This thesis analyzes the requirements imposed on applications for teaching foreign languages and proposes a structure and functions of a program fulfilling these requirements in a specific case of Lithuanian language. The proposal is afterwards implemented and evaluated in the respect of meeting the objectives.

Nana Qian Abstract After the collapse of the communist rule, how to collectively-memorize and narrate its Communist past in the contemporary context has been an urgent and critical mission for the Czech Republic. Interpretations and portrayals of the communist state have experienced a fluctuating path, from complete rejection to indifference and empathy. An examination of the re-interpretation of the Czech communist history to its younger generation could be an effective approach for a clearer and overall understanding of Czech communist history narration. Meanwhile, history textbooks are, to a great extent, representations of the authoritative narrative. Therefore, while drawing on the rich literature on both the studies of historical narrative and especially Czech communist history, the interpretation of Czech communist history narration in this research is focused on the close examination of a Czech secondary education textbook. This thesis argues that in addition to stating and explaining the general historical facts, the textbook utilizes emotionally descriptive expressions, selective depiction, and an indictive comparison to highlight a narrative of discontent and distrust towards the communist regime and the Soviet oppression while endorsing democratic values and the market economy of the West.

In this study, the content and depiction of security policy in Sweden was studied in educational social studies textbooks, derived from the 3rd course from two different curriculums: Lgy 70 and Lpf 94. The purpose of the study was to examine if there is a notable development and shift in the way that security policy is depicted and described in Swedish textbooks, and to do it in consideration of the drastic geopolitical changes that came with the fall of the Soviet Union and the end of the Cold war. For this study, a qualitive content analysis was used. The purpose of this study is structured around 3 questions: Are there differences in content and depictions between textbooks, and if so, what are they? How has content and depictions changed between the two curriculums? And how can these potential differences be explained?To answer the last question, a theoretical framework was used that emphasizes the importance of external factors such as geopolitical conditions in shaping perceptions and policy, which in turn may affect content and depiction in textbooks, as well as an approach where the textbook is understood as a reflection of the social climate. The results of this study show a significant difference regarding content and depictions in textbooks between the two curriculums, regarding the threat level, perceived security threats, security goals, the purpose and relevance of the policy of neutrality, to name a few. For example, Lgy 70 textbooks depicted possible aggressions as being as likely to occur from NATO as the Warsaw pact, whereas Lpf 94 textbooks took a more open stance, emphasizing Sweden’s cooperation with NATO and EU.

The aim of this study is to investigate how the semiotic modalities interact (or not) in two ’domestic science- and consumer knowledge’ books. Unfortunately this interaction is often lost when the multimodal perspective is forgotten. The fact that this type of literature often is uninspiring and poorly designed does not make things better. This paper will use a wider text concept as a stepping stone toward an understanding of the interplay between multimodalities and semiotic resources in the books. A theoretical literature study combined with an empirical analysis will lay the foundation to answering my research questions: how do the modalities in two ’domestic science- and consumer knowledge’ books interact and how do these books relate to earlier research on multimodal texts? The result was somewhat surprising as it showed that from a collaboration point of view, the book that was perceived as the least inspiring was as good as the one that was perceived as the more interesting. The conclusion drawn was that design plays a greater role than one might think and that is just as important as as a well functioning interaction between modalities. In textbooks, all parts are important to create meaning.

In conjunction with raising some questions regarding “genre” in Edo literature, the purpose of this thesis is to introduce a complete annotated translation of Kyōkun hyakumonogatari 教訓百物語 (One Hundred Scary Tales for Moral Instruction) by the Shingaku teacher Murai Yoshikiyo 村井由清 (1752-1813). Published in 1804 and reprinted several times, this text was intended as a guide to self-cultivation and ethical living based on Shingaku 心学, a philosophico-religious movement of great importance in the latter half of the Edo era. The translation is complemented with a transcription into modern script based on publicly available (online) digital images of an 1815 xylographic edition. Considering the work as one example of transgenred literature, in the introduction I explore the intellectual and historical contexts of the work, paying special attention to the contemporary category of textbook called ōraimono 往来物. I also consider for reference a kibyōshi 黄表紙 called Shingaku hayasomegusa 心学早染草, published in 1790 by Santō Kyōden 山東京伝, as another example both of transgenred literature itself and of literary responses to the same socio-intellectual moment, specifically the Edo world in the aftermath of the Kansei reforms (1787-93).

The purpose of this essay is to explore what subject view is expressed in the new syllabus of 2022. Furthermore, since the textbooks used in school can be included in an expanded curriculum concept and many textbooks are produced according to the content of the curriculum this study aims to investigate if older textbooks could still be seen as relevant after the introduction of the new curriculum. According to Lyngfelt (2006, p. 98) research on textbooks used in the Swedish subject is scarce. Therefore, the study uses a thematic analysis according to Braun and Clarkes (2006) model to answer these research questions: Which subject view can be discerned in the changes in the core content in the syllabus? Are all changes in the core content for the Swedish subject covered in the selected textbook? Which changes in the core content in the syllabus are covered most and least? The results show that the textbooks cover the additions in the core content, especially with respect to non-fiction texts. However, the textbooks’ cover in orality is scarcer. The study is based on the paradigms of Sawyer and Van de Ven (2006) and the most prominent subject paradigm in the core content is the communicative paradigm, but traces of all the paradigms used in the study was found in the new additions.

This purpose of this thesis was to create a valid, reliable, fair test bank for the textbook Paraprofessionals in the Classroom (Ashbaker & Morgan, 2006). This textbook was written specifically for the education of paraprofessionals. Further education beyond high school is one of the options recommended by the No Child Left Behind Act of 2001 to assist paraprofessionals in becoming highly qualified to work with children with special needs. Extensive research was conducted by the researcher on what constituted a good test bank. Excerpts were selected from seven chapters of the textbook. Questions and a rating scale for each question were written for each excerpt. The mentors selected paraprofessionals from various fields of special education to answer and rate the questions. Each paraprofessional read the excerpts and questions from three different chapters and then rated each question for difficulty level. The answers and question ratings were analyzed, the questions revised as necessary, and the test bank was completed.

The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así­ se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may not be in alignment with major theories of how language is acquired. The majority of the activities may fall under the category of meaningless drills, which it is claimed do not contribute to acquisition of a second language.

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This licentiate thesis addresses what textbooks in the school subject Swedish specifically oriented to pupils in different vocational programmes at Swedish high school/ upper secondary schools (Gymnasiet) offer to their readers. The study uses qualitative textual analysis as its main approach as well as, to a certain extent, quantitative data from textbooks in the Blickpunkt series (Blickpunktserien). Since they are included in so called comprehensive teaching materials, Bra Svenska A and Bra Svenska B, certain aspects of these two books, primarily their selection of texts are also studied. My point of departure is that a given textbook presumes a certain type of reader – this is supported by Umberto Eco’s theory that an author always writes with a reader in mind, a model reader, and I pose the following question: What views on subject matter, literature and cognitive approach are conveyed by the textbooks and what does this tell us about their model readers? My interpretation is that there are both many similarities and many differencies between the various model readers presumed by the textbooks. The focus on future professional activities permeates all of the textbooks, but is somewhat less prominent in Blickpunkt bygg and Blickpunkt el, where, to a certain extent, the model reader is presumed to be working with topics which can be attributed to the Swedish subject matter area. In Blickpunkt barn och fritid, Blickpunkt fordon, Blickpunkt hotell och restaurang and Blickpunkt omvårdnad, the postulated reader is assumed to be uninterested in literature and is expected to work in a field only marginally related to the Swedish subject matter area. Instead the textbooks are organized on the basis of a general assumption regarding what know-how and qualifications are currently in demand on the labor market. Therefore we cannot say that they contain a genuine Swedish subject matter area. The formulation of the textbooks implies that a model reader is not expected to approach the texts with a critical mind in order to help him or her develop cognitive thinking and oral and written language skills.