Biodiversity is the prerequisite for well-functioning ecosystem services that are crucial, like clean water and clean air. Invasive alien species (IAS) are a serious and long-term issue that is actively threatening the genetic diversity within ecosystems. In Sweden, 20 percent of 2000 alien species is estimated to be invasive or potentially invasive. One of the species that is assessed to be an IAS is garden lupine (Lupinus polyphyllus), which today is widely spread over big parts of Europe and it is established and reproducing in Sweden. The aim of the study was to find out wether the occurence of garden lupine in Jämtland (last 30 years) has an association with a certain type of land cover and soil moisture, and wether reported findings have increased over the years. This analysis was carried out by first statistically testing the association between the number of lupine observations and the reporting year. After that, a 5m-radius buffer was created around the reported species observations, to then compare the area of each class from National Land Cover Database (NMD) and SLU Soil Moisture Map within the buffer against the total area for each class within Jämtland County. The results of the study showed that the occurence of garden lupine can be associated with the type of land cover and soil moisture that is found on the place of occurence, and that the reports of occurence has increased over the years. The area of the land cover classes within the buffer was not proportional to the total area of those classes in Jämtland County. Lupine occured most commonly within land cover classes exploited land (50%; mainly "exploited land road/railway"), forest (30%), and other open land (20%). As for soil moisture, the garden lupine was only observed within two classes, and the area for these classes within the buffer was not proportional to the area of the same classes in Jämtland County. The soil moisture class with the highest percentage of reported occurence was the class "mesic-dry". These results are in agreeance with the literature describing nonnative habitats for garden lupine, however they do not reflect the facultative status it has received in native habitats. The spread of garden lupine can in other words be linked to the land cover and soil moisture that is found in the place of occurence. Future efforts that are needed are continous monitoring of garden lupine, harmonization of data through standardized inventory methods and validation of data. / Biologisk mångfald är förutsättningen för att avgörande ekosystemtjänster som rent vatten och ren luft ska fungera väl. Invasiva främmande arter (IAS) är ett allvarligt och långsiktigt problem som aktivt hotar den genetiska variationen inom ekosystem. I Sverige bedöms 20 procent av de 2000 främmande arterna vara invasiva eller potentiellt invasiva. En av de arter som klassas som IAS är blomsterlupin (Lupinus polyphyllus), vilken idag är vitt sprid över stora delar av Europa samt är bofast och reproducerande i Sverige. Syftet med studien var att ta reda på huruvida förekomst av blomsterlupin i Jämtland över 30 år har ett samband med viss typ av marktäcke och markfuktighet, samt om inrapporterade fynd har ökat med åren. Denna analys genomfördes genom att först statistiskt testa sambandet mellan inrapporteringar och rapporteringstillfälle. Därefter konstruerades en buffert med en radie på 5 meter runt inrapporterade artobservationer, för att sedan jämföra arean av respektive klass från Nationell Marktäckedata (NMD) och SLU Markfuktighetskarta inom bufferten mot den totala arean av respektive klass i hela Jämtland. Studiens resultat visade att blomsterlupinens förekomst kan associeras med vilken typ av marktäcke och markfuktighet som finns på platsen, samt att inrapporteringen av arten har ökat över åren. Arean av markatäckeklasserna inom bufferten för artobservation var inte proportionell mot den totala arean av respektive markatäckeklass i Jämtlands län. Lupin förekom vanligast inom marktäckeklasser exploaterad mark (50%; framförallt ”exploaterad mark väg/järnväg”), skog (30%) och övrig öppen mark (20%). Vad gäller markfuktighet så observerades endast blomsterlupin på två klasser, och arean för dessa klasser inom bufferten var inte proportionell mot arean för samma klasser i Jämtlands län. Markfuktighetsklassen som hade störst procentuell andel av inrapporterade fynd var klassen ”torr-frisk”. Dessa resultat överensstämmer med litteraturen som beskriver icke inhemska habitat, däremot reflekterar inte dessa resultat den fakultativa statusen som blomsterlupin har fått i dess inhemska habitat. Mina resultat visar att blomsterlupinens utbredning kan kopplas till den marktäcke och markfuktighet som finns på fyndplatsen. Framtida insatser som behövs är fortsatt övervakning av blomsterlupin, harmonisering av data genom standardiserade inventeringsmetoder och validering av data.

Invasive alien plant species are a major threat to biodiversity, and they have the ability to quickly disperse to new areas and change ecosystems. Human impact is one of the main causes of spread of invasive species since most species are spread through trade and transport and through horticulture. Islands can be particularly sensitive to invasive species as they often have a lower resilience than ecosystems on the mainland. The Hällaryd archipelago is a compact island group in the Baltic Sea off Karlshamn in Blekinge, Sweden. The purpose of the study is to investigate what affects the presence of invasive species on the islands, i.e., whether the size of the island, distance from the mainland, number of habitats or whether human influence has any significant effect on the diversity of invasive species, and if there is any preference for which habitat the invasive species are found in. During the summer of 2023, 18 islands in Hällaryd archipelago were surveyed, where the distribution and diversity of invasive species were investigated. The results show that human impact has a large effect on invasive species since inhabited island had higher diversity and effective species number of invasive plants than uninhabited islands. Distance from the mainland had no effect on the presence of invasive species, but larger island had higher diversity of invasive plants, but not higher effective species numbers. Islands with more habitat types had both higher diversity and effective species numbers and there was also a preference for which habitat the species were found in. The inhabited islands had a much higher numbers of horticultural plants than the uninhabited islands which mostly had species that disperse via wind, water and through birds. The study shows that there is a large difference in the diversity and distribution of invasive plants in the Hällaryd archipelago between island types and that the people living on the islands have a large responsibility, but even the uninhabited islands need supervision and monitoring. / Invasiva främmande växtarter är ett stort hot mot den biologiska mångfalden, och de har förmåga att snabbt sprida sig till, och förändra ekosystem. Mänsklig påverkan är en av de främsta orsakerna till spridningen av invasiva arter, och de flesta arterna sprids genom handel och transport eller genom hortikultur. Öar kan vara särskilt känsliga för invasiva arter då dem ofta har lägre motståndskraft än ekosystem på fastlandet. Hällaryds skärgård är en kompakt ö-grupp i Östersjön utanför Karlshamn i Blekinge, Sverige. Syftet med studien är att undersöka vad som påverkar förekomsten av invasiva arter på öarna, dvs. om storlek på ön, avstånd från fastlandet, antal habitat eller om mänsklig påverkan har någon signifikant effekt på mångfalden av invasiva arter, och om det finns någon preferens för vilket habitat de invasiva arterna påträffas i. Under sommaren 2023 inventerades 18 öar i Hällaryds skärgård, där både invasiva arter, deras utbredning och mångfald undersöktes. Resultaten visar att mänsklig påverkan har en stor inverkan på invasiva arter, dvs. att de bebodda öarna hade högre mångfald och effektivt artantal av invasiva arter än de obebodda öarna. Avstånd från fastlandet hade ingen påverkan på förekomsten av invasiva arter men större öar hade högre mångfald av invasiva arter, dock inte högre effektivt artantal. Öar med fler habitattyper hade både högre mångfald och effektivt artantal och det fanns även en preferens för vilket habitat arterna påträffades i. På de bebodda öarna fanns ett mycket högre antal trädgårdsväxter än på de obebodda öarna som mestadels hade arter som sprids via vind, vatten och genom fåglar. Studien visar att det finns en stor skillnad i mångfald och utbredning av invasiva växter i Hällaryds skärgård mellan ö-typerna och att de boende på öarna har ett stort ansvar, men även de obebodda öarna behöver tillsyn och övervakning.

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.

Young children nowadays interact with a lot of extracurricular English through different activities. They learn the language in ways other than formal contexts. This study investigates how extracurricular English provides children with knowledge about the English language. Moreover, this study addresses how extracurricular English can develop children’s knowledge, if it is integrated with the formal English teaching in the classroom. Lastly, I discuss how teachers may approach various levels of English skills in a heterogenous classroom. Due to children’s exposure to extracurricular English, they have different English skills. I conclude that teachers need different teaching strategies to help pupils develop, regardless of level. This puts pressure on teachers who are required to develop their competence.

Engelskämnet ska bidra till att elever förbereds och utvecklar kunskaper för att kunna verka i ett globalt sammanhang. Elevers upplevelser av att verbalt kommunicera i engelskklassrummet påverkar deras språk- och kunskapsutveckling. Många elever upplever oroskänslor över att bli utpekade när de talar engelska som främmande språk. Studien har därmed i syfte att undersöka hur elever i grundskolans årskurs 4–6 upplever att kommunicera verbalt inför klasskamrater i engelskklassrummet. Syftet besvaras genom två frågeställningar: Hur upplever elever att kommunicera verbalt i engelskundervisningen? I vilken utsträckning upplever elever att klassrumsklimatet påverkar viljan att verbalt kommunicera i engelskklassrummet? För att undersöka elevers upplevelser av verbal kommunikation på engelska kombineras det sociokognitiva perspektivet med en kvalitativ analys som grundar sig i semistrukturerade fokusgruppsintervjuer. Intervjuerna genomfördes med tolv elever från tre olika skolor. Studiens resultat visar att eleverna är motiverade till att lära sig engelska, men det finns situationer där de inte är trygga att verbalt kommunicera, exempelvis vid muntliga presentationer. Slutligen konstateras att lärarens stöttning och klassrumsklimatet är avgörande för god språkutveckling. / The English subject should help prepare and develop students' ability to operate in a global context. Students' experiences of communicating orally in the English classroom affect their language and knowledge development. Many students experience feelings of anxiety about being singled out when speaking English as a foreign language. The aim of this study is to investigate how students in grades 4-6 of elementary school experience communicating verbally in front of classmates in the English classroom. Aims are fulfilled, and research questions are answered concerning students' experiences: How do students experience verbal communication in English classes? To what extent do students feel that the classroom climate affects their willingness to verbally communicate in the English classroom? To investigate students' experiences of oral communication in English, the socio-cognitive perspective is combined with a qualitative analysis based on semi-structured focus group interviews. The interviews were conducted with twelve students from three different schools. The results of the study show that students are motivated to learn English, but that there are situations where they do not feel confident in oral communication, such as oral presentations. Finally, it is concluded that teacher support and classroom climate are crucial for good language development.

El siguiente estudio tiene como objetivo explorar la situación de los estudiantes con síndrome de Asperger en dos universidades suecas, concentrándonos en los estudios de lenguas extranjeras, específicamente de español. Por consiguiente, nos enfocamos solamente en las universidades que ofrecen programas de estudios vinculados a la enseñanza de lenguas. Los participantes fueron una coordinadora de apoyo pedagógico estudiantil, tres profesores universitarios de español como lengua extranjera y dos estudiantes con síndrome de Asperger. Las preguntas de la entrevista semiestructurada estuvieron dirigidas a conocer cómo afecta el SA a los estudiantes en el uso práctico de la lengua extranjera, estudios y vida social académica y en ver cómo funcionaba en la práctica el apoyo pedagógico estudiantil que se ofrece a estos estudiantes. Los resultados mostraron que el apoyo podría adaptarse más a este grupo de estudiantes, facilitándoles la interacción con los otros estudiantes con y sin SA con la ayuda de, por ejemplo, horarios más estructurados y metas explícitas en el proceso de enseñanza-aprendizaje.

<p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.</p><p>My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.</p>

In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety. / I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.

The aim of the present study is, firstly, to investigate the amount of Swedish and French that is produced by teachers and students in the foreign language classroom and, secondly, to examine in which situations the interlocutors code-switch and for what purposes the two languages are used. The study is based on empirical data consisting of audio recordings of interactions taking place in two different classrooms in Sweden. The study is carried out within an interactionist perspective on language teaching and learning, stressing that learning is situated in learners’ social and interactional practices. The empirical material has been categorized into five different groups according to the participation structure of each interaction and then analysed in two different parts, one quantitative and one qualitative. The quantitative analysis of the corpus established that the Swedish language is present in each of the categories. The results of the count of every turn and word pronounced in each language in the corpus show that many turns expressed by both teachers and students consist of a mixture of Swedish and French. This switching between different codes is the main object of the qualitative analysis of the corpus. The results of the qualitative analysis indicate that the participation structure and the choice of activity types and how these are organised in the classroom are decisive for teachers’ and students’ code-switching. Furthermore, the teachers’ actions concerning the choice of language for the interaction as well as their strategies to deal with the presence of both languages are conclusive for the students’ oral production of French in class. The analysis also reveals that the more the teachers use the target language in a consistent way, the more the students try to express themselves in French even if they often code-switch. The study points out the complexity of speaking French in a classroom context, where the teachers have to deal with the fact that the Swedish language is almost always present and used by the learners for different purposes. / IPACLE

Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.