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This study explores vocabulary assessment approaches and their alignment with curriculumgoals, alongside the influence of national tests on language education strategies. Throughinterviews with five teachers and relevant literature review, the research highlights thecomplexities inherent in language education. Emphasizing comprehension over rotememorization emerges as a consensus among teachers, echoing Schmitt and Diane'sperspective (1993). Criticisms of glossary exams underscore concerns about surface-levellearning and its impact on critical thinking. Aligning with Firda et al.'s (2021) study, teachersprioritize assessing fundamental language skills to enhance speaking, listening, reading, andwriting abilities. The study identifies a recurring theme of aligning teaching practices with theSwedish curriculum, emphasizing creativity, adaptability, and inclusivity. Teachers'approaches reflect the curriculum's call for thematic lessons and diverse languagedevelopment opportunities, balancing written and oral proficiency, while acknowledging theinfluence of national tests. Key words: ESL/EFL, primary school, vocabulary, vocabulary acquisition, vocabularylearning, vocabulary assessment, vocabulary test.

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Den mest förekommande användningen av HBTQIA+litteratur i gymnasieskolans svenskundervisning är främst för att diskutera sexualitet, och avstår från att arbeta och analysera texterna utifrån andra centrala teman. Därför syftar denna uppsats till att exemplifiera hur HBTQIA+litteratur kan och bör användas på ett liknande sätt som litteratur där sexualiteten inte är det som är drivande för textens handling. Fortsättningsvis syftar denna uppsats till att hjälpa svensklärare att implementera HBTQIA+litteratur i sin undervisning, för att i sin tur ska leda till att HBTQIA+elever känner sig representerade i undervisningsinnehållet. Uppsatsen grundar sig i en kvalitativ innehållsanalys, där romanen Profeterna av Robert Jones Jr har analyserats utifrån olika kriterier som tagits fram av Logan m.fl. som är till för att underlätta valet av HBTQIA+litteratur som kan användas i svensklärares undervisning.

This degree thesis explores the potential use of Chimamanda Ngozi Adichie's novel Half of a Yellow Sun as a tool in literature education to enhance students' understanding of complex themes such as war, identity, and cultural influence. Through a combination of in-depth analysis of the novel and integration of secondary literature and educational resources, the study highlights how various theoretical perspectives and reading strategies can improve students' comprehension and interpretation of the text. By focusing on the novel's exploration of characters' identity and meaning in turbulent times, the study contributes to a deeper understanding of literature's pedagogical potential and its ability to promote students' reflection and discussion on central topics. The conclusion drawn by this paper is that through the application of different theoretical perspectives and educational strategies such as reading strategies and critical literacy, literature education can contribute to a more rewarding learning environment for students as they become more engaged and involved in their learning.

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<p>This is a study of the phenomenon <em>enterprise education</em> in a Swedish school. Enterprise education is a rather new concept in Swedish schools, and it has yet to be clearly defined and sufficiently studied. In order to investigate the various aspects of the education properly an analysis of the language used by its proponents needs to be performed. The authors have used discourse analysis from a perspective provided by Laclau and Mouffe. This is for the purpose of determining how the phenomenon is expressed by four teachers in the school mentioned previously. A critical perspective has been adopted in analyzing the results. A few key elements in the analysis have appeared to justify the education: reality, projects and receiver. Other important concepts are motivation, interest, responsibility, creativity, activity and enterprising. The didactic implications are that one should be aware of the potential pitfalls in the strong rhetoric employed to justify the education.</p>