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Samhället har blivit mer digitaliserat än vad de var förr (Skolverket 2017,10) och på grund av detta är det nu obligatoriskt att använda digitala verktyg inom undervisningen (Skolverket 2019, 7-8). Forskning inom området har olika åsikter kring hur digitala verktyg påverka undervisningen (Genlott och Grönlund 2016; och Genlott m.fl. 2019; Mueller och Oppenheim 2014) därför har denna studie syftet att undersöka hur digitala verktyg används i läs- och skrivinlärningen och hur detta påverkar undervisningen samt elevers motivation. För att svara på syftet har en kvalitativ studie gjorts med öppna semistrukturerade intervjufrågor där 8 lärare mellan förskoleklass och årskurs två deltagit i studien. Resultatet av studien visade att lärarna använder digitala verktyg och vilka digitala verktyg beror dels på vilka de får tillgång till genom skolan. De digitala verktyg som var mest vanligt var dator men Ipads, croomebooks, SMARTboard, projektor, olika appar och program på datorn, film, samt två skrivmetoder nämndes även som digitala verktyg. Resultatet visade även att lärarna anser att digitala verktyg bidrar till en varierad undervisning där eleverna får snabb feedback och att digitala verktyg underlättar för de barn som har svårt att skriva för hand på grund av motoriken. Även vissa motsättningar kom fram som till exempel digitala problem och internetuppkoppling som krånglar. Slutligen ansåg samtliga lärare att digitala verktyg är positivt för motivationen. / <p>Godkännande datum 2022-01-16</p>

<p>Godkänt datum 2021-09-14</p>

Este trabajo se propone analizar los episodios nostálgicos de la novela El amante bilingüe del escritor barcelonés Juan Marsé. El desdoblamiento esquizofrénico del personaje es simbólico del entorno cultural bilingüe de Cataluña y el tema principal de la novela es la identidad. En su búsqueda identitaria, el personaje principal Joan Marés recuerda su infancia en el duro periodo de posguerra. El retorno nostálgico no es a un paraíso perdido pero de todos modos, a través de la selección con la cual opera la nostalgia como reconstrucción subjetiva del pasado marcada por la imaginación, el protagonista logra reevaluar el pasado doloroso que al principio era negado. Reviviendo dos episodios importantes de la infancia, el narrador desmitifica tanto el sufrimiento de la época franquista como los signos de identidad nacionalistas catalanas. El regreso nostálgico, liberándolo de las secuelas del pasado, conlleva al final una reconciliación personal y la reafirmación de la identidad cultural mezclada de la infancia, inhibida durante mucho tiempo. / The objective of this essay is to analyse the nostalgic episodes of the novel El amante bilingüe (The Bilingual Lover) by Barcelonan writer Juan Marsé. The schizophrenic doubling  of the character is symbolic for the bilingual cultural environment of Catalonia and the main theme of the novel is identity. In his search for identity, the main character Joan Marés remembers his childhood during the difficult post-war period. His nostalgic return is not one to a lost paradise but nevertheless by the means of the selection with which nostalgia is operating as subjective reconstruction of the past, marked by imagination, the main character manages to re-evaluate his painful past that at first was denied. By recalling two important episodes of his childhood the narrator demystifies both the suffering of the Francoist era and the identity signs of the Catalan nationalists. By liberating him from the sequels of the past, the nostalgic return entails at last a personal reconciliation and the reaffirmation of the mixed cultural identity of his childhood, that was inhibited during a long time.

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The thesis aims to describe teachers’ opinions about the role grammatical com-petence plays in communicative language teaching. Since the breakthroughs of the Sixties in functional, meaningful and communicative foreign language teaching, instruction of grammatical structures has changed. In addition, the Swedish national syllabus offers poor descriptions of possible models for pedagogy of grammar; as a consequence, it is likely that the importance of grammatical competence varies in Swedish foreign language classrooms. Subject matter didactic theories (Pedagogical Content Knowledge) combined with Teacher Thinking research, form the theoreti-cal framework. Thirteen Spanish teachers were interviewed about their instructional values, dilemmas and ideas. The patterns that were found indicate that all teachers emphasize the importance of the grammatical structures for language learning and a communicative goal for the courses. Most of the informants practiced or strived for a focus on form approach. The how, what and when questions concerning the role of the grammar were for some teachers important to discuss and a tighter connection to research is suggested to develop and deepen teachers’ practice. Most of the teachers interviewed emphasized subject matter didactics instead of a more general didactic view when it came to the design of their lessons when teaching grammar. It was found that teachers mainly draw upon their own experiences as pupils, stu-dents and teachers when the role of grammar in learning a language was to be con-cretized in actual lessons. It was further discovered that hardly any influences from teacher education programs or other research results were referred to. These results indicate the need to take into account the professional knowledge and teachers’ questions as a basis for improvements in language teaching more firmly upon peda-gogical content knowledge. The results also raise the question whether shared pro-fessional content knowledge should (or should not) be represented in the national syllabus.

<p>Slutgiltigt godkännandedatum: 2022-01-16</p>

In this essay, I have analysed the novel Parable of the Sower by Octavia E. Butler through a Marxist lens to investigate how ideological oppression is depicted through Capitalism and religion. To examine these ideologies, I analysed Lauren Olamina, the first-person narrator and her half-brother, Keith. The analysis of Lauren shows how the process of critical inquiry granted her a degree of autonomy and agency in her own life. The strengths of the social hegemony and its predominant ideologies are however also revealed insofar as Lauren does not seem able to completely reject the religious mindset into which she has been socialised, as her own creation of the Earthseed belief system reveals her autonomy as being only relative. Additionally, the analysis of Lauren’s brother Keith shows a cautionary tale of individualistic ideologies such as the capitalist American Dream, where the self stands above all else and competitiveness is chosen over the community. Keith poses as both a perpetrator and victim in the novel, as he is both the vulnerable victim of his circumstances yet preys on others in ways that are motivated by the self-serving worldview that he has internalized. I have also argued for using dystopian literature such as Parable in the Swedish upper secondary ESL classroom to develop and exercise the students’ critical thinking. Critical thinking is a fundamental life skill that needs to be developed, encouraged and exercised in the school system and dystopian texts can provide both enjoyable and viable teaching material with which the students can exercise this skill. As critical thinking is a social practice, this collaborative and social aspect needs to be reflected in teaching methods and pedagogy. I end this essay on the note that the implementation of an engaged, thoughtful and guiding pedagogy that leaves room for the students to explore their thoughts, values and opinions amongst their peers and to have them validated is necessary for teachers to help in educating critical and responsible youths. This pedagogy will hopefully result in students who are more prepared, able and eager to evaluate the world critically and engage with the world in a similar spirit to make the world a better place. / <p>Slutgiltigt godkännandedatum: 2022-01-16</p>