The aim of this study is to present teacher and student views on, and usage of, digital learning tools in the Swedish upper secondary English language classroom, as well their views on a comparison between digital and traditional learning tools. Digital learning tools have seen an increase in both usage and development, something that began as early as the 1990’s, and has become a more common sight in Swedish upper secondary schools. Previous research conducted about digital learning tools and their application in both the general and the English language classroom is presented and used to both analyze and discuss empirical data; said data has been received through a qualitative methodology comprised of two focus group interviews with students and teachers. The empirical data is categorized according to each research question, with direct and translated quotes from the focus group interviews. The results of the study show that while digital learning tools viewed in a positive light and their usage is appreciated by some students, both groups primarily advocate variety in the English language classroom rather than relying exclusively on just one set of tools to create a learning environment that caters to all students rather than a select few.

This study explores the factors that influence the English language learning motivation of first generation immigrant students from a low socio-economic class in the city of Växjö, Sweden. Qualitative research methods are applied and semi-structured, in-depth individual as well as group interviews are used to collect the empirical data. The results indicate that students from socio-economically disadvantaged background feel excluded from the society and lack intrinsic motivation to learn English. This lack of motivation is explained in connection with their socio-economic background and the roadblocks currently existing in the Swedish education policy. The findings are analyzed using a theoretical framework consisting of Maslow’s hierarchy of needs, social comparison theory and some aspects of intrinsic and extrinsic motivation. A concluding discussion is presented in the end.

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.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-06-20T22:01:51Z No. of bitstreams: 1 DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-23T16:32:22Z (GMT) No. of bitstreams: 1 DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5) / Made available in DSpace on 2017-06-23T16:32:22Z (GMT). No. of bitstreams: 1 DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5) Previous issue date: 2014-06-05 / Considerando que o contexto atual, a tecnologia e o ambiente digital possibilitam oportunidades de interação entre pares distantes, além de permitirem uma construção maior de sentido através de variados modos de significação, faz-se necessário entender como esses processos ocorrem e quais as consequências para o aprendizado, aliando uma prática pedagógica que contribua para uma aprendizagem relevante e significativa em contextos globais. Esse cenário levou alunos e professores a se utilizar desta gama tecnológica para se conectar, lidando assim com suas diferenças culturais e linguísticas. Com base em tal premissa, este trabalho discute uma experiência no âmbito do ensino médio com um grupo de alunos formado por estudantes do Brasil, do Siri Lanka e dos Estados Unidos, conectados por meio do ambiente digital, utilizando a língua inglesa nas interações. Objetiva compreender como foi o processo de aprendizagem dentro do contexto do Projeto Connecting Classrooms, no qual vídeos, fotos e mensagens escritas foram usados para a comunicação. Por meio das interações digitais, os alunos de diferentes nações puderam vivenciar situações de aprendizagem que fugiram do material didático convencional, a exemplo, das aulas expositivas e livros didáticos. Teoricamente, este estudo se associa às perspectivas dos novos letramentos, como mencionam Rojo (2009), New London Group (1996), Tavares e Brydon (2013), Lankshear e Knobel (2006). O percurso teórico-metodológico utilizado foi o interpretativismo, com base em King & Horrocks (2010) e Flick (2009). Por meio de entrevistas e da análise temática, pude analisar os dados gerados. Os resultados sugerem evidências de colaboração entre alunos e professores, oportunidades de práticas inseridas na perspectiva de multiletramentos, e processos de autonomia, agência e percepção crítica. / Considering the current context, the technology and the digital environment provide opportunities for interaction between distant pairs, and it allows greater construction of meaning through various modes of meaning, it is necessary to understand how these processes occur and what the consequences are for learning, combining a pedagogical practice which contributes to a relevant and meaningful learning in global contexts. This scenario led students and teachers to use this technology range to connect, so dealing with their cultural and linguistic differences. Based on this principle, this work discusses an experiment in the framework of high school with a group of students molded by students from countries such as Brazil, Sri Lanka and the United States, connected through the digital environment using the English language in these interactions. It aims to understand how the learning process happened within Connecting Classrooms Project context, in which videos, photos and written messages were used for communication. Through digital interactions, students from different nations were able to experience learning situations that fled from conventional teaching materials, such as lectures and textbooks. Theoretically, this study lines to the prospects of new literacies as mention by Rojo (2009), New London Group (1996), Tavares and Brydon (2013), Lankshear and Knobel(2006). The theoretical-methodological approach used was the interpretativism , based on King & Horrocks (2010) and Flick (2009) . In which, through interviews and thematic analysis, I could analyze the data generated. The results suggest evidence of collaboration among students and teachers, opportunities to practice from the perspective of multiliteracies and processes of autonomy, agency and critical perception.

Orientador: Carmen Zink Bolonhini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T07:45:23Z (GMT). No. of bitstreams: 1 Santos_MarlaSoaresdos_M.pdf: 631233 bytes, checksum: bc89eb18820ec259ce4d671332e686b7 (MD5) Previous issue date: 2009 / Resumo: Nosso propósito neste trabalho é analisar e compreender aspectos que se dão no ensino/aprendizagem de LI no espaço das escolas de idiomas e as relações que se dão nesse espaço em uma perspectiva discursiva e, por conseguinte, histórica. Mais especificamente, investigamos aspectos discursivos presentes nos discursos produzidos por duas instituições de ensino de LI, que representam, a nosso ver, boa parte da história do ensino/aprendizado de LEs no país. Para tanto, analisamos enunciados de dois conjuntos distintos. De um lado, estudamos textos produzidos pelas escolas por ocasião de datas comemorativas da fundação das mesmas e, de outro, o corpus discursivo se constituiu de textos publicitários dessas mesmas escolas, para que pudéssemos acompanhar como essas instituições falaram de si ao longo dos anos e como ofereceram seus serviços à sociedade. Com o desenvolver de nossas análises, percebemos que ao longo de sua história, as escolas que escolhemos construíram, através de suas propagandas, uma rede discursiva em que os sentidos produzidos sobre o ensino/aprendizagem de LI significam os alunos, os professores e dois dos ambientes onde o ensino/aprendizado de línguas pode se dar: a própria escola de idiomas e a escola regular. Estes sentidos, produzidos no jogo entre o dito e o não-dito estabelecem relações de poder entre os ambientes e entre a(s) língua(s) ensinadas nesses lugares. Enquanto a escola regular se vê capaz de oferecer somente o inglês ruim, a escola de idiomas se dispõe a atender à demanda do mercado oferecendo o inglês bom, completando o sujeito com aquilo que lhe falta. E o que vai lhe garantir o sucesso. Esses sentidos parecem funcionar no apagamento de outros sentidos possíveis para todos aqueles que participam do processo de ensino/aprendizagem, deixando os sujeitos (quase) sem saída. / Abstract: Our purpose in this study is to analyze and understand things that occur in English language teaching / learning process in the space of language schools and the relationships that occur in this space from a discursive, and therefore historical, perspective. More specifically, we investigated discursive aspects in speeches produced by two language schools, which represent, in our view, much of the history of teaching / learning foreign languages in Brazil. In order to do so, we separated our corpus into two groups. On one hand, texts produced by the schools in order to celebrate each school foundation and, on the other hand, the discursive corpus consisted of advertising of these schools, so that we could monitor how these institutions have spoken about themselves over the years and offered their services to brazilian learners. With the development of our analysis, we see that throughout its history, the schools we chose tried to build, through their advertisements, a network in which the discursive meanings produced on the teaching / learning of English language meant students, teachers and two of the environments where teaching / learning of languages can take place: the language schools and the regular schools. These meanings produce a game between what is said and what is not said establishing power relations among and between the environment (s) language (s) mentioned. While the regular school are able to offer only what can be called bad English, the language school are available to meet the demands offering good English, completing the subject with what he feels like he does not have. And what will, according to market laws, guarantee the success. These meanings seem to work in the erasure of other possible ways for those involved in the process of teaching / learning, leaving the subject (almost) without options. / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T03:24:31Z (GMT). No. of bitstreams: 1 Xavier_RoselyPerez_D.pdf: 77265118 bytes, checksum: 684b6cdb04674cb92a88839c3286e14d (MD5) Previous issue date: 1999 / Resumo: Esta pesquisa tem como objetivo implementar e avaliar um programa temático baseado em tarefas que foi elaborado para duas 5a. séries do Ensino Fundamental. O processo de aprendizagem é interpretado e avaliado com base nas mudanças pedagógicas realizadas pelas professoras no programa planejado, nas manifestações discursivas e comportamentais demonstradas pelos alunos durante as interações, aqui denominadas de sintomas positivos e negativos de aprendizagem, nas atitudes dos alunos com relação às aulas e ao material didático e no seu rendimento nas habilidades de compreensão oral, leitura e produção oral. Os dados foram coletados através de diários, gravações de aulas em áudio e vídeo, questionários e testes de rendimento em dois momentos do processo de modo que os resultados pudessem ser comparados entre si Para verificar se os ganhos de aprendizagem haviam sido significativos, duas 6a. séries realizaram os mesmos testes de compreensão oral e leitura e os seus resultados comparados com aqueles dos sujeitos desta pesquisa. Os dados mostram que o programa temático baseado em tarefas precisou de algumas mudanças ao longo do processo em decorrência das reinterpretações pedagógicas das professoras, no que se refere, por exemplo, à adição e substituição de tarefas e ao espaço da gramática. Ao longo da implementação houve mais sintomas positivos do que negativos, isso pode ser explicado pelo tipo de interação que se efetivou nas aulas, isto é, mais engajada, verossímel, significativa e colaborativa. A grande maioria dos alunos gostou das aulas e do material didático e muitos perceberam que estavam aprendendo não somente lingua estrangeira mas também conteúdo temático. Quanto ao rendimento dos sujeitos, os dados mostram que em ambos os contextos de ensino, os alunos apresentaram ganhos de aprendizagem nas habilidades de compreensão/ produção oral e compreensão em leitura. Entretanto, esses ganhos foram mais significativos na habilidade de compreensão oral, seguida da leitura e produção oral em um dos contextos. No outro, os ganhos também foram concentrados na habilidade de compreensão oral, seguida da produção oral e leitura / Abstract: The aim oft his research is to implement and evaluate a task-based thematic syllabus which was devised for two groups of Braziian secondary leamers of English as a foreign language. The process of learning is interpreted and evaluated on the basis of the teachers' pedagogical changes in the planned syllabus, the leamers' verbal and non-verbal manifestations during interaction which were classified as positive and negative symptoms of leaming, learners' motivation and their performance in listening and reJ'ldingcomprehension tasks and in oral production skills. The data were collected through diaries, questionnaires, video- and audio-taped set of lessons and progress achievement tests which were anminimered in two moments of the process 50 that the results could be compared. In order to assess gains in leaming, sophomore students were submitted to the same listening and reading comprehension tests and their results compared to those obtained by the subjects ofthis research. The data show that the task-based thematic syllabus needed some changes during the implementation phase because of the pedagogical reinterpretations of the teachers who realized the need for replacement and addition of tasks throughout the course and a new dimension for grammar teaching. The subjects had more positive than negative symptoms of leaming and this can be accounted for a committed, truly, meaningful and collaborative interaction that was built in the classroom. The majority of the subjects have stated that they enjoyed the classes and the textbook which as particularly designed for their age and interests. They realized they were learning not only the target language but also thematic contento The data also show gains in listening and reading comprehension as well as in oral production skills. In other words, the subjects of both contexts of research were able to develop listening comprehension more than the other skills. Reading comprehension was developed more tban oral production in one of the contexts while the reverse was observed in the other context / Doutorado / Ensino-Aprendizagem de Lingua Estrangeira / Doutor em Linguística Aplicada

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As the impact of pictures in everyday life and literature is increasing, so is the importance of visual literacy skills. This essay combines theories of visual literacy, pictorial metaphor, image analysis and environmentalism to analyse visual literacy in relation to how Shaun Tan’s pictures create metaphorical ideas related to the environment in Tales from Outer Suburbia. Three pictures from the picture book were analysed for this purpose. The pictures are part of the short stories named “alert but not alarmed”, “no other country”, and “grandpa’s story.” Furthermore, this essay discusses how visual literacy can support students’ English language learning. The analysis found that analysing Tan’s use of symbols and icons in combination with the emotional effect of picture elements reveal several pictorial metaphors related to the environment. The pictorial metaphors reflect humankind’s relationship to nature. This essay concludes that visual literacy skills are necessary to identify pictorial metaphors and that analysing pictures supports students’ visual literacy skills and English language learning.

This independent degree project investigates the vocabulary profiles in English language learning textbooks used in Sweden, and whether the vocabulary profiles follow the expected levels according to the CEFR and The Swedish National Agency for Education. This was done by a corpus-driven method, as well as a lexical analysis using search tools such as the English Vocabulary Profile, Text Inspector, and Compleat Lexical Tutor. The corpus contained texts from six different textbooks used in year 6, year 9, and in the English 7 course, as well as a number of news articles from The Guardian. The news articles served the purpose of comparing the vocabulary levels in the textbooks for English 7 with the vocabulary levels in advanced written English, which is a requirement for students to be able to understand in order to reach the grade E in English 7. The lexical analysis focused on lexical diversity, word families, word frequency, and the CEFR levels. The results showed that the vocabulary levels in the textbooks were appropriate, but that they might not provide enough challenge for students aiming for the higher grades. Results also showed that the vocabulary levels advanced in relation with the school years. The analysis revealed that between 90 and 97 percent of the vocabulary in the texts were categorized as within the CEFR levels that were expected of each of the school years. Pedagogical implictions drawn from this investigation are that teachers should teach about word families and that they can benefit from using the EVP when providing educational material in addition to textbooks.

Syftet med denna studie är att undersöka hur engelsklärare i åk 4-6 belyser och säger sig använda smartboarden i engelskundervisning. Denna studie är baserad på kvalitativa semistrukturerade intervjuer med tre grundlärare som undervisar i engelska i år 4, 5 och 6, och TPACK-modellen har valts som teoretisk utgångspunkt för analys, tolkning och diskussion av materialet. Resultatet visar vilka för- och nackdelar med smartboarden som upplevs av lärarna. En fördel som framkommer är att smartboarden gör det möjligt att spara och dela lektionsinnehållet, medan en nackdel som omnämns är teknikens sårbarhet som medför att läraren ständigt måste ha en alternativ lektionsplan i beredskap. Resultatet visar också att de tre lärarna framför allt använder smartboarden som projektor, dvs. ett visningsredskap, och att dess fulla användningspotential ofta lämnas outnyttjad till följd av att lärarna får otillräcklig teknisk utbildning och bristfälligt pedagogiskt stöd för hur smartboarden ska integreras i ämnesundervisningen på bästa sätt.