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Soderberg, Karen Amelia Phillips. "A survey of selected contemporary Swedish choral composers and literature." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185410.
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This study presents a survey of selected Contemporary Swedish Choral Composers and Literature representative of the trends in contemporary Swedish choral music. The varied compositional styles and techniques of composers Sven-David Sandstrom, Thomas Jennefelt, Karin Rehnqvist and Andres Hillborg exemplify these trends. Little information is readily available about the current generation of choral composers outside of Sweden. Most of the available materials concentrate on the music of composers of the 1940s Monday Group such as Sven-Erik Back and Ingvar Lidholm and Karl-Birger Blomdahl, the works of Gunnar Bucht of the 1950s who reacted against modernism, the 1960s avant-garde styles of Bengt Hambraeus, Sigfriend Naumann, Arne Mellnas and Folke Rabe. This survey discusses the life, career and musical styles of each of the composers and analysis of an a cappella work illustrative of their musical styles. Fundamental to the growth and musical development of the representative composers is an examination of the historical background, foundation and tradition of choral singing in Sweden. The select bibliography, list of works by the composers, catalogs of choral music, list of institutions and organizations, and publishers, is intended to serve as a reference guide.
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Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.
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Eriksson, Karolah. "Literature as a Tool for Personal Development : what do Swedish Secondary School Pupils Learn from Reading Literature in English?" Thesis, Högskolan Dalarna, Engelska, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2270.
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Broome, A. H. "Swedish literature on the British market 1998-2013 : a systemic approach." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1468791/.
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This thesis examines the role and function of contemporary Swedish fiction in English translation on the British book market in the period 1998-2013. Drawing on Bourdieu’s Field Theory, Even Zohar’s Polysystem Theory and DeLanda’s Assemblage Theory, it constructs a model capable of dynamically describing the life cycle of border-crossing books, from selection and production to marketing, sales and reception. This life cycle is driven and shaped by individual position-takings of book market actants, and by their complex interaction and continual evolution. The thesis thus develops an understanding of the book market and its actants that deliberately resists static or linear perspectives, acknowledging the centrality of complex interaction and dynamic development to the analysis of publishing histories of translated books. The theoretical component is complemented by case studies offering empirical insight into the model’s application. Each case study illuminates the theory from a different angle, creating thereby a composite picture of the complex, essentially unmappable processes that underlie the logic of the book market. The first takes as its subject the British publishing history of crime writer Liza Marklund, as well as its wider context, the Scandinavian crime boom. The second case study considers the role of multi-platform mediality and media convergence in the case of John Ajvide Lindqvist’s vampire novel Let the Right One In. The Swedish contribution to Canongate’s Myth series, The Hurricane Party by Klas Östergren, is then examined through the lens of a globalising world literature. The final case study widens the scope to the institutional level by analysing the role and impact of the Swedish Arts Council’s efforts to disseminate Swedish literature abroad. Together, the case studies begin to illuminate the functioning of the contemporary translated fiction market in the UK, providing a nuanced understanding of the success of Swedish fiction in English translation.
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Almqvist, Whilma. "”I Want to Make Them Think” : An Analysis of Teachers’ Use of Dystopian Literature in the Swedish EFL Classroom." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51060.
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This study aims to investigate the role of dystopian literature in the Swedish EFL classroom. In particular, it intends to investigate and analyze the method that Swedish EFL teachers use to employ this genre into the classroom, as well as the aim for the usage. The study is qualitative and has been carried out through the conducting of semi-structured interviews consisting of open-ended questions. The findings of the study show that there are a number of common aims and methods among the respondents. The aim for the using of this particular genre was commonly to increase the students’ willingness to read by working with literature that would hopefully be appealing to them. Common methods for using this genre of literature include discussions in different group-constellations, as well as employing films and shorter video clips as a complement to the standard literature used during lectures. Further findings show that teachers are inclined to adapt their teaching depending on the individual student groups. In other words, there is a tendency among the respondents to be flexible in their teaching, in order to favor students’ development in the English language.
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Karlberg, Anna. "Swedish hydropower : A literature study about Swedish hydropower, environmental impact and EU: s Water Framework Directive." Thesis, Högskolan i Gävle, Avdelningen för bygg- energi- och miljöteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20301.
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In Sweden, EU: s Water Framework Directive led to an investigation that started in April 2012 by the Swedish government, called Vattenverksamhetsutredningen freely translated to "Water Activities Survey", with the purpose to investigate the Environmental Code’s rules concerning water activities and water plants. The survey is divided into 3 reports, two sub-reports and a final report. One of the sub-report is focused on Swedish hydropower and the investigators found that many hydropower plants have old permits. One suggestion in the survey was to reconsider old permits so they would become consistence with today’s Environmental Code. There have been discussions regarding whether Sweden will lose much of its electricity production from hydropower as an outcome if the survey’s suggestions becomes reality. The aim with this literature study is to investigate how the EU: s Water Framework Directive and the Water Activities Survey will affect Swedish hydropower and if there will be a decrease in electricity production as an outcome if the suggestions made in the survey becomes reality. The results in this literature study shows that there will probably be a decrease in production for Swedish hydropower, but with how much is hard to say because the Swedish government has not yet decided what they will do with the suggested actions in the Water Activities Survey. A comparison is done with Sweden’s import and export statistics between the years 2001-2014 with a predicted loss of 13 TWh per year, which is a number taken from a survey made by Vattenfall. A comparison with a loss of half of 13 TWh per year is also done. Between the years 2001 and 2014 Sweden imported electricity 6 out of 14 years and exported electricity 8 out of 14 years. If adding the predicted loss of 13 TWh per year to the import and export statistics, Sweden would have had to import electricity 12 years and export 2 years. If adding a loss of 6.5 TWh per year Sweden would have had to import electricity 8 years and export 6 years. The conclusions is that Sweden will have to import a lot more electricity if only looking at import and export statistic if the loss of electricity is between 6.5-13 TWh per year.
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Leckie, Falina. "Students’ Perspectives on Extensive Literature : Using Literature to Enhance Communicative Competence and Cultural Understanding in the EFL-Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21115.
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The aim of this thesis is to investigate the use of literature within the Swedish Upper Secondary EFL-classroom from the students’ perspective. How do the students in the study relate to literature and its use to enhance and enable their communicative competence and cultural understanding? Also, how do their answers compare with their teacher’s and the adult perspectives and findings from previous international research? The empirical data obtained from the study has been analysed from the perspectives of sociocultural and motivational theory, and the findings show that the participating students believe literature to be a good didactic tool to apply in the EFL-classroom, both in order to enhance their communicative competence and their cultural understanding. The students prefer to have a sociocultural approach to their literature-learning, with group-discussions of various sizes. The key for the students in this respect is interesting, relevant and engaging subject-matter, as well as a positive and motivational teacher. The responses given by the students correlate with those given by their teacher as well as previous international research. The students regard literature as a way of gaining new perspectives, as well as experiencing language in use. Where they diverge somewhat from the international research is in regard to literature’s use for enhancing their competence to speak in class, and that some students seem to think that communication and cultural understanding are separable. Future studies within this field might include the conducting of a larger and more in-depth survey regarding the students’ ideas about literature, culture and communication. Why do so many of the student respondents neither agree nor disagree with the statement concerning communication and cultural understanding being inseparable? This can be an important issue to investigate in today’s global climate of cross-cultural and intercultural experiences, especially in view of the political climate of diverse attitudes towards refugees, immigrants and emigration
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Fullerton, John Andrew. "The development of a system of representation in Swedish film, 1912-1920." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386274.
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Pesa, Makrina, and Emy Arnekull. "Canon VS No Canon - Which English Literature is Used in Swedish Upper Secondary Schools?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34560.
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Throughout our teacher education, we have seen and felt the need for suitable literature in the English courses for upper secondary education in Sweden. Our purpose was to investigate which literature teachers in the field are using in their different courses, and with that constitute a list that can be used by teachers. Furthermore, we also investigated, among other things, which qualities the teachers are looking for when choosing suitable literature for their students and courses. Previous research has shown the significance of using literature for language and cultural development, and therefore a list as ours can contribute to aiding upper secondary teachers. To execute this research, we have chosen to use both a qualitative and quantitative method, in the form of a survey and interviews. Our results showed that all teachers are using some sort of literature for language development, and the vast majority are having difficulties finding suitable literature for their students. Moreover, the vast majority of our interviewees took a negative stand towards having an official canon, however they were open for using an unofficial canon as inspiration.
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Kjellström, Antonia. "Twisting the standard : Non-standard language in literature and translation from English to Swedish." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70039.
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Non-standard language, or dialect, often serves a specific purpose in a literary work and it is therefore a challenge for any translator to recreate the non-standard language of the source text into a target language. There are different linguistic tools an author can use in order to convey non-standard language, and the same is true for a translator – who can choose from different strategies when tasked with the challenge of translating dialectal features. This essay studies the challenge of recreating dialectal, non-standard speech in a work of literature and compares four different translations of that same piece of literature into another language. With this purpose in mind, the novel Oliver Twist by Charles Dickens is analysed using samples of non-standard language which have been applied to indicate a character’s speech as dialectal. The same treatment is given to four different Swedish translations. The method consists of linguistically analysing four text samples from the original novel, to see how non-standard language is represented and which function it serves, and thereafter, comparing the same samples to the four Swedish translations in order to establish whether non-standard features are visible also in the translated novels and which strategies the translators have used in order to achieve this. It is concluded that non-standard language is applied in the source text and is represented on each possible linguistic level, including graphology, morphosyntax, and vocabulary. The main function of the non-standard language found in the source text samples was to place the characters in contrasting social positions. The target texts were found to also use features of non-standard language, but not to the same extent as the language used in the source text. The most common type of marker was, in all five of the texts, lexical items. It was also concluded that the most frequently used translation strategy used in the target texts was the use of various informal, colloquial features.
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Cameron, Cathleen Morgan. ""China" as theatrical locus performances at the Swedish court, 1753-1770 /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167269.
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Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2005.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0985. Chair: Eugene Chen Eoyang.
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Svensk, Rebecka. "Using Swedish (L1) in the English (L2) Classroom : A study examining how much, when, and why teachers use Swedish in the English classroom." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-39230.
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The present study examined how much, when, and why six Swedish primary school teachers use Swedish when it comes to teaching English as a second language to students in years 4-5. This study also aimed to answer whether the L1 use is affected by the teacher’s education, experience, or confidence, and how the L1 use differed between years 4-5, if at all. In summary, the study showed that the participating teachers used a small amount of Swedish in the English classroom. The use was not unnecessary; it was used with a purpose in mind. Although there were some signs of guilt as a result of using L1, the teachers were not reluctant to use it. The teaching was influenced by the sociocultural theory, communicative language teaching, and cooperative learning; all theories and approaches promoting active learners and scaffolding. L1 was seen as a learning and teaching tool to help increase students’ comprehension, reduce anxiety, and enhance L2 acquisition. All teachers agreed that L1 needs to be balanced and adapted to fit the learners’ comprehension. There was no evidence of L1 use being affected by the teachers’ education, experience, or confidence; as well as no evidence of differences between years 4 and 5. Further observations would have to be made to conclude whether the L1 use differs for the above mentioned reasons.<br><p>Godkänt datum 2020-01-19</p>
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Tayem, Leila. "Genusperspektiv i barnlitteratur i Sverige i jämförelse med arabisk barnlitteratur Gender perspective in children’s literature in Sweden in comparison with the Arabic children’s literature." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11998.
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DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.
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Henriksson, Martina. "An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21119.
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The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.
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Granath, Simon. "Teaching literature in upper-secondary English class : A qualitative study of Swedish teachers' approaches and experiences." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38332.
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The reasons for incorporating literature in foreign language classrooms range from increased language proficiency and gaining cultural experience to increasing literary knowledge. In Swedish upper-secondary school, literature inclusion is advocated by the course curriculum, but with few specifics as to how teachers should approach it. This study investigates how teachers approach literature teaching, what their ideals for their teaching are, and what difficulties they experience when teaching. These questions were addressed in semi-structured interviews with seven upper-secondary school teachers. The data was analyzed using Content Analysis. The results show that the teachers viewed the role of literature as a way to enhance students’ social and cultural awareness, as well as their language proficiency. The teachers emphasized maintaining and cultivating students’ interests by choosing literature that contain themes relatable and interesting to students, as well as by enthusing students when introducing the texts. When working with the texts the most common assignments and exercises were based on literary analysis and subjective student reflection. The biggest constraint perceived by the teachers were unmotivated and uninterested students. A possible conclusion to be drawn from the research is that it is increasingly important for teachers to connect to students’ needs and interests when incorporating literature. A suggestion for further research is therefore to investigate students’ perceptions and experiences with literature in English class. In addition, the efficiency of literature teaching approaches needs to be researched, as this area is fairly unexplored.
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Waltå, Göran O:son. "Poet under black banners : the case of Örnulf Tigerstedt and extreme right-wing Swedish literature in Finland 1918-1944." Doctoral thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-128441.
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Kriström, AnnaKarin. "De gränslösa böckerna : om Hans Alfredsson och Barbro Lindgren i 60- och 70-talens allålderslitteratur /." Stockholm : Eriksson & Lindgren, 2008. http://bilder.panorstedt.se/bilder/omslag/224/73770224_O_1.jpg.
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Isvind, Elin. "Diversity is Magical : Teaching representation through fantasy literature in the intercultural classroom." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23595.
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The world today is globalized like never before and with countries becoming more multicultural it is important to strive towards an intercultural society. This essay aims to answer the question “In what ways can one teach representation in the intercultural classroom through fantasy literature?”. That is, to illustrate and exemplify how one can use fantasy literature in the English classroom to give students intercultural knowledge through discussions on representation and intersectionality. The discussions in the essay are based in the democratic values stated in the Swedish course curriculum for upper secondary school (Gy11) in relation to the theoretical background. With examples from the book Who Fears Death by Nnedi Okorafor, the essay breaches both difficult and sensitive subjects that can be discussed to make certain issues less alien for the reader. Cultural diversity is magical and it is important that students get the right tools to form deep relationships across cultural borders, and the fantasy genre is a great tool to use in the classroom to lessen these bridges between different cultures since the genre creates an arena for intercultural meetings where ‘the other’ is in focus, which reduces the alienating aspect of different cultures and identities.
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Heggestad, Eva. "Fången och fri 1880-talets svenska kvinnliga författare om hemmet, yrkeslivet och konstnärskapet /." Uppsala : Avdelningen för litteratursociologi vid Litteraturvetenskapliga institutionen, 1991. http://catalog.hathitrust.org/api/volumes/oclc/27799222.html.
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Borgström, Eva. ""Om jag får be om ölost" : kring kvinnliga författares kvinnobilder i svensk romantik /." Göteborg : Anamma, 1991. http://catalogue.bnf.fr/ark:/12148/cb369560127.
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Holmberg, Sjöling Christian. "A corpus-based investigation of Swedish upper secondary school students’ vocabulary." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-38943.
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The aim of this investigation was to contribute with more knowledge concerning the learning and teaching of English vocabulary in Swedish upper secondary school in Sundsvall by answering the following research questions: Which CEFR level does each group’s vocabulary meet after29excluding K1 and K2 words? How accurate is the vocabulary production of the two groups in relation to each CEFR level? I also hypothesized that the group of students attending the Natural Science programme would be more proficient than the group attending the Economics programme since the former had studied the course English 5 longer and attend a more theoretical and advanced programme than the latter. Therefore, I gathered 30 essays from students attending the Natural Science programme at one school and 30 essays from students attending the Economics programme at another school to be analysed and compared. To analyse the material, I utilized Walker and Allan’s (2018) method which allows one to analyse vocabulary usage in relation to frequency levels and CEFR levels. The results demonstrated that the Natural Science group was more proficient than the Economics group, which also supported my hypothesis; however, there was variation in proficiency between students within both of the groups. The results had several implications for future teaching and learning of vocabulary in Swedish upper secondary school and these were primarily concerned with different ways of teaching weaker and stronger students mid-frequency and low-frequency vocabulary. In the future, it would be interesting to investigate how high-achieving students are taught mid-frequency and low-frequency vocabulary.<br><p>Godkännande datum 2020-01-19</p>
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Blomqvist, Tünde. "Mellan två stolar : Författarskap i Sverige med ungerskspråkig bakgrund 1945–2015." Doctoral thesis, Uppsala universitet, Finsk-ugriska språk, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324811.
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The aim of this thesis is to map and analyse literature written by authors with a Hungarian-language background who moved to Sweden between 1945 and 2015, and who have published literary works in book format. From the perspective of the sociology of literature, this thesis focuses on publishing channels and possibilities, the authors’ and their works places in the literary value system and feed-back in the form of reviews, but also choice of language, theme, and genre. The approach of the research for this thesis is new in Hungarian and Swedish literary studies, as the literary works are analysed irrespective of the language in which they are written. The research corpus consists of both Hungarian and Swedish literary works and one book in English. The second chapter presents the research that Hungarian researchers have conducted on Hungarian migration literature and offers an overview of the questions and results arising from this research. The authors with a Hungarian-language background in Sweden were divided into four groups, based on the time of their migration to Sweden. Four chapters, which comprise the analytic part of the thesis, present and analyse the author groups and their literary activities regarding language, purpose of any code-switching, chosen theme, and genre. The first group consists of authors who migrated to Sweden during the decade after the Second World War (1945–1955). The second group came between 1956 and 1958 in the aftermath of the Hungarian Revolution of 1956. The third group consists of Hungarians who moved to Sweden during the communist era, between 1959 and 1989. Finally, the fourth group came after the fall of communism (1990–2015). As many as half of the authors chose either Hungarian or Swedish as their language and there are surprisingly few authors working in both languages. The publishing channels depend on the literary works language and theme, and only half of the books have been published at established publishers. The literary works of these authors are categorized as Swedish-Hungarian migration literature. Literary history works until now have neglected these type of literatures, but it is imperative that the study of literature finds a way to acknowledge, include, position, and group them.
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Hynam, Adam. "Strategies for vocabulary acquisition in EFL teaching according to research – A Swedish context : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101025.
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Vasu, Casandra. "Dyeing Sutton Hoo Nordic Blonde: An Interpretation of Swedish Influences on the East Anglian Gravesite." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1208311061.
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Waltå, Göran O:son. "Poet under black banners the case of Örnulf Tigerstedt and extreme right-wing Swedish literature in Finland, 1918-1944 /." Uppsala : Stockholm : [Uppsala universitet] ; Almqvist & Wiksell International, (distr.), 1993. http://catalog.hathitrust.org/api/volumes/oclc/29476101.html.
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Nilsson, Skåve Åsa. "Den befriade sången : Stina Aronsons berättarkonst." Doctoral thesis, Växjö universitet, Institutionen för humaniora, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1085.
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Den befriade sången. Stina Aronsons berättarkonst Liberated song. Stina Aronson’s narrative art Abstract This thesis discusses the narrative art of the Swedish author Stina Aronson (1892-1956) with special emphasis on Hitom himlen (“This Side of Heaven”) from 1946. This work forms the subject of the first part, with formal aspects like narrator construction, composition and genre as the starting-point. These aspects, and the originality with which they are treated by Aronson, are put in relation to modernist æstheticism. In the next step the modernist approach is linked to a discussion of modernity. The basis of this thematic analysis consists of entities like language, time, faith and individuality, all of which play an important part in Aronson’s writing. The thematization of individual freedom versus determinism makes the work a counterpart to existentialism, the current philosophy of the time. What becomes especially apparent is a striking ambivalence towards modernity, but also towards a more traditional, almost pre-modern, attitude to life prevailing in the severe Læstadianist village community described. This interpretation deviates from the idea of pure civilization criticism and of the near idealization of the world described, which has dominated earlier analyses of the Aronson’s work. Gender issues, too, play an important part in the thesis, especially in the section analyzing the main characters and the attitudes they represent. The two central characters of the text are women and they are fundamentally different. The criticism of the village community and the destructive effects on the individual of the austere faith is most evident in the portrait of Mira, one of the women. She emerges as a more modern character than the others, driven by an urge to break free and make her own destiny, a project which, however, fails completely. There are several reasons for this, but the decisive factor is that as a woman she is more strictly bound by conventions and norms in the surrounding environment and interpretative community. Part II discusses the author’s other works published in book form. The textual forms and their possible relation to modernism are discussed to some extent, but above all the same issues concerning modernity and gender are tested as outlined in the first part. Ambivalence vis-à-vis the modern is also noticeable in the early works, albeit in a less sophisticated way. The problematization of gender roles is a marginal but essential element in these works, most evident in those produced around 1930 and gradually becoming more and more complex. What is striking is the recurrent existence of gender-transcending characters. Aronson’s characters are depicted over and over again as untypical of their sex, which altogether conveys the image of a world where there is something fundamentally wrong with expectations. In the collected works of Aronson these themes remained constant throughout the great variation in genre, form and contents ever since the début in 1921 to her last work in 1952: opposition against all forms of normalizing categories prescribing how people should believe, communicate, experience time and function as man or woman.
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Englund, Micaela. "English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21348.
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Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.
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Johansson, Emma. "The School Canon : A Study about a Possible School Canon of English Literature at Swedish Upper Secondary Schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24738.
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The purpose of this essay has been to examine whether there is a school canon for fiction in the teaching of English at upper secondary schools in Sweden and how such a canon takes shape. The study has been carried out by compiling lists of books and interviewing teachers in the region of western Kronoberg. There turned out to be a number of books that were recurring in the schools such as Of Mice and Men by John Steinbeck and Stone Cold by Robert Swindells. The study found a few patterns in the school canon which the mentioned titles fit well into. The books of the school canon turned out to mainly be either classics or youth novels. It was also found that the books of the school canon mainly portrayed the Anglo-Saxon world and that the main characters were mostly boys/men which the school canon has in common with the Western canon. The theoretical approach has been that of cultural capital as presented by John Guillory. His ideas of canon formation, which is mainly focused on the Western canon, are compared to the formation of a school canon. This essay claims that the shaping of the school canon has some things in common with Guillory’s ideas of canon formation but since the school canon has a clear purpose in that the literature has to be suitable for teaching and teachers in interviews claim universities are losing influence over school’s literature selection, teaching aspects play a greater part in the shaping of a school canon.
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Lindeberg, James. "Simplification of Swedish Text by Monolingual Machine Translation Transformation Rules for Simplified Swedish." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352897.
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Discussions on the concept of ”Klarspråk” and ”Lättläst” are major topics in Sweden at the moment with efforts towards increasing readability of government organization information in the project ”Begriplig Text”. In the field of natural language processing, a lot of efforts have gone into text simplification. This thesis examines the possibility of using hand crafted transfer and generation rules to increase the readability of text through monolingual machine translation. Transfer and generation rules were developed that handle Swedish grammatical structures including explicitivity and word order. The data used in this thesis consist of manually collected data sets from government organization websites and Uppsala University. The translation results were evaluated using manual evaluation and the automatic readability evaluation methods LIX, OVIX and nominal ratio (NR). Test results show that the developed rules can produce successful transformation on text although not significantly altering the automatic evaluation scores. The results from the manual evaluation show that a higher readability can be achieved with the developed rules although more tests on bigger data sets are needed in order to fully evaluate all rules developed in this thesis.
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Oldby, Jennifer, and Elin Rushworth. "Is Early L2 Reading of Children’s Literature a Good Idea? : How the attitudes to reading English children’s literature affect book access and teacher-library collaboration in two Swedish primary schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41885.
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This case study investigates how teachers’ and school librarians’ attitudes towards L2 reading in years 1-4, as well as their perceived book access and teacher-library collaboration, influence the use and reading of English children’s literature in two Swedish primary schools. This study is motivated by the importance the English language has in Sweden for higher education, the previous research proving powerful language benefits of extensive L2 reading, as well as the recent proposition to strengthen the school library’s role in Sweden. The data collected through qualitative, semi-structured interviews suggests that the participants’ attitudes affect book access, teacher-library collaboration and finally the pupils’ reading of English children’s literature at school. The results show that a confident and positive attitude towards early L2 reading appears to result in more reading, whereas more hesitant attitudes result in less reading. Despite the positive attitudes towards L2 reading in general, most teachers still displayed ambivalent attitudes toward dedicating ample class time to the reading of English children’s literature in the earliest years, often perceiving such reading as too difficult for their pupils. This ambivalence negatively affects the teacher-library collaboration, the inadequate access to physical books catering for the youngest pupils, as well as these learners’ early exposure to English reading. The results indicate that the interpretative nature of the English syllabus has teachers perceive the urgency of reading English children’s literature differently, consequently resulting in different reading practices. In a macro perspective, an unwelcome consequence for Swedish pupils may be an unequal reading preparation for the increasing English demands ahead.
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Petersson, Emmy. "Reading Attitudes in English 5 : Swedish Pupils' Attitudes towards Reading in English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52092.
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The aim of this essay is to investigate Swedish upper secondary pupils’ attitudes towards reading in English. 190 pupils from three different schools in southern Sweden have answered a questionnaire in order to find out about what they think about reading in English and where they think the importance lies. The results show that a majority of the pupils find reading instructive, and generally a positive attitude is shown. When it comes to the importance, many pupil regard reading as a tool for them to develop their language, since the reading gives them new vocabulary, and an understanding for grammar and sentence structure. The results also show minor differences between girls and boys, and between the pupils who study a vocational programme and those studying an academic programme.
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Skog, Emma. "Literature in the EFL Classroom : How EFL Teachers in a Few Swedish Secondary Schools Use Novels in Their Classrooms." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72043.
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Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use literature in the EFL classroom I made a literature review, and inorder to answer my questions about how novels are used in a few Swedish EFLclassrooms, I made a survey, consisting of a questionnaire, for EFL teachers. In my literature review I find that researchers and teacher manualspropose the use of either authentic novels or Graded Readers in the EFL classroom.The respondents of my survey agree with this as the majority of them use Young Adultnovels and Graded Readers. Most common among the respondents of the study is tolet the students talk about the novel they read together in groups, a type of assignmentthat is supported by research and teacher manuals. In my study I cannot find any solidsupport that previous experience affect the use of novels in class.<br>I den svenska kursplanen för engelska står det att ”skönlitteratur och annan fiktion”(Skolverket 2018, 36) ska användas i undervisningen på högstadiet. I den häruppsatsen undersöker jag hur romaner används i engelskaundervisningen på någrasvenska högstadieskolor. Vilken typ av romaner används och vilken sorts uppgifter fåreleverna arbeta med under ett läsprojekt? Finns det några skillnader i hur mananvänder romaner i undervisningen baserat på tidigare erfarenheter? För att ta redapå varför och hur man ska använda skönlitteratur i undervisningen gör jag enlitteraturgenomgång. För att besvara mina övriga frågor genomför jag en studie medhjälp av en enkät för engelskalärare.I min litteraturgenomgång visar det sig att forskare och handböcker framhålleratt autentiska romaner och s.k. Graded Readers är vad som bör användas. Min studievisar att respondenterna använde just autentiska ungdomsromaner och GradedReaders i sin undervisning. Dessutom lät majoriteten av lärarna i studien sina eleverjobba med litteraturen genom att samtala i grupper, vilket framhävdes som ettfördelaktigt arbetssätt även i litteraturgenomgången. I studien fann jag inget stöd föratt tidigare erfarenhet påverkar hur man använder romaner i sin undervisning.
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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION." Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.
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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.
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Petersson, Helena. "Subject-Verb Agreement in ESL texts : A corpus-based study of Swedish ESL students' written production." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37331.
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Eriksson, Michaela. "Let's Speak about the Unspeakable : Using Anderson's Speak in the Swedish Upper Secondary Classroom to discuss Sexism and Sexual Assault." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71789.
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This essay examines how Anderson’s Speak can be used in the Swedish Upper Secondary classroom to talk about the difficult topics ‘sexism’ and ‘sexual assault’. The paper discusses several examples of where the power structures between the genders affect the main character of Speak. The novel contains a connection to Hawthorne’s The Scarlet Letter, which is also discussed in this essay, focusing on the timelessness of the issues discussed. The conclusion is that the difficult topics in Speak are important to discuss in the classroom, because a functional way of battling sexism is through vocalizing the problem.
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Waltå, Göran O:sson. "Poet under black banners : the case of Örnulf Tigerstedt and extreme right-wing Swedish literature in Finland 1918-1944 /." Stockholm : Almqvist och Wiksell, 1993. http://catalogue.bnf.fr/ark:/12148/cb35614494j.
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Rhodes, Sofia. "The Global Trend towards English-Medium Instruction : A literature review on EMI/CLIL in a Swedish and European Perspective." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28257.
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This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.
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Roseban, Guillaume. "The firearm-related violence in Sweden: The case of Malmö. A Systematic Literature Review from a non-Swedish perspective." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25880.
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The increase of firearm-related violence has plagued Sweden, and specifically Malmö, for thirty years. This Systematic Literature Review gathered ten articles from different fields in order to discern the causes behind such an increase, the mechanisms of gun violence in a Swedish settings and the implications for Malmö on a criminological level. Results showed that a combination of factors such as the illegal importation of illicit firearms and the expansion of organized criminal groups in vulnerable territories were responsible for a shift of pattern in homicide. This change is preventing the police from properly solving homicide cases and the criminal justice system from prosecuting them. All in all, firearm violence is strongly related to gang activities in the three largest Swedish cities and the reason why Malmö is the most affected may be explained by the large number of clustered near-repeat shootings spread over three neighborhoods considered vulnerable. Actions have been taken though still require some analysis.
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Larsson, Anna. "Personal Growth through Literature : A Case Study of Using Letters From the Inside in Teaching for Swedish Lower Secondary School." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61673.
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This thesis investigates ways in which literature, in this case the novel Letters From the Inside, can be used in teaching English and how it can support personal growth. The teaching is undertaken in the context of reader response, which basically means that readers use their previous knowledge to interact with texts. Langer’s envisionments and Chambers’ Tell me-approach serve as the theoretical framework; both are related to each other and to personal growth. The selection of books is discussed and the importance of choosing a book that is relevant for the pupils is pointed out, as well as the obvious statement that motivation rises when the chosen novel is appreciated by the reader who has affinity with the characters. Conclusions drawn are that personal growth is a wide concept, for which interaction is important, since it may increase the understanding of others. A tolerant and safe classroom environment is necessary, especially if you want pupils to discuss personal and perhaps, subjects that are sensitive to them.
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Svensson, Martin. "Postcolonial Literature in Swedish EFL Teaching: : A Didactic Consideration of Teaching Postcolonial Literary Concepts with Examples from Arvind Adiga's The White Tiger." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49912.
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This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.
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Strömbergsson, Katarina. "Att möta vampyren : Hur kan Twilight behandlas i skolan?" Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-87800.
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This essay discusses how popular literature in general and Stephanie Meyer’s Twilight-series in particular can be useful in the classroom, despite, or rather, thanks to, its inherent problems concerning gender roles, relationships and the power systems within them. The essay takes a reader and teacher centered approach in describing both the problems of Twilight and the ways these problems can be worked with in the context of the school subject Swedish in upper secondary school. It makes an inventory of Twilight’s problematic aspects, and attempts to use them in conjunction with the governing documents of the Swedish school system
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Norgren-Bergström, Tobias. "English Grammar Instruction in English 5 Three Swedish upper-secondary school English Teachers’ Perspectives on Grammar Instruction." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67737.
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This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.
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Askarieh, Sona. "Cohesion and Comprehensibility in Swedish-English Machine Translated Texts." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108468.
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Access to various texts in different languages causes an increasing demand for fast, multi-purpose, and cheap translators. Pervasive internet use intensifies the necessity for intelligent and cheap translators, since traditional translation methods are excessively slow to translate different texts. During the past years, scientists carried out much research in order to add human and artificial intelligence into the old machine translation systems and the idea of developing a machine translation system came into existence during the days of World War (Kohenn, 2010). The new invention was useful in order to help the human translators and many other people who need to translate different types of texts according to their needs. The new translation systems are useful in meeting people’s needs. Since the machine translation systems vary according to the quality of the systems outputs, their performance should be evaluated from the linguistic point of view in order to reach a fair judgment about the quality of the systems outputs. To achieve this goal, two various Swedish texts were translated by two different machine translation systems in the thesis. The translated texts were evaluated to examine the extent to which errors affect the comprehensibility of the translations. The performances of the systems were evaluated using three approaches. Firstly, most common linguistically errors, which appear in the machine translation systems outputs, were analyzed (e.g. word alignment of the translated texts). Secondly, the influence of different types of errors on the cohesion chains were evaluated. Finally, the effect of the errors on the comprehensibility of the translations were investigated. Numerical results showed that some types of errors have more effects on the comprehensibility of the systems’ outputs. The obtained data illustrated that the subjects’ comprehension of the translated texts depend on the type of error, but not frequency. The analyzing depicted which translation system had best performance.
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Carlshamre, Love. "Den omöjliga utopin : En läsning av Sara Stridsbergs Drömfakulteten." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180902.
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Utopias, by their very nature, verge on the impossible. Yet utopian dreams continue to inform the literary imagination. Why is that, and how? The present thesis approaches these questions through a reading of Drömfakulteten: - tillägg till sexualteorin (The Faculty of Dreams: Amendment to theTheory of Sexuality or Valerie), a novel or “literary fantasy” about the life and work of radical feminist and writer Valerie Solanas, by the Swedish writer Sara Stridsberg. The reading examines the possibility of utopian desire and imagination in a hopeless and anti-utopian world. I argue that Drömfakulteten revolves around, and tries to resolve, a seemingly impossible contradiction: to represent an unbearably closed and confined existence, and, at the same time, to break out of this closure from within. A pervading aim of the thesis, then, is to render visible the forms and flows of utopian desire in Stridsberg’s novel. The first part of the reading does this by connecting Drömfakulteten to Fredric Jameson’s and Northrop Frye’s perspectives on historical genres and modes; especially, but not exclusively, on romance. Here, I primarily examine the mechanisms that continually distort and pervert utopian desire in the text. The second part, in contrast, takes as its starting point those utopian forms and impulses that appear to escape or unsettle such distorting mechanisms. The theoretical framework at this stage is provided by Jameson’s structural readings of romance and the utopian form, as well as José Esteban Muñoz queer-utopian thinking. I contend that Drömfakulteten can be read as a narrative structure directed towards a determined closure or ending, which is opened up through various – essentially utopian – strategies.
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Andersson, Emma-Ida Sundström Emma. "Bilden av tjejen i svensk ungdomslitteratur : en litteraturanalys av nio ungdomsböcker ur ett genusperspektiv = [The image of the girl in Swedish youth literature : a literature analysis of nine youth novels from a gender perspective] /." Borås : Högsk. i Borås, Bibliotekshögskolan/Biblioteks- och informationsvetenskap, 2004. http://www.hb.se/bhs/slutversioner/2004/04-112.pdf.
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Törnqvist, Egil. "Robert Lyons, Swedish Midsummer in Shakespeare’s Dream. A Study of the Creative Process Resulting in Eva Bergman’s 1989 Production of A Midsummer Night’s Dream at Backa Theatre, Göteborg, Sweden. Department of Literature, Göteborg University. Göteborg 1998." Uppsala : Svenska Litteratursällskapet, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200741.
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Jerre, Julia, and Nada Salameh. "Barns flerspråkighet och språkutveckling i svenska förskolor : Children´s multilingualism and language development in Swedish preschools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41833.
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Syftet med den här undersökningen är att granska hur pedagogerna från två olika förskolor i Malmö Stad arbetar, där det finns flerspråkiga barn och vuxna i verksamheten. Undersökningen har utförts med hjälp av intervjuer med förskolepersonalen, som förklarar hur vardagen ser ut i förskolan samt hur pedagogerna väljer att lägga upp sitt arbetssätt kring flerspråkighet och språkutveckling i deras undervisning. I vår studie utgår vi ifrån det sociokulturella perspektivet, vilket har som utgångspunkt ifrån språkutvecklingen och lärandet som sker i samspel med andra människor berättar Säljö (2000). Resultatet av vår studie visar att förskolepersonalen använder sig av varierande metoder och kommunikationsverktyg i sitt arbete samt att de strävar efter att uppmärksamma alla barns olika modersmål. Pedagogerna kopplar den språkliga praktiken till kultur och etnisk tillhörighet, för att skapa trygghet för barnen på förskolan. Förskole pedagogerna använder sig av TAKK, kroppsspråk, böcker, bild stöd, olika applikationer för smartphones, QR-koder som kan läsas med hjälp av smartphones samt flanosagor. Flanosagor är sagor som berättas med hjälp av bilder som sätts upp på en filttavla, samtidigt som berättaren berättar den tillhörande sagotexten. I vår undersökning framkommer det även att barnens hemmiljö anses spela en viktig roll för deras språkutveckling.
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Vestin, Johan. "Why not "English only"? : Patterns of code-switching between Swedish and English in Swedish upper secondary EFL education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84650.
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English education in Sweden tends to be viewed as a second language, rather than a foreign language. Therefore, it is generally expected that instruction is performed, and content is taught in English. However, previous research shows that English is generally not the sole language used, even in classrooms with explicit “English only” policies. The following essay has investigated how this translates into classroom practice through observations of classroom interactions between students and teachers, as well as between students and students. Three different teachers were observed at two upper secondary schools. Shorter interviews were also conducted with the teachers. The results showed large differences between observations, but some clear trends were observed nonetheless. Socializing and metalanguage were more prevalent than other code-switches among students, while floor-holding was very rare and in most observations, non-existent. All teachers claimed to use English as much as possible although they also recognized the utility of using Swedish as a tool in the classroom. The view that English should be used as the language of instruction to a great extent was additionally observed in teacher interviews. However, there were no categorical opinions arguing for “English only”. The teachers also largely concurred with the use of Swedish, or other first languages as a language of comparison. This was supported by observations in the classrooms and significant differences existed between teachers. An investigation with a larger cohort in this field could be fruitful for future researchers. The results of the study could be used to further examine strategies to find a balance in the classroom between English and Swedish. The differences between classrooms show that there is no clear consensus on the extent of Swedish use in the EFL classroom. In order to improve teaching it is important to know why students use code-switching and in what situations it might be helpful to them, such as in translation or grammatical rules. However, different classrooms may require different approaches, which highlight the importance of discussing these issues.
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Gabrielsson, Amanda. "Address and Referential Terms in Swedish and British Schools : A Sociolinguistic Perspective." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38752.
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Modes of address between speakers in Sweden and the U.K differ from each other, yet both countries are influenced by similar mass media and aspects of globalization that otherwise generally lean towards linguistic convergence. Survey data from students and teachers in UK and Sweden has revealed some noteworthy differences. Even though these are two Western European countries with rather similar cultures and conventions, their address systems have developed in relatively diverse ways. Therefore, this study aims to highlight the sociolinguistic aspects in the chosen languages, and how they play a role in the usage of address modes and referential terms in the two countries, primarily in schools, but other contexts are also considered. The purpose of the study is to establish how conventions regarding modes of address and referential terms vary between the two countries studied, and whether claims made following previous research satisfactorily account for such differences that might exists. Following a review of existing studies, primary qualitative research was conducted which involved interviewing students and teachers in Sweden, and this revealed which expectations and preferences are similar, and which differ, between the countries. This study concluded that less formal modes of addressing in schools and other institutions are favoured in Sweden, whereas the UK generally adopts stricter forms of address, with hierarchial differences evident within the same institutions. This reveals one aspect of how discourse norms and sociocultural climates in the UK differ from those in Sweden. Swedish discourse norms appear to have been more influenced by globalization and mass media than the UK, and national culture and values appear to have a greater influence on the discourse norms in the UK.
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Ljungvall, Anton. "Video Game Narratives in Swedish EFL Teaching : A Study of How the Use of Video Game Narratives Could Potentially Aid or Hinder Swedish EFL Teaching." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52297.
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This study aims to explore the potential benefits and disadvantages of utilizing video game narratives in Swedish EFL teaching. The subject is approached through a qualitative literature review of previous research on the use of video games in the process of L2 acquisition. The results are then discussed from a sociocultural perspective, in relation to the frameworks introduced in the background and to the Swedish steering documents. The results indicate that video games are likely to be part of many students’ out-of-school experiences of the English language and that playing video games can be seen as an example of extramural language learning. The results also highlight how engaging in multiplayer video game narratives can aid L2 acquisition by for example increasing motivation, expanding learner vocabulary and by providing learners with strategies for discourse management such as politeness, humor and small talk. The collaborative and interactive nature of the video game narrative and of video game communities is also shown to align well with the Swedish steering documents that promote social interaction and the development of communicative competence. However, direct classroom implementation of video games is problematized by the fact that not all students have previous experience or tools for interacting with the video game format of storytelling and that gender discrepancies in video game consumption could lead to boys benefiting more than girls from language learning through video game narratives.