approach is advocated where the teacher compiles his own worksheet suited to the needs of his specific pupils Guidelines are given as to how pre-planned worksheets could be adapted : how different question-types could be used to compile a worksheet in which skills ascend from the simple to the complex: and how worksheets could be compiled for mixed ability groups. It is hoped that this thesis will lead to renewed interest in the use of the museum in the teaching of history and will serve as guideline for teachers planning to take history "out of its coffin".
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Sterzuk, Andrea. "A study of indigenous English speakers in the standard English classroom." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19389.
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This thesis explores the experience of dialect speakers of Indigenous English in the Standard English School. Indigenous English is a dialect of English spoken by many Aboriginal people in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This classroom study was conducted in a semi-urban community in East Central Saskatchewan. The focus of the research was six children in a Grade 3 classroom, four of whom are First Nations and Indigenous English Speakers. The remaining two children are White and speakers of Standard English. The results of this study indicate that the First Nations children of this study speak a dialect of English that differs phonologically, morphologically, syntactically, and lexically from the Standard English spoken in Saskatchewan. These children are all below grade level in Language Arts and follow modified programs. They experience difficulty in phonics and spelling and are receiving additional support from classroom assistants, resource room teachers and speech pathologists. It would also appear that these children are experiencing institutional racism in a number of forms. Possible resolutions to the problems faced by these students may include teacher training and dialect awareness classes. This field has not been adequately explored and further research is needed to discover viable solutions to the issues experienced by dialect speakers of Indigenous English in the Standard English classroom.
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Hurtig, Markus. "Varieties of English in the Swedish Classroom." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-581.
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Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also examined whether the teachers actually spoke the variety of English they thought they did as well as what their views were on students using a mixture of varieties. The focus of this essay will be on American English and British English.
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Erling, E. J. "Globalization, English and the German university classroom." Thesis, University of Edinburgh, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650037.
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This thesis surveys current theories of globalization and then inspects the effects of this phenomenon on the English language. Not only has the English language changed as a result of globalization, but discourse about English has changed. This thesis will thus test the relevance of contemporary theories of English to find if they match the reality of how English is being acquired, used and appropriated in the present age. Since globalization is appropriated differently by the various societies it affects, it is important to consider each individual place with its specific history, culture and politics to evaluate different outcomes. For this reason, this thesis examines of the presence of English in the specific national context of Germany, but focuses on a group who uses the language regularly for a variety of international purposes: students of English at the Freie Universität Berlin. Methods used in this analysis include a qualitative analysis of questionnaires, discourse analysis of ethnographic interviews with students and grammatical and stylistic analyses of student essays and assignments. The results of this study shed light on various student attitudes towards and motivations for learning English as well as their means of identifying with the language. Therefore, this work also gives insights into the complex outcomes of globalization. Finally, this work suggests important pedagogical implications for English language teaching as a result of these developments.
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Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.
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Ben, yakoub Sanae. "Leadership in the English classroom in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32459.
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The concept of teacher leadership plays a crucial role when improving global educational systems. Inthe Swedish education system, teacher leadership is critical to the delivery of the English languageinstructions. However, the types of leadership styles, factors to be considered, the strategies, and rulesused by English teachers to be effective classroom leaders are generally under-researched. Moreover,English language instruction in Sweden is affected by serious issues of concern—such as lack of clearguidelines and inadequate teacher training. In light of these problems, this study aims at identifying thetypes of leadership styles, causes of leadership failure, factors that affect leadership styles, and therules and strategies utilised by teachers to become effective leaders in the Swedish education system.To provide answers to this objective, a qualitative approach that used interviews from four participantswas utilised. The results show that the interviewees were concerned that there appeared to be nospecific teacher leadership in their professional training. In this case, interviewees claimed that thetype of leadership depends on the group of students and prevailing situations. It was also found thatlack of confidence, inconvenience decisions, and not understanding students contributed to leadershipfailure, while understanding and engaging learners, staying positive, being sensitive, and establishing apositive mind-set are the common strategies used by English teachers to become effective leaders.These findings are crucial because they will add value to the existing literature, particularly theliterature on studies that focus on teacher leadership in the Swedish English classroom.
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Forsberg, Niclas. "Laughing Knives : Satire in the English Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51279.
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The aim of this study is to promote the use of satirical content in the English classroom.This study provides an analysis of three interviews with English teachers in the upper secondary school. The analysis compares earlier research with the findings from the interviews. Interview answers show through real experiences that satirical content may help students become more engaged, not only in learning English but in other social and cultural issues as well. Teachers will have to fight their insecurities about satire in order to use satirical content to its fullest potential. However, it is concluded that satire has a great potential in the English language classroom because of the number of advantages it can provide.
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Reed, Julian. "Promoting collaborative dialogue in the immersion classroom." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
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Harris, Krystal. "Translanguaging in the English classroom : A study examining young learners’ attitudes and perceptions of translanguaging in the English classroom." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193906.
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Many studies show that language learners see the benefits of using their first language in order to learn second or subsequent languages, while they also see some disadvantages. This reflects dominant ideas in language learning about the importance of keeping languages separate. The present study examines translanguaging, a strategy in which learners are encouraged to use their entire linguistic repertoires during language learning. To this aim, data are examined from Swedish learners (n= 168) in grades 7-9 to investigate their attitudes and perceptions towards translanguaging in the EFL classroom, and to shed light on the roles of age and proficiency in constraining them. The data was collected by means of a questionnaire and a proficiency test in order to measure the participants’ proficiency in English. Unlike the mixed views reported in previous studies, the learners investigated here had a positive view of translanguaging and perceived it as beneficial to their learning. Furthermore, the findings suggest that learners often used Swedish for specific functions, especially explaining grammar and vocabulary, clarifying tasks and instructions, comparing the languages and asking questions. This was even more so for low proficiency learners, who used translanguaging more for both practical and social purposes. On the other hand, higher proficiency learners used less Swedish and viewed translanguaging as less helpful. These learners also reported that their teachers used more Swedish in the classroom compared with their less proficient peers. It was also found that learners showed a greater tendency to use translanguaging with increasing age, although this might have been due to differences between teachers and their individual practices.Många studier visar att elever ser fördelarna med att använda sitt förstaspråk för att lära sig andra eller efterföljande språk, medan de också ser några nackdelar. Detta återspeglar dominerande idéer i språkinlärningen om vikten av att hålla språken åtskilda. I den här studien undersöks transspråkande (translanguaging), en strategi där eleven uppmuntras att använda hela sin språkliga repertoar under språkinlärningen. För detta ändamål undersöks data från svenska elever (n = 168) i årskurs 7-9 för att undersöka deras attityder och uppfattningar kring transspråkande i det EFL-klassrummet och för att belysa hur faktorerna ålder och färdighet påverkar dem. Uppgifterna samlades in med hjälp av en enkät och ett färdighetstest för att mäta deltagarnas färdigheter på engelska. Till skillnad från de blandade åsikter som rapporterats i tidigare studier hade de studenter som undersöktes i denna studien en positiv syn på transspråkande och uppfattade det som fördelaktigt för deras lärande. Dessutom tyder resultaten på att eleverna ofta använde svenska för specifika funktioner; särskilt att förklara grammatik och nya ord, klargöra uppgifter och instruktioner, jämföra språk och ställa frågor. Detta var ännu mer för elever med låg färdighet, som använde transspråkande mer för både praktiska och sociala ändamål. Å andra sidan använde elever med högre kompetens mindre svenska och betraktade transspråkande som mindre användbart. Dessa elever rapporterade också att deras lärare använde mer svenska i klassrummet jämfört med sina kamrater med lägre färdighet. Studien pekar också på att eleverna visade en större tendens att använda transspråkande med ökande ålder, även om detta kan ha berott på skillnader mellan lärare och deras individuella metoder.
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Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.
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Stafford, Brooke Alyson. "Outside England : mobility and early modern Englishness /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9326.
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Wong, May-sum. "A conversation analytical study of code-switching in teacher-student interaction outside the classroom /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31647935.
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Wong, May-sum, and 黃美琛. "A conversation: analytical study of code-switching in teacher-student interaction outside the classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31647935.
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Grenander, Jesper. "Code-switching inside and outside the EFL classroom : Lower secondary pupils’ experiences and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81032.
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Previous research claims that studies on pupil code-switching are lacking in number. Therefore, this study aimed to provide a picture of how lower secondary students in Sweden perceive code-switching inside and outside the Swedish EFL classroom, how the interlocutor affects the pupils’ code-switching as well as the pupils’ attitudes to the phenomenon. The material consists of semi-structured interviews with seven pupils at a lower secondary school. Qualitative content analysis was used as a method to process the interview data. The results show that code-switching occurs in relation to language proficiency in order to explain, annotate and exemplify second language content in the pupils’ first language and in this way enhance learning. This is done by the teachers when leading the class or by the pupils themselves in group discussions or during exercises. Furthermore, results show that interlocutors could be both enablers and be enabled to code-switch during discussions. In addition, the pupils had varied attitudes to code-switching where it was either seen as a mistake to code-switch, or that the pupils code-switched to add effect to their language. The pupils claimed to have different proficiency of the English language and spoke a varied amount of L1 during the lessons. However, all pupils agreed that English should be the primary language in the Swedish EFL classroom. The study concluded with a discussion on the pedagogical implications of the study where it could be used by teachers as a communicative resource.
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Little, Christopher. "Beyond England's "Green and Pleasant Land": English Romantics Outside the Musical Renaissance." UKnowledge, 2016. http://uknowledge.uky.edu/music_etds/68.
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England experienced a resurgence of musical talent in the late nineteenth and early twentieth centuries known as the "English Musical Renaissance." This rebirth spanned the years 1880 – 1945 and is credited to the work of Edward Elgar, Frederick Delius, Gustav Holst, and Ralph Vaughan Williams. Their break with Continental compositional models and the subsequent rediscovery of Tudor music and English folk song eventually created a "pastoral" musical style, heard as the authentically English musical voice.
A strain of English musical Romanticism continued parallel to the Renaissance, however, represented by Granville Bantock, Joseph Holbrooke, Rutland Boughton, Arnold Bax, and Havergal Brian. These composers retained Continental, specifically Wagnerian, Romantic techniques, including chromatic harmony, leitmotifs, virtuosic use of enormous performing forces, and an emphasis on programmatic music. Their inspiration was drawn from exotic sources and Nature's mystical, dangerous, and beguiling qualities instead of any "pastoral" traits. Each wrote emotionally extravagant music at a time when such was considered foreign to the English character.
This dissertation demonstrates the Wagnerian character of these “English Romantics” through examination of stylistic features in representative scores. Further, by presenting scores, criticism, and monographs, it affirms their sustained compositional presence through the twentieth century though English cultural tastes had turned from Germany to France, Russia, and the United States after the First World War. Finally, in challenging the standard narrative of British musical history this study broadens the concept of authentically English music to include a great deal more music “made in England.”
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Mattsson, Kershaw Anneli. "Teaching Academic English to English Learners : A literature Review on Classroom Practice." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394.
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The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies that legislate school policies therefore give teachers the directive to conduct education in ways that promote communicative abilities in academic English across all curricula. While the acquisition of an AE register entails hard work for native English-speaking students it presents an enormous challenge for English language learners (ELLs) who are faced with the triple burden of leaning basic interpersonal communicative skills (BICS) in addition to content knowledge and academic English. Classroom practices, teachers’ training, and students’ cognitive abilities are predictive factors in the successful acquisition of academic English by ELLs. This literature review, which draws on cognitive theory in addition to systemic functional linguistics theory, contributes to the topic of how to most effectively teach AE to ELLs in English speaking classrooms. The results from seven peer reviewed research sources indicate that teaching practices differ depending on the nature of the subject, but that systemic learning theory, scaffolding, and contextual awareness are reoccurring elements. Furthermore, the results imply that there are challenges including that ELLs constitute a very heterogeneous student body with varying cognitive abilities that require a variety of teaching approaches. In addition educators’ attitudes, competences and training in teaching AE across all curricula pose a challenge to the quality of instruction. Further research on the topic could involve making actual classroom observations in addition to conducting teacher interviews in schools that have content and language integrated learning in Sweden to explore what instructional methods are used to teach AE in CLIL- education.
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Keith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.
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Aychan, Ibrahim. "Extramural English Activities in the Swedish ESL Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44391.
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This literature review explores the use of Extramural English in the classroom and its effects on students’ language acquisition. Through a systematic analysis of different studies on EE activities such as video games, the Internet, gaming, and other activities, this paper will investigate the possible positive or negative effects of EE activities on students’ performance. The results of this literature review show that students who are more exposed to EE activities have a better result with regard to the acquisition of English than their peers because the language of communication in Extramural activities is mainly English. The results also show that by incorporating EE in the classroom, teachers will be able to define the student’s strengths and weaknesses through eliciting the learning evidence when learning English as a second language.
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Harvey, Selena. "Learning English in the multilingual classroom: Student Voices." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29793.
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This dissertation seeks to investigate language diversity in the classroom and ways in which this could be a resource for teachers. By looking specifically at the experience of learning English as a third language, it aims to establish what if any differences exist between L2 and L3 learners. By first looking at the overall attitudes to learning English with the use of a survey, I hoped to identify any differences between these two groups of learners. Based on these results, focus groups were used to find out what strategies were employed and how ability, motivation and personality affected these learners. The results show that whilst there is a tendency for L3 learners to be more aware of their individual language development than L2 learners, we cannot generalize. All students are motivated by travel, as this is seen as an opportunity to communicate with other nationalities. It would appear that L3 learners have greater access to travel since they often have relatives in different countries. This study also showed that students are not used to reflecting on their learning and this is something that we, as teachers should encourage in order to help students find appropriate strategies that work for them. Finally, this study showed that all students could benefit from a move away from a contrastive Swedish/English environment to a more inclusive study of language typology in general.