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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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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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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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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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Aziz, Lamar. "Using Literature as a Teaching Medium in English Classes in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40854.
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There is a great tendency in using literature as a medium of language teaching because literature plays an essential role in developing the students’ language skills. It also helps them in acquiring cultural experiences and to attain a better understanding of the literary texts. The Swedish National Agency for Education supports the inclusion of literature in English language classes in each of primary, secondary and even upper secondary schools. This research aims to examine the underlying reasons behind incorporating literature in teaching English, specifically in Swedish secondary schools grades 7-9, and it sheds light on how teachers manage to employ literature effectively in the classroom. Moreover, it explains the criteria behind selecting appropriate literary texts that suit students’ needs. The study also states some problems that may encounter teachers in adopting literature as a way of teaching. All these issues are discussed through conducting qualitative interviews with three English teachers. This study points out that literature has been used as a paramount tool for teaching English. By reading literary books, students’ knowledge about social and cultural issues is developed and their language skills also become better. Furthermore, teachers mention that there are several central criteria to note when using literature during the process of teaching literature, such as selecting literary materials with topics that students can find interesting to work with. Different kinds of tasks have been assigned to students to get the opportunity to describe, analyse and reflect upon what they worked with. Some of the challenges identified by the teachers are lack of time and the students’ different skill levels. More studies are required regarding the efficacy of using literature as a helping educational tool in English language learning from students’ views, in particular considering individual and linguistic improvement.
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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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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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Oskarsson, Marie. "Studying English Literature at Upper Secondary Schools in Sweden : An empirical study of goals applied to the teaching of English literature." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27415.
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To use literature in English as a foreign language (EFL) or English as a second language (ESL) classroom is something which, for many decades was regarded as too difficult or not relevant in many countries, Sweden being one of them. In the past few decades the view of literature as a means for education in Sweden has changed. Research shows that texts are useful to enhance critical thinking skills and to help foster democratic citizens, which is something the Swedish curriculum for upper secondary school advocates for. This study sought to examine what goals teachers apply to the teaching of literature and also how these goals were realized in the classroom and, reasons to why it what not realized if that was the case. The study was conducted using an online questionnaire, Google Forms, which was sent out to an upper secondary school in Sweden and posted on a Facebook page devoted to English teachers at upper secondary schools in Sweden. The results of the study showed that most of the goals stated in this study were realized to some extent in the EFL classrooms, but there were also discrepancies between teachers views on what is important to teach and what the curriculum states should be taught. An example of this was that some teachers did not teach the goal of text analysis, it was not found to be ‘interesting’ or ‘relevant’. However, the curriculum for English at upper secondary schools in Sweden, does not advocate that teachers should teach text analysis specifically. On the other hand, the curriculum does advocate that students should meet different forms of text. This study, therefore, also discusses possible ambiguities within the curriculum of English at upper secondary school.
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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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Smalley, N. "Contemporary urban vernaculars in rap, literature and in translation in Sweden and the UK." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1468987/.
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This thesis explores the use of contemporary urban vernaculars in creative writing in Sweden and the UK. Contemporary urban vernaculars can be defined as varieties of informal speech that have emerged in urban areas with high ethnic and linguistic diversity, and have come to index social affiliation and identity. The thesis examines the form these varieties take when represented in selected examples of creative writing including rap lyrics, poetry, prose, drama, and translation. It also looks at the way such varieties progress from one form to another, arguing that there is a translation effect in operation as spoken language is codified through oral and written forms both within, and between, languages. In order to do all this, the study progresses through a number of steps. First it describes the linguistic phenomena in question; identifying potential equivalences between occurrences of these phenomena in Swedish and English. It then investigates the ways these forms of spoken language have found their way into rap, and then literature, as well as exploring the connections and disparities between these creative verbal forms, both in terms of their formal qualities and their social ones. The main literary corpus consists of a small number of works in Swedish published from 2001 to 2008, including a play, poems, short stories and novels. In addition to this corpus, the thesis discusses UK novels from 2003 and 2011, and a range of lyrics by rappers in Sweden and the UK, spanning a period from the early 1990s to 2014. Subsequently, it looks at the way translators working between Swedish and English have dealt with contemporary urban vernaculars in some of these texts, as well as discussing translators’ treatment of ‘non-standard’ language more generally. The thesis concludes by reflecting on the social implications of representing and codifying contemporary urban vernaculars in the ways described.
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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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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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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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Leandoer, Katarina. "From colonial expression to export commodity : English-Canadian literature in Canada and Sweden, 1945-1999 /." Uppsala : [Uppsala universitet], 2002. http://catalogue.bnf.fr/ark:/12148/cb39228587k.
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Fagerstrand, Jenny. "Vocational and non-vocational language learning textbooks in EFL classrooms in Sweden : A comparison of topics, use of Swedish and vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78752.
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This independent degree project investigates possible differences and similarities between vocational and non-vocational language learning textbooks in terms of topics covered, use of Swedish, and vocabulary levels. The textbooks analyzed in this study are Viewpoints 1, Viewpoints vocational, Blueprint A version 2.0 and Blueprint vocational, and they are aimed at the course English 5 in Swedish senior high school. In order to compare and analyze the differences between the textbooks, the Swedish words were counted in order to compare the proportion of Swedish words of each textbook. The texts and tasks from each textbook were made into a corpus. The corpus was analyzed with the tool Text Inspector, and connected to the levels of the Common European Framework of Reference and the Academic Word List. The results show that vocational textbooks have a larger focus in the topic of social and working life than the non-vocational textbooks. However, the results also suggest that the textbooks are quite similar in terms of academic words and the CEFR levels. The results also suggest that an investigation of a larger number of textbooks from several publishers could present a different result. The pedagogical implications that can be drawn from the results are that teachers need to know that differences may occur and that textbooks might need additional material.
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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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Hugger, Daniela Maria. "English varieties in Sweden : A case-study exploring the use of English by language teachers in Swedish schools." Thesis, Högskolan Dalarna, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35072.
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This study investigates which English variety teachers in Sweden learned, which they use now and whether this has changed over time. The study included the two major varieties of English, namely British English and American English. The hypothesis for this paper is that British English will have played an important part in the teachers’ schooling but American English will have had a strong influence in their day-to-day lives and will likely have hanged how they use English. Data was collected in the form of questionnaires filled in by 294 teachers who teach English at primary, secondary and upper secondary schools in Sweden. The results support the thesis of the paper that teachers mainly learned British English at school while American English becomes more common for teachers under the age of 40. However, the majority of participants were found to use a variety which has features of both British and American English - it is referred to as Mid-Atlantic English in this paper.
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Williams, Tennessee, and Katherine Weiss. "Sweet Bird of Youth (Student Editions)." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/B00MUJDKFQ.
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Sweet Bird of Youth is Tennessee William's atmospheric play of 1959 about Chance Wayne, the one-time heart-throb of his hometown who returns hoping to break into the movies and find the girl he loved in his youth. Accompanied by faded movie star, Alexandra Del Lago, grieving in a haze of drugs and alcohol for her lost youth, he discovers that time is shortly to catch-up with him and wreak a terrible retribution for his past actions. In its exploration of corruption, ageing and the effects of time, the play offers a magnificent study of the dark side of the American dreams of youth and fame.This Student Edition provides an extensive introduction and notes by Katherine Weiss. The introduction includes a chronology of Williams' life and times, a summary of the plot, commentary on the characters, themes, language and context, and a production history of the play. Together with questions for further study and notes on words and phrases from the text, this is the essential edition of the play for students of literature and drama.https://dc.etsu.edu/etsu_books/1184/thumbnail.jpg
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Lindgren, Ola. "Putting the pieces together : A literature review on fire-cracked stone embankments and burnt mounds in Sweden." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185790.
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In this thesis, an attempt is made to summarize the previous archeological research associated with two feature types in Sweden made from fire-cracked stones: the fire-cracked stone embankment and the burnt mound. The ?lim is to study how trends in interpretation and focus have developed. Furthermore, a compilation of ten excavation reports of burnt mounds between 2002 and 2013 is presented with the aim of determining their purpose, their usage of methods in general and petrography. The result of the summary confirms that there are discernable trends present and the result from the compilation of reports show that the larger scope is prioritized and that there are a number of commonly used methods, but that petrography is not among them.
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Killgren, de Klonia Kim. "The Potential Role of Critical Literacy Pedagogy as a Methodology When Teaching Literature in Upper Secondary School in Sweden : A Quantitative Study of English Teachers’ Literature Choices." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-34995.
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Literature’s role in the foreign language classroom has been extensively researched, and the benefits of enjoyable reading firmly established. But could teachers benefit from a new perspective in the form of Critical Literacy Pedagogy when choosing and teaching literary works? Critical Literacy Pedagogy, CLP, is a method of critically examining literature to detect possible power structures e.g. concerning ethnicity and gender. This study examines how teachers and students value a number of criteria and aspects in connection to what literature is used in the class. Two empirical web-based questionnaire surveys were conducted on a total of 23 teachers and 42 students in upper secondary school in Sweden. The results are primarily presented quantitatively with the complement of excerpts from the written answers to the open-ended questions, and has then analyzed with the help of CLP, to see if the method has a possible role in EFL-teaching in upper secondary school in Sweden. In the present study, the participating teachers valued practical characteristics, such as level of difficulty, higher than conceptual characteristics, such as the sexual orientation of an author or character, when choosing what literary works to teach. These ratings were seen as problematic when compared to the teachers’ concrete exemplifications of taught works. Moreover, both teachers and students rated the possibility of critical and ethical discussion very highly in regard to the chosen works. A comparison between the ratings and the exemplified works indicate that CLP could be a valuable method when choosing what literature to teach.
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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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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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Ritzman, Anna. "Larger on-Site Sewage Treatment Plants in Sweden : - A literature and an interview study to find appropriate solutions." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22919.
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There are no general recommendations of how a larger on-site sewage treatment plant should be designed; most research studies have been conducted on smaller ones. The purpose of this thesis is to investigate what type of design that is appropriate for an on-site sewage treatment plant built to manage the hydraulic load from between 50 and 200 human equivalents. Phosphorus is the main parameter of interest for this thesis, but nitrogen, biological oxygen demand (BOD ) and chemical oxygen demand (COD) is also included. To find appropriate solutions of this, both a literature study and a qualitative interview study have been done. The combined knowledge from this has then been used to describe what solutions are appropriate according to both environmental and economic aspects. The interview study included four participants with different designs of a larger on-site sewage treatment plant. For the analysis on the data from the interviews, content analysis was used, five main categories was found: Design of the on-site sewage treatment plant, Maintenance work to make the on-site sewage treatment plant well-functioning, Supervision and regulation, Environmental awareness and Economy. Infiltration, filter bed, phosphorus filter, precipitation of phosphorus, small sewage treatment plant and constructed wetlands, are the designs of an on-site sewage treatment plant that has been described in this thesis. Of these designs, infiltration or filter beds are appropriate solutions. These can be combined with a phosphorus filter, if higher phosphorus reductions are required. Also, a small sewage treatment plant could be an appropriate solution of a larger on-site sewage treatment plant, this solution requires more maintains work and has higher costs.
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Embertsén, Maria. "Sustainable Stormwater Handling and Water System Urban Design. : A literature review and a case study in Nacka, Sweden." Thesis, KTH, Mark- och vattenteknik (flyttat 20130630), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-171815.
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Climate change presents us with greater and greater challenges and stormwater is an important part of our future water problems. In some parts of the world the increase and intensification in precipitation causes strain on existing infrastructure while, in others, draughts are becoming more and more severe. Handling stormwater sustainably does not only gain the environment by controlling pollutant spreading, helping with flooding control and water reuse but can also have added values in urban areas if included in urban planning. Implementing green infrastructure and sustainable stormwater solutions creates jobs and are in many countries seen as the future way of handling stormwater. There are many different techniques and ways of adopting sustainable stormwater handling depending on the local problem and physical as well as economic conditions. Together they all have in common of creating added values when implemented. Increased biodiversity, improved air quality, reduced noise, improved growing conditions for urban trees and aesthetical values that have a positive effect on human health are just some of the positive added values of sustainable stormwater handling. The case study in this report concerns a new development on a peninsula in the municipality on Nacka, Stockholm. The recommendation is to adopt the approach of many small solutions that combines to a sustainable way of handling stormwater that not only solves the problem but creates added values in the living and working area. Stormwater is a resource that should be used as one in order to have sustainable urban planning.
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Backlund, Caroline, and Cajsa Gunnarsson. "Knowlegde, attitude and behavior regarding oral health among children and adolescents, in Vietnam and Sweden : A literature review." Thesis, Hälsohögskolan, Jönköping University, HHJ. Centrum för oral hälsa, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49429.
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BACKGROUND: Vietnam, being a developing country does not have the same economic means to put into dental care as a country like Sweden. Knowledge, attitude and behavior are determining factors for oral health. The AIM of this literature study´s was therefore to evaluate knowledge, attitude and behavior regarding oral health among children and adolescents, in Vietnam and Sweden. METHOD:A literature review was made using the databases DOSS, MEDLINE and CINAHL. Twelve articles were included for the review. RESULTS: Bleeding gum was known, by one-third of the Vietnamese children and adolescents, to be a clinical sign of gingivitis. In Sweden the knowledge varied between 75-83%. In both Vietnam and Sweden, shiny and white teeth were mentioned to be important. The frequency of toothbrushing twice a day or more was reported from 40% to 68% among the participants in Vietnam. In Sweden, it varied from 73% to 82%. The highest percentage of children who consumed sweets daily or more frequent was 59,7% in Vietnam respectively 2-6% in Sweden. CONCLUSION: Knowledge about oral health was lacking and behavior could be seen to be inadequate. The attitude towards oral health is more focused on appearance than on the aspect of health.BAKGRUND: Vietnam, som är ett utvecklingsland, har inte samma ekonomiska resurser att prioritera till tandvården, vilket däremot ett land som Sverige har. Kunskap, attityd och beteende är alla bestämningsfaktorer för oral hälsa. SYFTET med studien var att utvärdera kunskap, attityd och beteende gällande oral hälsa bland barn och ungdomar i Vietnam och Sverige. METOD: En litteraturstudie gjordes med hjälp av databaserna DOSS, MEDLINE och CINAHL. Tolv artiklar inkluderades i studien. RESULTAT: En tredjedel av de vietnamesiska barnen och ungdomarna visste att blödande tandkött var ett kliniskt tecken på gingivit. I Sverige varierade kunskapen mellan 75–83%. I både Vietnam och Sverige var skinande och vita tänder viktigt. Tandborstning två gånger om dagen rapporterades av 40–68% av deltagarna i Vietnam. I Sverige varierade det mellan 73–82%. Den högsta procentsatsen av barn som konsumerade sötsaker dagligen eller mer frekvent i Vietnam var, 59,7%. I Sverige varierade detta mellan 2–6%. SLUTSATS:Kunskapen och beteendet kring oral hälsa var bristfällig. Attityden till oral hälsa var mer fokuserad på utseende snarare än hälsoaspekten.
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Dawson, Lesel. "Sweet poison : the representation of lovesickness in early modern English literature, 1580-1645." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395021.
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Hultgren, Korkis Jenny. "Teaching English to Students with a Limited Proficiency in Swedish : English teachers’ perspectives on teaching English to newly arrived students in Sweden." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81117.
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This study aims to investigate four English teachers’ perspectives on teaching English to students with a limited proficiency in Swedish. The study was conducted through interviews with four English teachers in secondary and upper secondary school. The study reveals that the teachers rely much on the Swedish language in their teaching, in textbooks, translation and explanations, for instance. However, the teachers in the study show awareness of the fact that some of their students do not always follow the Swedish instructions and explanations. Therefore, the four teachers solve this issue in different ways, such as translanguaging, letting the students help each other, picture support, etc. Moreover, the study reveals an ongoing tension between English and Swedish for newly arrived students. These students need to focus on the Swedish language. Therefore, the English lessons sometimes function to support the Swedish acquisition as much as learning English. The study also shows that the teachers find it important to have a functioning first language to learn other languages, and that languages can support each other in language acquisition.
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Barrett, Elisabet. "Young Polish Learners of English in Sweden and Pronunciation : What Affects Their Level?" Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37348.
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Edsman, Martina. "A Choice in Reading : A Study of Student Motivation for Studying English Literature in Upper Secondary Schools in Sweden." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30689.
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This essay aims to examine the attitudes and motivation toward literary studies in English in upper secondary school students as well as to determine which tools practicing teachers can apply to increase their students’ language learning motivation within literature teaching in the Swedish curriculum. The questions that this study set out to answer was: How do students rate their ability to succeed in different tasks relating to English literary education? How can teachers in Sweden design their lessons in English literature to motivate their students? Which are some of the best ways to teach literature to students from a motivational standpoint? The primary theories used in this study are; self-efficacy theory and theories regarding intrinsic and extrinsic motivation. This study used a qualitative method to examine the students’ attitudes towards reading English literature in schools. The research tool used is a questionnaire with both general questions regarding literature in addition to questions about how the students would rate their chance to succeed with a task relating to literary studies. This study found that one of the primary methods that teachers should apply when teaching literature to EFL students was giving the students a choice in reading material as well as using age-appropriate material. Using shorter texts such as short stories and extracts from novels was also a method that the students’ preferred. This study showed that using standardized testing is the least preferred examination method to use when assessing the students. On the other hand, the preferred examination methods were writing book reports, essays or using group discussions or answering study questions. Furthermore, it is important for the teacher to know the group and plan accordingly and listen to the students and give them a choice in what they read and how to assess them at the end of the literary module to give the students a greater chance of success.
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Kobayashi, Junko. ""Bitter sweet home" : celebration of biculturalism in Japanese language Japanese American literature, 1936-1952 /." Diss., University of Iowa, 2005. http://ir.uiowa.edu/etd/97.
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Jönsson, Pontus. "Formative Assessment for Learning EFL in Europe : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96183.
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This systematic literature review analyses nine research articles about formative assessment and feedback practices in the European EFL context. The aim is to explore previous research about how teachers and students in EFL education employ, process and experience feedback in both oral and written forms. The systematic literature review also highlights challenging areas of formative assessment practice in the research articles in order to offer a backdrop for prospective development of formative assessment procedures in the Swedish EFL context. The reviewed research covers formative assessment practices within the European EFL context of lower and upper secondary education in Sweden, Norway and The Czech Republic, Spain and Greece. The methods of the reviewed research articles included for example classroom observations, questionnaires, and interviews with teachers and students. The results of this systematic literature review indicate that the majority of the teachers in the research articles provided formative feedback which enhanced learning, but that feedback provision depended upon the schools’ assessment culture. The systematization also highlights the fact that teachers in some of the research articles were changing to a more formative assessment culture which promoted learning and peer assessment activities. Regarding challenging areas of formative assessment practices, the review showed that students might find feedback difficult to understand. However, the students improved their language skills if they were able to understand and given time to process the formative feedback on oral and written assignments. The literature review highlights that despite the strong promotion of formative assessment in Sweden, there is a gap in local empirical research showing how it happens. Thus, more empirical research about formative assessment in Sweden is needed.
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Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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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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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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Engwers, Anton. ""In that case I choose to work with short stories" : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53345.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or learn about an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test. The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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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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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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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.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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Xiong, Wei. "Nothing Sweet Nothing: A Collection of Short Fiction." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1188308957.
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Deelstra, Oetze Theodoor. "Stora författare från periferin : En jämförande studie mellan minoritetslitteratur från Friesland och Svenskfinland, med romanerna de fûke (1966) och Där vi en gång gått (2006) som utgångspunkt." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296226.
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This master’s thesis considers the differences between the minority literature from Friesland, a province in the northwest of the Netherlands, and that of the Swedish-speaking part of Finland. The author of this paper tries to draw attention to the literatures of those minorities, which often are not well-known outside their own regions. The main issue discussed in this paper is: How is minority culture problematized in the novels de fûke (1966) by the Frisian author Rink van der Velde and Där vi en gång gått (2006) by the Finland-Swedish author Kjell Westö? The Frisian population in the Netherlands is considered by many as a very old people, because famous writers of the Roman Empire, such as Pliny the Elder, wrote specifically about their region and its people. Despite this, the Frisian language has been in a peripheral situation for many centuries. The Swedish minority in Finland, on the contrary, is much younger. Finland gained autonomy in 1809 and before that time the region currently known as Finland, was the eastern part of the Kingdom of Sweden. This meant that Swedish was the predominant language until that year. Later on Finnish became the main language in Finland. However, both the Frisian and the Finland-Swedish literature were not established before the nineteenth century. This changed partially as a result of ideas of the Romanticism, but also because of historical reasons. By analyzing the previously mentioned novels, Oetze Deelstra shows how the minorities in both countries fare in opposite situations. The Swedish-speaking population has often been, and continues to be, examined as upper-class. On the other hand, in Frisia should a very old countryside culture has been preserved. Those ideas have been important in forming the images of both minorities. A noticeable distinction is that the Frisian literature is defined by language, while the Finland-Swedish literature is characterized by political and ideological arguments.Dizze masterskripsje rjochtet him op de ferskillen tusken de literatuer fan Fryslân en dy fan de Sweedsktalige minderheid yn Finlân. De skriuwer fan dit wurk besiket op dy wize mear omtinken te freegjen foar de literatuer fan dizze minderheden, dy’t faak net sa bekend is bûten de eigen regio. De fraach dy’t sintraal stiet is: Op hokker wize wurdt stal jûn oan minderhedeproblematyk yn de romans de fûke (1966) fan de Fryske skriuwer Rink van der Velde en Där vi en gång gått (2006) fan de Finlânsweedske skriuwer Kjell Westö? Faak wurde de Friezen beskôge as in âld folk. Mooglik komt dat trochdat se al neamd wurde soene troch ferneamde skriuwers fan it Romeinske Ryk, lyk as Plinius de Aldere. Dochs hat it Frysk iuwenlang in net al te wichtige rol spile yn Fryslân en dêrbûten. De Sweedske minderheid yn Finlân is lykwols folle jonger. Finlân is pas sûnt 1809 autonoom en foar dy tiid wie dat wat wy hjoed-de-dei Finlân neame, it eastlike diel fan it Sweedske Ryk. Dat betsjut ek dat it Sweedsk oant doe ta de oerhearskjende taal wie. Letter waard it Finsk de wichtichste taal yn Finlân. Sawol de Fryske as de Finlânsweedske literatuer wiene lykwols net fêstige foar de njoggentjinde iuw. Dat feroaret pas yn de Romantyk, foar in diel fanwege de idealen út dy tiid, mar ek om politike redenen. Troch de earderneamde romans te analysearjen, lit Oetze Deelstra sjen hoe’t de minderheden fan beide lannen eins yn tsjinstelde situaasjes operearje. De Sweedsktalige befolking fan Finlân is faak, en wurdt no noch hieltyd, besjoen as de boppeklasse. Yn Fryslân soe oan ’e oare kant in iuwenâlde lanboutradysje bewarre bleaun wêze. Dizze opfettings hawwe wichtich west foar de byldfoarming fan beide minderheden. In opfallend ferskil is dat de Fryske literatuer fan de eigen taal út definiearre wurdt, wylst de Finlânsweedske literatuer karakterisearre wurdt troch politike en ideologyske útgongspunten.
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Haraldsson, Frida. "Skånepågen blir dialektlös pojke? : En adaptionsanalys av Nils Holgerssons underbara resa genom Sverige, transformeringen från bok till film." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82480.
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Selma Lagerlöf's story about Nils Holgersson, The wonderful Adventures of Nils (1906-1907), is unique in several different ways. It was innovative for its time and it was the first school book written as a story, which makes it an interesting foundation to build an essay upon. The essay examines Selma Lagerlöf's novel about Nils Holgersson compared to Dirk Regel's film adaptation (2011). Both the novel and the film are divided into two parts and only the first part of the book is compared to the first part of the film. Adaptations are common in today's society, a common type of adaptation is when a novel transform into a film but it can also be when a poem becomes music or a play turns into a film. The essay discusses what happens when a medium is transformed into another medium. The essay also has a pedagogical perspective and asks what happens when a didactic school book is adapted into a film. The view on children in Lagerlöf's time is discussed in relation to the view on children that prevails in today's society. When it comes to characters, I’m interested in seeing how Nils Holgersson is portrayed in the book versus in the film. The method used is Linda Hutcheon's and Siobhan O'Flynn’s adaptation analysis which focuses is on various factors that affect an adaptation. Regarding theory, I will use both Thomas Leitch’s adaptation theory and Maria Nikolajeva's children's literature theory. The results show that Lagerlöf's Nils Holgersson is a character who has few qualities. In the beginning he is bad and at the end of the story he becomes good, he develops through the story and is thus a flat but dynamic character. In Regel's version, Nils Holgersson is a complex character from beginning to end and he does not develop, he is thus a round but static character. The didactic perspective it is not as prevalent in the film compared to the book, but some episodes can be understood as having an educational message, which I interpret as a reference to the source medium.
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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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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.Godkänt datum 2020-01-19
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SOYEGE, FOLAKE. "Evaluating Swedish Preschool Teachers’ Documentation Practices Since the 2010 Curriculum Review Using Sheridan’s Competency Rubrics A Systematic Literature Review from 2011-2019." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk-didaktisk forskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46908.
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Preschool documentation has been a recent topic in Sweden amongst preschool teachers, preschool managers, education policymakers, and researchers. Interest in this topic is driven in part by the 2010 revision of the Swedish preschool curriculum that introduced requirements concerning the use of documentation in follow-up, evaluation, and development activities in preschool. Of particular interest is the relative open-ended quality of the language describing the requirements in the curriculum as to how these documentation practices should be enacted. What kinds of documentation preschool teachers adopt and implement in their pedagogical practices is therefore a key question. Research by Vallberg-Roth (2012) has shown that some preschool teachers in Sweden document in a number of locally unique ways, in order to strive for curriculum-specific goals on one hand, and ensure child learning and development on the other. Learning and development can be described in terms of teacher’s competency rubrics proposed by Sheridan et al. (2011). These rubrics are analytic tools in preschool teachers’ documentation processes. This systematic review examines different kinds of documentation practices as they are described in selected articles and finds documentation types to include; pedagogical, systematic, teacher binders, and use of portfolios, as well as other techniques used by preschool teachers to document. This review implies that documentation is multi-faceted partly due to the uncertainty surrounding how to carry out its processes as well as the need to meet the individual needs of every child. In line with already defined competency types by Sheridan et al. (2011), which include knowing what and why, knowing how, and interactional, relational and transactional competences, the thesis also tentatively relates documentation types within the reviewed articles to teachers’ competency, thereby laying a possible foundation for the improvement of preschool teaching in Sweden.
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Osmani, Donjeta. "Fictional Texts in the EFL Classroom in Swedish Compulsory and Upper Secondary Schools : A Qualitative Study of Teachers’ Strategies and Experiences of Teaching and Selecting Fictional Texts to EFL Students in Sweden." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50788.
Full textAbstract:
The aim of this study is to investigate the approaches to teaching fictional texts that are exercised by English teachers with the intention of gaining an insight to the purpose of fictional texts in the Swedish EFL classroom. The levels in focus are the lower and upper secondary schools. The study was conducted by using a qualitative approach, and the data was collected through interviews with eight currently active English teachers in the Swedish school system. The results of the study reveal that the participants find selecting fictional texts for classroom, as well as student use, arduous to some extent. Correspondingly, the findings also show that the purpose of using fictional texts in the EFL classroom is to develop students’ social and cultural awareness by reading literary works with the following themes: post-colonial areas, arranged marriages, war zones, divorce, friendship, bullying, love and gender, religion, racism and death.
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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.
Full textAbstract:
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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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.
Full textAbstract:
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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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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