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No description available.

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. / <p>Godkänt datum 2020-01-19</p>

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No description available.

This essay studies Cormac McCarthy´s The Road from a critical feminist perspective in order to suggest a new theoretical interpretation for this widely discussed novel. The essay analyses the way language in the novel reflects existing Western phallocentric thought, and its possible fall as the world in the novel has disappeared simultaneously giving emergence to a different kind of logos. By applying Luce Irigaray´s and Hélène Cixous´ critical feminist theories it can be argued that there is a development from a patriarchal Western logocentric tradition with its masculine world order and logos that slowly disappear towards another kind of order. There is an allusion to a new language. In the novel world has gone under due to some kind of ecological disaster, a couple, the father and the son are struggling through the devastated landscape. The mother in the story has committed suicide and even the language is disappearing and since all its referents are gone. Since the world and the language are gone together with them the Western logocentric tradition is abolished. The boy in the story has been born after the devastation, he is free from the old civilization and with the appearance of the new family and mother there is a possibility for renewal in “a world in it beginning” as the last poetic lines of the novel read.

Denna uppsats argumenterar för att skönlitteratur påverkar sina läsares tanke- och känsloliv, särskilt i en samhällskontext. Genom en närläsning av svenskämnets kursplan på gymnasiet, och i synnerhet dess uttryckliga formuleringar kring ämnets syfte, konstateras att skönlitteraturen anses kunna frambringa personlig förändring och förståelse av omvärlden hos dess unga läsare. Genom att jämföra detta styrdokument med hur ett antal gymnasielärare spridda över landet ser på skönlitteraturen i svenskämnet som ett medium för kognitiv och emotionell utveckling samt undersöka deras kunskaper om en litteraturundervisning med sådana föresatser, dras slutsatsen att svenskundervisningen behöver uppdateras.

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The aim of this investigation was to contribute with more knowledge concerning the learning and teaching of English vocabulary in Swedish upper secondary school in Sundsvall by answering the following research questions: Which CEFR level does each group’s vocabulary meet after29excluding K1 and K2 words? How accurate is the vocabulary production of the two groups in relation to each CEFR level? I also hypothesized that the group of students attending the Natural Science programme would be more proficient than the group attending the Economics programme since the former had studied the course English 5 longer and attend a more theoretical and advanced programme than the latter. Therefore, I gathered 30 essays from students attending the Natural Science programme at one school and 30 essays from students attending the Economics programme at another school to be analysed and compared. To analyse the material, I utilized Walker and Allan’s (2018) method which allows one to analyse vocabulary usage in relation to frequency levels and CEFR levels. The results demonstrated that the Natural Science group was more proficient than the Economics group, which also supported my hypothesis; however, there was variation in proficiency between students within both of the groups. The results had several implications for future teaching and learning of vocabulary in Swedish upper secondary school and these were primarily concerned with different ways of teaching weaker and stronger students mid-frequency and low-frequency vocabulary. In the future, it would be interesting to investigate how high-achieving students are taught mid-frequency and low-frequency vocabulary. / <p>Godkännande datum 2020-01-19</p>

Översikten ämnar att undersöka vad forskning säger om hur klassisk litteratur kan bli meningsskapande i ett mångkulturellt klassrum i både högstadiet och gymnasiet. Klassiker har valts då dessa texter ofta förknippas med att vara svårtillgängliga så väl som de ofta förknippas med en snäv syn på bildning. Översikten vill bidra till en mer nyanserad bild av hur klassiker kan användas i klassrummet och undersöka vilka didaktiska potential det finns förknippat med dessa i litteraturundervisningen. Översiktens metod har bestått av att söka, granska och sammanställa källor inom det aktuella området. Tio källor valdes sedan ut vars resultat analyserades, vilket utgör grunden för besvarandet av den aktuella frågeställningen. Resultaten som sammanställts gör det möjligt att urskönja klassikers potential i ett mångkulturellt klassrum. De potential som uppmärksammas står dock inte skilt från varken undervisningskontext eller den didaktiska kompetens lärare besitter, utan de didaktiska frågorna rörande vem, hur, vad och varför är även de en förutsättning för klassikers meningsskapande.  Nyckelord: Bildning, didaktik, identitet, kanon, klassiker, litteratur, läsande, meningsskapande, mångkulturalitet, receptionsteori.