<p>2018-02-07</p>

Cultural studies consist of more than just facts about cultural features. Theorists within the field of culture pedagogy emphasize that culture should be viewed as a dynamic and complex phenomenon rather than an accomplished fact, and stress the importance of connecting cultural studies to democratic values. Clear traces of this notion can be found in the English syllabus. But to get the full picture of what the syllabus actually says about culture, and which democratic values culture pedagogy should promote, we need to relate the concept of culture to the concept of critical literacy.

This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.

Sånna som oss; "People like us" is a coming of age story and a generation story about Lisa, a teenage girl and her relationship with her mother and grandmother. Lisas grandmother and mother come from poor rural background and the mother does anything to make Lisa rise above her background. One og the things is sending Lisa to opera classes. It turns out Lisa has a special gift for opera and wants to pursue and apply for the Royal Academy of Opera. When Lisas mother finds out she bans opera from Lisas life because shes sure Lisa will end upp in the gutter if she persues her plans. / <p>Det konstnärliga examensarbetet innehåller texten både från C och D-kursen för att det ska bli en förståelig helhet. </p>

Syftet med studien var att undersöka hur lågstadielärares attityd gentemot litteraturgenren poesi såg ut och hur viktigt verksamma lärare anser att poesi är som texttyp i årskurserna 1-3. Frågeställningarna jag har arbetat utifrån är: Hur ser lärare på användningen av poetiska texter i undervisningen? Påverkas lärarnas undervisning av deras egna erfarenheter och det egna personliga intresset till poesi? Anser lärarna att de har tillräckliga kunskaper i poesi för att kunna undervisa i genren? Studien genomfördes genom kvalitativa intervjuer med sex lärare i årskurserna 1-3 på fem olika grundskolor. Resultatet visade att poesi får ta en marginell plats i undervisningen i jämförelse mot andra litteraturgenrer. Lärarna upplever att det är roligt att arbeta med poesi tillsammans med eleverna men tycker många gånger det är svårt, både för dem själva och för eleverna. Lärarnas eget intresse för litteraturgenren är svagt och diktböcker är något som sällan används i klassrummet. / The aim of this study was to examine the attitude towards the literature genre of poetry among primary school teachers, and how important they consider the genre to be in grades 1-3. The questions underlying the study are: What is the teacher’s opinion on using poetry in teaching? Do the teacher’s own experiences and personal interest in poetry affect their teaching? Do the teachers consider that they have sufficient knowledge to teach within the genre?   The study was conducted through qualitative interviews with six teachers, teaching in grade 1-3 on five different primary schools. The result of the study showed that poetry takes a marginal place in teaching compared to other types of literature genres. Teachers enjoy working with poetry with the pupils but often find it difficult both for themselves and for the pupils. The teachers’ own interest in the literature genre is weak and poetry books are rarely used in the classroom.

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Den här studien går ut på att se närmare på ordklassen pronomina, närmare bestämt personliga och possessiva pronomina, i en svensk undertext översatt från den japanska filmen Sen to Chihiro no kamikakushi. Syftet med studien är att se hur den svenska översättningen tar emot den språkkulturella aspekten hos japanska personliga pronomina. Skillnaden i antal användningstillfällen jämförs också eftersom även det har att göra med kulturen i språken i fråga. För att besvara syftet görs dels en kvalitativ undersökning, dels en kvantitativ. Resultatet tyder på att den kulturella aspekten hos pronomina i japanskan till större delen försvinner i den svenska översättningen. En markant skillnad i användningstillfällen syns också – den svenska undertexten innehåller många fler än det japanska talet, vilket också var väntat. Även om den kvalitativa analysen tyder på att en kulturell nyans till stor del går förlorad under översättningsprocessen ur ett språkligt perspektiv lämnas dock diskussionen öppen för huruvida denna aspekt möjligen finns kvar med hjälp av andra aspekter, så som kroppsspråk och röstlägen.

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This study explains how scholars reason around the teaching of literature for promoting cultural awareness. It also claims that To Kill a Mockingbird may profitably be taught in course 6 and 7 for the subject of English, in Swedish upper-secondary schools, in order to promote cultural awareness regarding the American South and its long history of racial injustice. The novel can also be taught to enhance students’ literacy because, as the literature presented in the background argues, students who read and discuss novels with a socio-cultural and historical perspective become more literate and culturally aware. My discussion presents examples of how To Kill a Mockingbird can be taught in accordance with these theories. This study explores language learning theories and literacy theories in order to determine how novels can be taught in order to develop students’ literacy and cultural awareness. Finally it argues that To Kill a Mockingbird can be taught in accordance with these theories and thereby fulfil part of the syllabus for the subject of English regarding cultural awareness and literacy.

No description available.