No description available.

The study aims to investigate the impact of reading strategies within the EFL educational context. It emphasises their implementation within the educational context of English as a Foreign Language (EFL) in upper-secondary schools, addressing the current decline of adolescents’ reading comprehension in English. The study relies on peer-reviewed articles as the basis of the methodology, acquired through systematic searches in three databases: Education Research Complete (ERC), Education Research Information Centre (ERIC), SwePUB, and Libsearch. Several research articles were found through these databases, presenting differing perspectives and theories for the study. The study results reveal a discrepancy between teachers’ tacit awareness and explicit instruction of reading strategies, leading to the infrequent teaching of these strategies. When reading strategies were employed, the most common strategy was discussing with peers. The applied strategies positively impacted reading comprehension and motivation for further reading. The study later discusses the impact of teaching and using reading strategies on students’ reading comprehension and their preparedness for higher education. While examining and comparing the results, further research is warranted to determine which reading strategies are most beneficial for reading comprehension regarding the effectiveness of implementing explicit instructions to enhance students’ reading comprehension and motivation in a rapidly changing educational environment. The project concludes by providing reflections and guidance for implementing reading strategies, highlighting the need for explicit instruction of reading strategies tailored to students' extramural and professional/academic interests.

No description available.

The purpose of this study is to investigate how a teacher guide can provide tips and support for teachers to develop their students subject specific language. The method used in the study is a mixture of qualitative- and quantitative content analysis. We have analyzed one chapter from a teacher guide for Year 1, and one chapter from a teacher guide for Year 3. Only the part including tips about activities have been analyzed and a total of 50 activities have been analyzed. The perspective that permeates the study is the socio-cultural perspective on learning, since the socio-cultural perspective is about communication, and so is the student´s language development. The results of this study conclude that teachers receive limited support from the activities in the guide regarding how to teach students to analyze mathematical texts. However, it appears that the teacher receives many tips on multimodal forms of expression. The results also show that there are differences in the content between the teacher´s guides in year 1 and year 3.

No description available.

Skolor i socioekonomiskt utsatta områden stöter på mång svårigheter gällande elevernas lärande och kunskapsutveckling. Det har länge lagt märke till att elevernas språkförmåga brister till skillnad från andra skolor som inte befinner sig i utsatta områden. Forskning har visat att skolornas placering kan erbjuda både möjligheter och motstånd till eleverna, elevernas vårdnadshavare, lärarna och till skolan. Syftet till min studie har varit att studera språkutvecklingen hos eleverna som går i skolor i socioekonomiskt utsatta områden, dessutom undersöka möjligheterna samt motstånden som kan påverka elevernas skolresultat. För att få en djup bild har jag använt mig av kvalitativa intervjuer med fyra grundskollärare med inriktning F-3. Genom dessa enskilda intervjuer har varje lärare fått möjligheten till att dela med sig sina tankar kring ämnet men dessutom sina egna erfarenheter i dessa skolor som befinner sig i utsatta områden i Malmö. För att jag ska få svar till mitt syfte har jag valt att använda mig av teorierna, stigmatisering, habitus, socialt kapital, kulturell kapital, ekonomisk kapital och sociokulturellt perspektiv. Dessa teorier förklarar hur skolans plats och eleverna i denna skola kan ha inverkan på språkutvecklingen. Resultatet utifrån lärarnas svar har visat att språkutvecklingen är en grundläggande utmaning som lärarna aktivt arbetar med för att främja det samtidigt som de arbetar för att förebygga problem som kan uppstå. Resultatet visar att några av dessa motstånd som kan begränsa elevernas språkutveckling är utanförskap i området de bor i, deras socioekonomiska status, att föräldrarna är antingen outbildade eller lågutbildade, fattigdom och kriminalitet. Framgångsfaktorerna som eleverna har för att nå en hög språkutveckling, är elevernas initiativ, föräldrarnas engagemang och samverkan med skolan, lärarens engagemang att vidareutveckla elevernas språkutveckling samt studiehandledningen. Slutsatsen jag kan dra utifrån resultatet är att skolor i utsatta områden möter många utmaningar för att främja elevernas språkutveckling, bland annat stigmatisering från samhället, samtidigt som de också kan erbjuda dessa elever möjligheter till att urskilja sig från normerna som samhället har suttit på de.

Högläsning har stor betydelse för barns språkutveckling och genom att läsa för elever i skolan kan det leda till att de får ett mer utvecklat språk och utökat ordförråd. Syftet med det här arbetet var att undersöka och analysera hur lärare i grundskolans tidigare år arbetar med högläsning i sin undervisning. I den här studien används teoretiska begrepp som literacy, högläsning, språkutveckling och sociokulturellt perspektiv för att förstå och tolka de data som har samlats in. I undersökningen användes en kvalitativ metod där fyra grundskollärare i årskurserna F-3 intervjuades och observerades.Sammanfattningsvis visar resultatet att samtliga lärare anser att högläsning har stor betydelse för barns och elevers språkutveckling. Genom högläsning får eleverna ta till sig ett språk som de i sitt vardagsspråk inte alltid kommer i kontakt med. Lärarna i den här studien är eniga om att ordförrådet och ordförståelse utvecklas om man högläser samt att det bidrar till en social kontext där alla får plats. Valet av bok samt vilka aktiviteter som finns kring högläsningen har stor betydelse för hur eleverna tar till sig innehållet i texten. Utifrån relevant forskning och litteratur framhålls det att högläsning kan bidra till elevers literacyutveckling.

No description available.

This study attempts to show benefits with different methods when teaching poetry in Upper Secondary courses, with the aim of proving that by using a certain design of the lesson, it is possible to engage the students in English poetry. A secondary aim was to incorporate and implement the theories on sociocultural learning by Vygotsky into the method used in the study. Finally, the study aimed to question the definitions of what constitutes a poem and the ideas of canonized versus non-canonized material within literature. The method chosen for this study was a mixed methods design, and the study applied a deductive approach where a hypothesis based on previous research and ideas within the field was tested. The design of the study was to perform a focus group interview, followed by observations of four lessons with students at Upper Secondary level, and finally a questionnaire for the students. The results from the study were mainly positive and the questionnaire showed that most of the students appreciated the first part the most, although a few students enjoyed both parts. The combined results showed that the design has an impact when it comes to engagement, and it changed a few of the students views on poetry. The main finding in the study was that students prefer less complex poetry that does not belong to the canon, since most of the students marked the first part as the best one. The results showed therefore that the design has an impact when it comes to engagement.

The purpose of our study is to find the reasons behind teachers' different choices of literature in the Swedish subject at Sixth Form level in Sweden. These choices have didactical consequences regarding what is actually taught through literature. There is a risk that the diverse subject of Swedish, according to the Swedish curriculum, is not taught to its full extent due to a lack of understanding of what literature should be used for. We believe that one way to counteract this misunderstanding is finding a consensus in the choice of literature between teachers of Swedish. The literature review covers central Swedish sources with student and teacher perspectives on literature use in school. We also included more recent international studies to include further perspectives on different kinds of literature and literature use. To accomplish our study, we interviewed six teachers of Swedish at three different schools in the Southwest of Sweden about their choices of literature as well as their view of literature in Swedish education. The teachers' choices of literature were compared and analysed using theories on categorization of the Swedish subject in school and other factors that might play a role in the choice of literature. We also interpreted what kind of reading was prioritized by teachers to analyse the didactic implications of different literature choices. Additionally, we searched for any sign of consensus between the teachers that might show us whether or not teachers of Swedish do have consensus in their choice of literature. We concluded that our informants all have different views on literary education, which guide their choices, and we have made suggestions for finding consensus in the choice of literature.