<p>The teaching book is a very important device in schools and its potential impact can be considerable. This essay analyses how gender is established in one of the most common teaching books in upper secondary school,</p><p><em>Blueprint A. The study aims to find out if the teaching book is stereotypical concerning the issue of gender equality. The analysis is made with Halliday’s Functional Grammar Theory as theoretical approach and is compared to the guidelines of the Curriculum and the Educational Act. To fulfil the aim of this essay, three texts are analysed from a gender perspective. If the verbs are dynamic/stative, and if the subjects function as agents or not are the factors used to establish if there is a difference between how females and males are represented in the texts. The hypothesis is based on a previous study on the same teaching book but regarding another edition and course (Odén 2005). It is hypothesised that there are differences in how men and women are presented in the texts and that women are described as more stative while men are described in more dynamic terms. The conclusion of this essay is that females are established as more stative than males and therefore it can be argued that the teaching book does not satisfy the goals of the Curriculum or the Educational Act. </em></p>

<p>Sammandrag</p><p>Med detta arbete vill jag titta på de största skillnaderna mellan en kommunal-, en Montessori- och en Waldorfskola med inriktning på deras engelskundervisning. Detta för att få inspiration till olika sätt att undervisa elever i problem på, i framförallt engelska. För att kunna se de största skillnaderna och likheterna mellan den kommunala skolan, Montessoriskolan och Waldorfskolan började jag med att studera vad som finns skrivit om dem i litteraturen.</p><p>Efter att ha gjort detta valde jag att ta kontakt med en skola av varje sort. Jag besökte de tre skolorna under två dagar vardera under tre veckors tid. Under de två dagarna satt jag med i klassrummet och tittade på hur undervisningen såg ut. Besöket avslutade jag med att intervjua den lärare vars klassrum jag besökte. Intervjufrågorna jag ställde till lärarna var formulerade utifrån den litteratur jag studerat.</p><p>Jag kom fram till att det inte bara finns skillnader utan även likheter mellan skolorna, framförallt mellan den kommunala skolan och Montessoriskolan. Detta både i litteraturen och i resultatet. En av de största skillnaderna mellan de olika pedagogikerna och skolorna var utöver hur de lägger upp elevernas skoldagar, hur de använder sig av de nationella proven. Den kommunala skolan gör de nationella proven i årskurs fem, medan Montessoriskolan gör femmans nationella prov i både fyran, femman och sexan, och Waldorfskolan inte gör dem över huvud taget mer än i årskurs nio. Både Montessoriskolan och Waldorfskolan anser att de kräver mer av sina elever än vad som görs i de nationella målen. Men alla tre skolorna följer målen, även om Waldorfskolorna har sin egen läroplan.</p> / <p>Abstract</p><p>In this study I have looked at some of the differences between a municipal-, a Montessori- and a Waldorf school, with focus on their English teaching. This is because I wanted to find ways to teach English to pupils with various types of learning difficulties. To be able to see the main differences and similarities between a municipal school, a Montessori school and a Waldorf school I began with literature studies.</p><p>When I had finished the literature studies I contacted three schools that applied the different pedagogies. I visited the three schools during two days each through a three-week period. During these two days I was in the classroom when the pupils were there and followed the teachers’ teaching. I ended the visits with an interview with the teacher whose classroom I visited.</p><p>I came to the conclusion that there are both differences and similarities between the three schools. The two schools that are most similar are the municipal school and the Montessori school both in the literature and in the result from the observations and interviews. Two of the main differences between the schools are how they plan the school days for the pupils, in which order they have the lessons, and how they use the national tests. The municipal school uses the national test in fifth grade, the Montessori school uses it in the years four, five and six and the Waldorf school only use it in year nine. The Montessori school and Waldorf school believe that they require more from their pupils that the national goals. All the three schools aim at those goals, but the Waldorf schools have their own curriculum.</p>

The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals. This was accomplished through two main phases of research. In the first phase, a web-based survey was used to explore the question of whether international experiential education did, in fact, impact life choices. Responses from this initial phase were used to identify a purposive sample of eight respondents with whom telephone interviews were conducted in the second phase of the study. The goal of the interviews was to determine, for those who indicated that their life choices had been impacted by the abroad experience, when and why it had happened. The evaluation was done by applying Mezirow’s transformative learning theory to the analysis. The self-reported responses indicated that there was an impact on life choices related to educational and career goals in almost 80 percent of the 74 survey respondents. These data were used as the foundation for the second phase of the study, which examined the catalysts for, and the process of, transformation through the lens of transformative learning theory. Almost all respondents indicated that the international experience had transformed their perspectives on their identity and purpose in life. Seven out of eight respondents discussed how they had gained an understanding of the fact that where one is born defines his or her perspective. One’s sociocultural environment defines who one is and how he or she sees the world. The international experience allows a person to see themselves through the eyes of others. While the timing and specifics of the catalysts varied, each of these seven had gone through the phases of transformation--disorienting dilemma, critical reflection, changed frame of reference--with some relation to the abroad experience.

In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students¡¦ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students¡¦ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results: 1. The interaction effects of co-teaching and grade on elementary school students¡¦ attitude toward LET teaching, self-English learning and overall English learning attitude are significant. 2. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ self-evaluation of learning outcomes and overall English learning attitude are significant. 3. The interaction effects of co-teaching and grade on elementary school students¡¦ instrumental motivation, negative motivation and overall English learning motivation are significant. 4. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ instrumental motivation are significant. Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.

In light of the niche theory, the study aims to understand the competition between the print magazine and the e-learning industries within the English language learning market in Taiwan. A niche analysis which compares the gratification niches of the two media was conducted in order to measure the patterns of resource use and to assess the superiorities. The findings suggest that there is strong competition between the two media. The e-learning meets a wider spectrum of needs and has a competitive displacement effect on the print magazine; the results indicate the e-learning¡¦s superiority over print magazine on the ¡§socialize,¡¨ ¡§economic,¡¨ and ¡§interaction¡¨ dimensions, whereas neither medium is superior on the ¡§choices¡¨ dimension. Significantly, the superiority in convenience of the e-learning may contribute to decreasing magazine use. Therefore, a medium should endeavor to better serve the needs for convenience, and to provide a wider choice of teaching materials.

Abstract Because the government¡¦s control over the publishing industry of English teaching has loosened, foreign companies start to set up agencies in Taiwan. In addition, due to more attention on English education by the public in recent years, the potential market of the publishing industry becomes larger; publishing companies try to share the benefit of the huge market, so the competitions in the industry also become extremely drastic. The foreign publishing company has kept higher market share until the chain of cram school raised and the native advantages plus tricks used by the local publishing companies. Thus, the foreign publishing companies now face a big challenge of ¡§live or die¡¨. The structure of the thesis is focused on the marketing mix of Oxford University Press (Taiwan Branch). The outset is the motivation, and a questionnaire is designed to investigate the six dimensions of marketing mix including seminar, product, price, promotion, place and loyalty. The interview was also carried out to complement and intensify the empirical analysis. The result is used to build the constructive marketing strategy for Oxford University Press (Taiwan Branch) to offer the reference of the company¡¦s business strategy. The results came from the research are: 1.For the most participators, their motivation of participation is increasing their teaching experiences. 2.Participators are highly satisfied with the teacher training seminar and all the factors are over 70%. 3.If participators have high satisfaction with entirely teacher training seminar, they are willing to continue to participate in the seminar, and will recommend the seminar to other people. 4.Participating in the teacher training seminar and buying teaching products have high correlation. 5.Participators are unsatisfied with promotion activities, but the satisfaction with product, price and place are over 65% Keyword: marketing mix, publishing industry of English teaching, loyalty, satisfaction, teacher training seminar.

<p>Syftet med detta arbete är att undersöka hur engelskundervisning kan bedrivas i år 4, 5 och 6. Vi är intresserade av att se hur olika lärare i olika skolor arbetar och vilka undervisningsmetoder de använder sig av samt hur förutsättningarna i elevgruppen inverkar på valet av metod. Vi vill också undersöka hur valet av undervisningsmetod påverkar elevernas intresse och motivation i ämnet. Frågeställningarna är följande:</p><p>• Vilka metoder använder engelsklärare i sin undervisning och hur kan detta se ut i praktiken?</p><p>• Hur tar engelsklärarna hänsyn till elevgruppen och varje elevs individuella behov när det gäller val av undervisningsmetod?</p><p>• Vilken påverkan har valet av undervisningsmetod på eleverna vad gäller deras intresse och motivation i engelskämnet? Skiljer sig lärarnas uppfattningar om elevernas inställning från elevernas egna?</p><p>För att kunna genomföra studien har vi valt att intervjua fem engelsklärare i år 4-6 i en och samma kommun i Sverige. För att få reda på elevernas motivation och intresse i ämnet har vi gjort en enkätundersökning i de klasser där intervjurespondenterna undervisar.</p><p>Resultatet visar att lärarna är ganska lika då det gäller val av undervisningsmetod. Samtliga lärare är kommunikativt inriktade men är inte särskilt insatta i olika undervisningsmetoder utan grundar sig istället på styrdokumentens syn. Vi kan dock se att de har influenser av metoden Communicative Language Teaching i sin undervisning. Eftersom lärarna inte medvetet använder sig av någon specifik metod blev vår andra frågeställning svår att besvara och vi fick istället inrikta oss på hur de gör för att individualisera undervisningen. Lärarna och eleverna har inte alltid samma uppfattning om elevernas motivation. Vi upptäckte att ett bra klassrumsklimat, höga men rimliga krav samt användandet av flera material än läromedlet har en positiv inverkan på motivationen.</p> / <p>The aim with this study is to see how English education can be practiced in the Swedish grades 4, 5 and 6. We are interested in seeing how different teachers in different schools work and what teaching methods they use. At the same time we want to see how the pupils’ needs and interests affect the choice of teaching method. We also want to study how the choice of method influences the pupils’ motivation in the English subject. Our question formulations are:</p><p>• What methods do English teachers use in their teaching and how can they be practiced?</p><p>• How do English teachers take every pupil’s individual needs in consideration when it comes to the choice of teaching method?</p><p>• What effect does the choice of teaching method have on the pupils when it comes to their interest and motivation in the English subject? Do the teachers’ opinions about the pupils’ attitudes differ from the pupils’?</p><p>To implement this study we have chosen to interview five English teachers in the Swedish grades 4-6 in the same commune in Sweden. To find out about the pupils’ motivation and interest in the subject we have done a questionnaire study in the classes where the respondents in the interview are teaching.</p><p>The result shows that the teachers are similar when it comes to the choice of teaching method. All teachers have a communicative approach but are not particularly conversant in different methods. Instead they base their thoughts on the view of the curriculum and the syllabus. However, we can see that they in their teaching, have influences from the method Communicative Language Teaching. Due to the fact that the teachers do not use a specific method, our second question formulation was difficult to answer and instead we had to focus on how they implement individualization. The teachers and the pupils do not always have they same opinion about the motivation of the pupils. We discovered that a good classroom climate, high but reasonable demands and the use of more materials than the teaching aid have positive affects on the motivation.</p>

This study aimed at determining whether the use of indigenous techniques of communication can have a positive impact on the motivation of the learner of English as a foreign language in Cameroon. By indigenous techniques of communication we mean techniques like role-play, songs, the telling of folktales, riddles and proverbs. This work is intended as a contribution to the search for improvement of student motivation and enthusiasm, whereby they can be more responsive as they participate spontaneously in learning English as a foreign language. Some writers agree that it is beneficial to learn a foreign language using the material that the learners are familiar with (Lado 1964, Gee 1987, Post and Rathet 1996). The telling of folktales, role-play, songs, and the use of riddles and proverbs are found in all societies and every indigenous society uses them in teaching in one way or the other. Most foreign language learners are familiar with them. Their abundance in the Cameroonian society presents an excellent opportunity for foreign language teaching/learning. My interest in this research has been substantially influenced by my experience of working for almost a decade with learners of English as a foreign language in Francophone secondary/high schools in Cameroon. This work led me to the realization that students respond to English language teaching with very little motivation and enthusiasm. They make little or no progress in learning the language, much less in communicating in it. One of the major questions I have often asked myself is why Francophone students find English language learning boring and what could be done to solve the problem of teaching English to these students. I have tried on a number of occasions to tell folktales or teach a song in class when I found the students were bored with the lessons and discovered that the students immediately became alert. Their alertness was probably not for the direct purpose of making any linguistic gain but for the sheer entertainment of listening to a story or taking part in the singing, all of which they seemed to enjoy. Based on this positive change in the students, it was hypothesized that the introduction of some indigenous techniques of communication in the foreign language classroom might help improve its learning. The results from this study indicate that the recommendations for the use of these techniques in language teaching will help improve on the present negative attitude of foreign language learners. This study is significant to foreign language teaching/learning in all developing countries but most especially to the Cameroonian educational system where the study was carried out. Its relevance is due to the fact that most of the facilities that are presently used for the teaching of foreign languages in advanced countries are absent in developing countries. To help improve on the enthusiasm of the learner of a foreign language therefore, educational planners should resort to the use of indigenous techniques, which this study has found out could be very helpful in any foreign language classroom if properly applied. / Es ist allgemein anerkannt, dass es für Schüler, die eine Fremdsprache erlernen sollen, von Vorteil ist, wenn ihnen vertrautes Material im Unterricht verwendet wird (Lado 1964, Post und Rathet 1996). Das Ziel der vorliegenden Studie ist deshalb, die positive Wirkung von indigenen Kommunikationsstrategien und –techniken auf die Lernermotivation kamerunische Schülern und Schülerinnen zu ermitteln, welche Englisch als Fremdsprache erwerben. Unter indigenen Kommunikationstechniken verstehen wir Rollenspiele, Lieder, das Erzählen von Märchen, Rätseln und Sprichwörtern. Die vorliegende Studie soll einen Beitrag bei der Suche nach Verbesserungsmöglichkeiten von Schülermotivation und Enthusiasmus leisten und dazu beitragen, das Schülerinteresse durch spontanes, teilnehmendes Erlernen zu wecken.

The purpose of this essay is to examine how teachers teach English and if they feel that their knowledge of English is enough to be teaching English. I will examine this through observations of four English teachers and then I will let them answer a questionnaire. During the observations I will look at the amount of English the teacher speaks, which methodology the teacher uses and the content of the lesson. The methodology that the teachers used during my observations was, total physical response, scaffolding, zone of proximal development, pronunciation, phrases and behaviorism. What I could see during to my observations was that in the classes where the teacher spoke more English than Swedish the pupils did so too. I could also see that the teachers used different methods during their lessons because they wanted to benefit all pupils, since the pupils prefer to learn in different ways. The content of the lessons was a subject that the pupils can easily relate to and has an interest in. From the questionnaires I could see that all teachers considered themselves to be at the same level in their knowledge of English according to which level they marked in the CEFR-scale. Three of the teachers said that their English knowledge didn’t affect their English lessons or their choice of methods. One of the teachers said that her English knowledge did affect her English lessons and her choice of methods since her pronunciation isn’t that good.

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language. The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching. The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students. Furthermore, the study points out the importance of English as language of instruction when there is a more equal situation for all students regardless of language. Second langue students do not need to go through the Swedish language to be taught in English.