Este trabajo de investigación tiene como objeto el estudio de la competencia literaria en el alumnado de Educación Primaria. El recurso didáctico que se utilizó es la Literatura Infantil y Juvenil y más concretamente textos de Roald Dahl. Mediante una metodología basada en el taller de Lengua y Literatura se prueba que es posible mejorar la competencia literaria en una lengua extranjera a la par que se mejora en la lengua materna. En el desarrollo de la tesis doctoral hallamos que los cuatro primero capítulos constituyen un fuerte cuerpo teórico apoyado principalmente en la justificación del estudio que se realiza, en el recorrido por los diversos métodos que han sido trascendentes en la enseñanza de Lenguas, en la delimitación del concepto de competencia literaria y, por supuesto, en la revisión de la obra del autor galés. En el quinto capítulo se presenta el trabajo de campo realizado analizando los resultados obtenidos a través de las pruebas diseñadas para esta investigac ión con el fin de comprobar si la competencia literaria había mejorado en el alumnado de Educación Primaria. También se incluyen en la tesis una serie de sugerencias de tipo didáctico-inspiradas en el modelo crítico de enseñanza- para que el profesorado en general, y el de Lenguas en particular, pueda ir poniendo en práctica esta propuesta procurando alcanzar una transformación escolar a la par que social. / The main goal of this research is the study of the literary competence of the students of Primary Education. The Infant and Young Literature of Roald Dahl was used as didactic resource. The Language and Literature workshop was the didactic methodology used to improve the literary competence in both foreign and mother language. Along the thesis we can find a deep theoretical corpus to justify the research, where we can find the study of the different didactic methods for the teaching of Languages, the definition of the concept literary competence and the review of the Literature of Roald Dahl. The following chapter shows the results, that were got through the tests designed, about the improvement of the literary competence in the students of Primary Education.Finally, several didactic suggestions are included -inspired in the critical teaching method- for teachers in general and for teachers of Languages in particular, whose main porpoise is getting an educative and social change.

Cette thèse s'inscrit dans une vision telle que dans l'enseignement d'une langue étrangère, deux langues et cultures se rencontrent, chacune dispose d'une part de la connaissance du monde, d'un calibrage différent. On ne parvient pas à établir une référence commune au premier rapport, surtout lorsque ces deux langues et cultures sont très éloignés (Chine/France). Cependant, ce n'est pas un échec, c'est plutôt une offre, une invitation à chercher ensemble cette référence commune. Dans ce sens, le fait de se référer à quelque chose, avec l'intention d'y comprendre quelque chose de l'autre exige une forme de négociation et un esprit « interculturel ». L'étudiant devrait prendre conscience qu'il existe plusieurs variétés langagières et que celles-ci varient selon la situation de communication ainsi que l'humeur, l'âge, le sexe, l'origine sociale, régionale ou nationale du locuteur. Cela s'ajoute aussi des informations implicites pour un étranger comme les gestes, les connotations, les références historiques, les coutumes ,etc. Cet apprentissage du savoir , du savoir être et du savoir faire de la pratique sociale et communicative langagière relève donc de la compétence culturelle et spécifiquement celle de la « culture courante » selon R.Galisson , c'est à dire d'une culture du quotidien de tout les jours. Notre terrain de recherche vise donc aux apprenants chinois en France, en centrant l'analyse expérimentale sur les individus. Le séjour quotidien des étudiants a rarement été étudié dans sa globalité. Il fallait donc essayer de rendre compte de l'expérience personnelle des étudiants, telle qu'on pouvait la percevoir à travers nos enquêtes pour finalement élaborer d'une « façon de faire » avec un « programme complémentaire » centré à la « culture française courante » qui répond (j’espère) aux besoins des apprenants chinois du français qui veulent séjourner en France pour leurs études supérieurs. / As different cultures have different world outlook and measure standards, it is quite different between teaching a native language and teaching foreign languages when two languages are combined with their cultures. Thus it is hardly possible to establish a standard which can be used in two teaching modes, especially when the two kinds of languages and cultures are totally different (such as China and France). However, the more difficult it is, the more it is worth exploring. Making efforts in understanding two kinds of languages and cultures, we are trying to establish such a standard by bringing in the concept of “Intercultural”. When a student is surrounded in an environment which is quite different from his mother tongue, culture is very important in his foreign language learning. That’s why we focus on Chinese students studying in France in this thesis. Without the help of the outside world, it would be really tough for an oversea student to adapt himself to the culture shock between two countries. Language varies in different contexts, moods, ages, genders, social backgrounds, regions and countries, let alone there are gestures, proverbs, historical allusions, customs and other hidden information which are even harder for a foreign student to understand. It is a great test for an oversea student to get along with the new language, socializing and the new culture. All the relevant knowledge in daily life is “culture”, more precisely, “daily culture” proposed by R.Galisson. We aims Chinese students studying in France as our studying objects. We collected and analyzed their daily lives and personal experiences through interviews. Then we are trying to use a teaching method emphasizing on “French daily culture” to help Chinese students adapt to the learning life in France.

Made available in DSpace on 2016-06-02T20:25:15Z (GMT). No. of bitstreams: 1 4704.pdf: 857779 bytes, checksum: 5b006e814228c4a59ea866dcdda9db6e (MD5) Previous issue date: 2012-06-22 / This Master research focuses the use of samba as a means of working culture in Portuguese as a Foreign Language class. For this, we conducted a content-based course about samba for Spanish speakers to analyze how the samba can be configured as a way to teach cultural aspects related to language and to identify the impressions of these learners about learning Portuguese through this cultural content. We assume the proposal that the place of language is the same as the culture, so there is no way to separate these two elements in the teaching/learning a foreign language. As a social manifestation of great representative for the Brazilian culture, samba was chosen in this research as a content that can reveal elements of cultural and national identity, thus, should contribute to the learning of Portuguese as a foreign language. The methodology adopted is qualitative and ethnography based and the procedures and data collection instruments were observation and notes, classes audio recording and questionnaires made at the beginning and at the end of the course. In this research, we verify the validity of using the samba as a pedagogical resource for teaching PLE, acting both as an initiator of cultural reflection in the classroom and as a voice that collaborates for the cultural discussion that is already started in class. Moreover, the samba was perceived by students as a source of cultural contact by several themes that his lyrics convey. / Esta pesquisa de Mestrado tem como foco discutir o uso do samba como meio para se trabalhar cultura em aulas de Português como Língua Estrangeira. Para isso, foi realizado um curso temático sobre samba para hispanofalantes a fim de analisar como a canção pode se configurar como um meio para se ensinar aspectos culturais relacionados a uma língua e identificar quais as impressões desses aprendentes sobre o aprendizado de Português por meio desse conteúdo cultural. A proposta parte do pressuposto de que o lugar da língua é o mesmo que o da cultura, de forma que não há como dissociar esses dois elementos no processo de ensino/aprendizagem de uma língua estrangeira. Como manifestação social de grande representatividade para a cultura brasileira, a canção foi eleita nesta pesquisa como conteúdo capaz de revelar elementos culturais próprios da identidade nacional e, assim, trazer contribuições para a aprendizagem de Português como língua estrangeira. A metodologia adotada é qualitativa e de base etnográfica e o procedimentos e instrumentos de coleta de dados foram observação e notas de campo, gravação em áudio das aulas e questionário aplicado no início e ao final do curso oferecido. Nessa pesquisa, constatamos a validade do uso do gênero musical samba como recurso pedagógico para o ensino de PLE com enfoque cultural, atuando tanto como elemento desencadeador da reflexão cultural em sala de aula quanto como voz que colabora para a discussão sobre cultura que já está iniciada na aula. Além disso, o samba foi percebido pelos estudantes como uma fonte de contato cultural pelas diversas temáticas que suas letras veiculam.

En el presente estudio se pretende indagar con qué ventajas y desafíos se encuentran los profesores y alumnos en clases de ELE en los pasos 1 y 2, en las que los profesores procuran utilizar la lengua meta lo más posible. Mientras los expertos de educación en Suecia resaltan que el grado de uso de español en clases de ELE debe aumentar, a su vez, estudios muestran que es común que profesores y alumnos piensan que sería imposible enseñar en la lengua meta en los niveles principiantes (Skolinspektionen, 2010). A través de un método mixto, con entrevistas con tres profesores y encuestas a sus 86 alumnos respectivos en los pasos 1 y 2 de ELE, el presente estudio complementa estudios anteriores con más material. Los profesores consideran que las ventajas principales de usar la lengua meta son que los alumnos se motivan, se atreven a hablar, aprenden más y que ayuda a desarrollar la relación entre alumno y profesor. De igual manera, la mayoría de los alumnos aprecian el uso de la lengua meta por parte de su profesor, ya que piensan que facilitará su aprendizaje. El mayor desafío que se presenta es la falta de continuidad en las clases de ELE. Los alumnos del primer paso muestran un mayor entusiasmo en general por el uso de la lengua meta por parte de sus profesores que los alumnos del segundo paso, al que han venido muchos estudiantes nuevos, provenientes de otros cursos y profesores. Sería recomendable completar este estudio con estudios más amplios, además de estudios comparativos con alumnos que no han tenido profesores que procuran hablar español en la clase de ELE. / The present study explores the benefits and challenges experienced by teachers and their students in beginners’ classes of Spanish as a foreign language in Sweden, in which the teachers aim to maximize the use of the target language in the classroom. While educational experts in Sweden call for an increase in the usage of Spanish in foreign language classes, previous studies show that teachers and students think it would be impossible to teach beginners’ levels in the target language (Skolinspektionen, 2010). The present study consists of material from interviews with three teachers who insist using Spanish as the main language in the classroom, as well as the results of questionnaires from 86 of their respective students. The teachers emphasize that the main benefits of using the target language in the classroom are that it motivates the students, it encourages the students to speak in Spanish themselves, it stimulates their learning and it improves the student-teacher relationship. The majority of the students appreciate the fact that their teacher uses Spanish as classroom language since they believe it will help them learn more. The main challenge is the lack of continuity in the Spanish classes. The students in the first step are more enthusiastic in general, whereas the students in the second step are more reluctant, since many of them have been transferred from other classes and are not accustomed to the teacher speaking in Spanish. The author calls for broader studies, as well as comparative studies with students of teachers who don’t use Spanish as the main classroom language.

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В работе предпринята попытка предложить методы и практики для оптимизации онлайн-обучения. Сначало разобрана история развития дистанционного образования, проанализированы его определение и особенности. Затем в практической части было организовано обследование ситуации онлайн-обучения студентов, и по результатам опроса проводилась педагогическая деятельность. Наконец, предоставляются методы обучения и схем оптимизации онлайн-класса. / The paper attempts to propose methods and practices for optimizing online learning. First, the history of the development of distance education is analyzed, its definition and features are analyzed. Then, in the practical part, a survey of the situation of online learning of students was organized, and based on the results of the survey, pedagogical activities were carried out. Finally, teaching methods and online class optimization schemes are provided.

The overall purpose of this study is to investigate whether the motivation of Swedish pupilsin grades 4-6 to learn can increase when textbooks and workbooks are exchanged for fiction,and more fiction is incorporated in English teaching in Sweden. The study hopes tocontribute to knowledge development that strengthens and develops English teaching inSweden. The teacher is responsible for planning their teaching - at the same time, there aremany discourses about student influence in school contexts. According to the SwedishNational Education Agency (2022), all students should have the right to influence theireducation and school activities. The pupils’ life stories and experiences can contribute toschools' developmental work. Furthermore, this paper aims to find out why and how it ispossible to work with literature to achieve the learning goals stated in the curriculum. It alsoserves as a basis for teachers to gain in-depth knowledge of how they can motivate studentsto work with fiction when teaching English. The essay also provides a variety of workingmethods for integrating fiction in English teaching in grades 4-6 in Swedish schools. The methods used for this essay are qualitative group interviews of a semi-structured natureand the answers come from 25 pupils from two different schools in the middle of Sweden.The intervention study involved three classes, 66 pupils from grades 4 and 5. This study demonstrates that using fiction in English teaching increases pupils' motivationand knowledge acquisition compared to if they are only allowed to work with textbooks andworkbooks.

The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in the teaching of African languages in the senior phase. The study was conducted in Vhembe and Mopani District in the Limpopo Province of South Africa. Data were collected through observation, an interview schedule and documentary analysis. The constructivist grounded theory provided a theoretical framework for this study. Data were analysed simultaneously with the data-collection process informed by the constructivist grounded theory. This investigation revealed that teachers do not apply the investigated OBE principles in the teaching of African languages in the senior phase. Instead, they still teach in the manner they used before the introduction of the OBE approach. There were many reasons advanced by teachers for their failure to apply these principles in their teachings. A lack of knowledge and skills necessary to apply this new approach was prevalent. This lack of knowledge could be attributed to the inadequate teacher training received and noncommitment to OBE approach by the teachers. The study found that the investigated principles were not applied because of a lack of application strategies, the failure to interpret policy documents and resistance to change by teachers. In view of the findings in this study, the researcher deemed it imperative to make recommendations which could be used for further studies in order to achieve the proper application of OBE principles in the teaching of African languages. / D. Ed. (Didactics) / Educational Studies

The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in the teaching of African languages in the senior phase. The study was conducted in Vhembe and Mopani District in the Limpopo Province of South Africa. Data were collected through observation, an interview schedule and documentary analysis. The constructivist grounded theory provided a theoretical framework for this study. Data were analysed simultaneously with the data-collection process informed by the constructivist grounded theory. This investigation revealed that teachers do not apply the investigated OBE principles in the teaching of African languages in the senior phase. Instead, they still teach in the manner they used before the introduction of the OBE approach. There were many reasons advanced by teachers for their failure to apply these principles in their teachings. A lack of knowledge and skills necessary to apply this new approach was prevalent. This lack of knowledge could be attributed to the inadequate teacher training received and noncommitment to OBE approach by the teachers. The study found that the investigated principles were not applied because of a lack of application strategies, the failure to interpret policy documents and resistance to change by teachers. In view of the findings in this study, the researcher deemed it imperative to make recommendations which could be used for further studies in order to achieve the proper application of OBE principles in the teaching of African languages. / D. Ed. (Didactics) / Educational Studies

Deklarationen om nordisk språkpolitik syftar till att stärka grannspråksförståelsen i Norden och i det arbetet spelar skolan en roll genom svenskundervisningen. Trots deklarationen har grannspråksundervisningen i svensk skola kallats svensklärarens dåliga samvete och Sverige har fått kritik för att inte arbeta nog med detta inom skolan för att möta målen. Denna studie undersöker hur fyra svensklärare på gymnasiet arbetar med grannspråksundervisning utifrån kursplanen i Svenska 2. Även lärarnas attityder till grannspråksundervisning samt hur de ser på sin egen kompetens att bedriva den behandlas. Resultatet visar att lärarna arbetar utifrån det som konkret står formulerat styrdokumenten men också att tre av dem även inkluderar moment utöver kursplanen. Den generella attityden till grannspråksundervisning hos lärarna är positiv trots att två av dem väljer att prioritera andra moment i kursplanen högre. Endast en av de intervjuade lärarna anser sig ha kompetens nog för att bedriva grannspråksundervisning trots att allas lärarutbildning har inkluderat grannspråk. Resultatet visar vidare att det finns en diskrepans mellan skolans uttalande roll i arbetet att stärka grannspråksförståelsen och grannspråksundervisningen i praktiken. / The declaration of Nordic language politics aims to strengthen neighbouring language comprehension in the Nordic countries and in that work, schools play an important part. Despite the declaration the teaching of neighbouring languages in Swedish schools has been called “the bad conscience of the Swedish teacher” and Sweden has received criticism for not doing enough within the schools to meet the aims. This study investigates how four Swedish teachers in upper secondary school work with teaching neighbouring languages according to the syllabus for Swedish 2. The study will also deal with the teachers’ attitudes towards teaching neighbouring languages and how they perceive their own competence to teach it. The results show that the teachers work according to what the curriculum says concretely but also that three of them also extend their teaching outside of the syllabus. The teachers’ general attitude towards teaching neighbouring languages is positive even though two of them choose to prioritize other parts of the syllabus. Only one of the interviewed teachers considers themselves to acquire the competence to teach neighbouring languages even though all theteachers’ education included neighbouring languages. Furthermore, the results show there is a discrepancy between the schools outspoken role in strengthening neighbourin