Thesis (doctoral)--Teologiska fakultet i Uppsala, 1937. / Summary in English. Includes bibliographical references (p. [xv]-xxxvi) and index.

<p>This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being multilingual, at the Swedish language and at Swedish as a second language. I also want to know if language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm.</p><p>My work includes a limited account for the current research about being multilingual, Swedish as a second language and about the close relationship between language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society.</p><p>I show in my research how the view of the world around the pupils influences their view on their languages, their school and their neighbourhood. I also draw conclusions from my interviews that language knowledge is little appreciated in school and that Swedish as a second language has a low status.</p>

The aim of this thesis is to present a survey of Swedish vocal music.

Thesis (Ph. D.)--Universitetet i Lund, 1996. / Includes bibliographical references (p. 409-425) and index.

Thesis (doctoral)--Uppsala universitet, 1990. / Extra t.p. with thesis statement inserted. Summary in English and German. Includes bibliographical references (p. [187]-195) and index.

Thesis (doctoral)--Uppsala universitet, 1990. / Extra t.p. with thesis statement inserted. Summary in English and German. Includes bibliographical references (p. [204]-207) and index.

Thesis (doctoral)--Göteborgs universitet, 1985. / Summary in English. Includes bibliographical references (p. 263-285) and index.

Thesis (doctoral)--Uppsala universitet, 1990. / Extra t.p. with thesis statement inserted. Summary in English and German. Includes bibliographical references (p. [187]-195) and index.

This study examines how teachers of Swedish as a second language perceive that they work to strengthen L2 pupils’ knowledge of Swedish. It investigates how the teachers say that they work to improve the pupils’ vocabulary and word comprehension, and what they can find problematic when they work with this. The method used for the study is qualitative, in the form of interviews, with the aim of charting the teachers’ opinions and perceptions of what was to be studied. Four teachers were interviewed, and their thoughts are part of the results in the study. Among other things, it was found that vocabulary and word comprehension are important to work with in Swedish as a second language since a large vocabulary and good word comprehension are the foundation for the pupils’ continued learning. The results also show the importance of conversations in the classroom when it comes to vocabulary and word comprehension, and the use of pictures and reading aloud.

<p>This book examines and analyses the Union between the Grand Duchy of Lithuania and Sweden signed in 1655 at Kėdainiai and the political crisis that followed. The union was a result of strong separatist dreams among the Lithuanian-Ruthenian Protestant elite led by the Radziwiłł family, and if implemented it would radically change the balance of power in the Baltic Sea region. The main legal point of the Union was the breach of Lithuanian federation with Poland and the establishment of a federation with Sweden. The Grand Duchy of Lithuania aspired to return to international relations as a self-governing subject. The Union meant a new Scandinavian alternative to Polish and Russian domination. The author places the events in the Grand Duchy of Lithuania in the general crisis that occurred in Europe in the middle of the 17th century characterized by a great number of wars, rebellions and civil wars from Portugal to Ukraine, and which builds the background to the crisis for Lithuania and Sweden. The research proved the importance of lesser powers in changing the geopolitical balance between the Great Powers. The conflict over Lithuania and Belarus was the main reason for the Swedish-Russian, Polish-Russian and Ukrainian-Russian wars. The failure of the Union with Sweden was caused by both internal and external factors. Internally, various ethnic, confessional and political groups within the nobility of Lithuania were split in favour of different foreign powers – from Muscovy to Transylvania. The external cause for the failure of the Union project was the failure of Swedish strategy. Sweden concentrated its activity to Poland, not to Lithuania. After the Union, Swedish authorities treated the Grand Duchy as an invaded country, not an equal. The Swedish administration introduced heavy taxation and was unable to control the brutality of the army. As a result Sweden was defeated in both Lithuania and Poland. Among the different economic, political and religious explanations of the general crisis, the case of Lithuania shows the importance of the political conflicts. For the separatists of Lithuania the main motive to turn against Poland and to promote alliance with Sweden, Russia or the Cossacks was the inability of Poland to shield the Grand Duchy from a Russian invasion.The Lithuanian case was a provincial rebellion led by the native nobility against their monarch, based on tradition of the previous independence and statehood period. It was not nationalism in its modern meaning, but instead a crisis of identity in the form of a conflict between Patria and Central Power. However, the cost of being a part of Sweden or Muscovy was greater than the benefit of political protection. Therefore, the pro-Polish orientation prevailed when Poland after 1658 recovered its military ability the local nobility regrouped around Warsaw. The Grand Duchy of Lithuania managed to remain on the political map of Europe, but at the price of general religious Catholization and cultural Polonization. After the crisis, the Grand Duchy of Lithuania gradually changed into a deep province of the Polish state.</p>