In the curriculum for the compulsory school it is stated that teachers should provide gender equal environments free from gender bias. Furthermore, some researchers suggests that the EFL (English as a foreign language) classroom in particular is an important place for the regulation and production of gender. As a result, I decided to explore some EFL teacher’s attitudes towards gender bias and how they work with gender equality in their classrooms. To do this, I conducted semi-structured interviews with two 4-6 EFL teachers. Prior research on the subject suggests that EFL teaching materials often contain gender biased depictions. Despite this, some researchers do not consider this a problem since teachers should be able to work around these types of issues. Instead, looking at research on how much attention boys and girls receive in the classroom, boys often come out on top. However, this is likely due to the teacher more frequently telling the boys to not disturb their classmates. When it comes to students own attitudes, some research claims that boys undermine girls in the classroom and consider femininity as something negative. Shifting focus to the consequences of gender bias, research proposes that it may result in passivity and lack of self-esteem for the victim. Lastly, according to research, some strategies for counteracting gender bias includes teachers having students reflect on the problems with gender bias, changing the gender of characters in texts and alternating between boys and girls when asking questions to ensure a gender equal distribution of talking time. Through the two interviews I conducted, I learned that both teachers have seen consequences of gender bias similar to those described in the research. They also agree that there are norms affecting student’s behaviors that may restrict their participation and learning. The male norm is brought up as something particularly bad. To discourage these norms, and gender bias in general, the two teachers suggests several strategies. This includes complementing traditional teaching materials with more nuanced sources, encouraging a critical stance in terms of discourse, making sure that every students is active and placing their desks strategically.

Syftet med studien är att undersöka högläsningens roll i skolan samt hur sambandet mellan högläsning, textsamtal och elevers läsförståelse ser ut. Syftet är även att öka förståelsen för hur verksamma lärare arbetar med högläsning som ett didaktiskt verktyg. Min teoretiska utgångspunkt grundar sig i det sociokulturella perspektivet där lärandet sker i samspel med andra genom att använda språket som ett kulturellt redskap. Den metodologiska ansatsen grundar sig i hermeneutiken där förståelse skapas för människors handlingar. Undersökningen bygger på kvalitativa forskningsintervjuer med öppna frågor för att möjlighet till utförliga svar ska finnas. Urvalsgruppen är verksamma lärare i årskurserna 1-3 då min utbildning inriktar sig dit.  Studiens resultat lyfter fram verksamma lärares syn och arbetssätt kring högläsning och textsamtal som didaktiskt verktyg. Resultatet visar att samtliga lärare använder sig av de båda metoderna i skolan. Resultatet visar även att verksamma lärare ser samband mellan högläsning, textsamtal och läsförståelse och hur det kan konkretiseras i undervisningen. Samtliga pedagoger var eniga om att läsförståelsen främjas genom högläsning och genom att interagera med andra genom textsamtal. / The purpose of this study is to investigate the importance of reading aloud in school activities and how the connection between reading aloud, reading comprehension and talking about texts looks like. The purpose is also to increase the comprehension regarding reading aloud as a didactical tool amongst active teachers.  The theoretical basis of this study is the socio-cultural perspective where interaction between people and using our language as a cultural implement is important for learning. The methodological approach of this study is based on hermeneutics to promote comprehension about people’s actions. The empiricism of the study is made up of qualitative research methods containing open questions to promote detailed answers. A conscious selection of informants has been made and the participating teachers of this study are all working actively in primary school.  My study shows how teachers feel about reading aloud and talking about the text afterword as didactical tools. The result shows that all teachers of this study uses both methods as didactical tools and all teachers see a connection between these methods and students reading comprehension. All teachers agree that students reading comprehension is promoted by reading aloud and interaction by talking to others about the text.

The target of diploma work is to verify possibilities of methodical work in a kidregarden which will conect all aspects of pre-school education together based on a musical fairy -tale. The development of speaking and singing skills wiil be in a center of an atention of the work. Theoretical part of the work will contain explanation of basic musical- psychological expressions in conection with each ethaps of children evolution in a pre-school education. A Special emphasis will lay on a development of motorical, listening, musical, singing and speaking skills. Beside musical and musical-motion activities, dramatical genres will be used. There will be planned a project ( musical fairy tale) in which all points of contemporary pre- school education will be used. All these points will be defined and shortly characterized. In the second part will be introduced project that will have a target to verify how much it is possible to influence speaking and singing skills by musical fairy-tales. Everything will be concepted on a base of holistic aproach in the RVP frame.

Abstract The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied.

Syftet med studien är att ur ett elevperspektiv undersöka vilka hinder samt möjligheter som kan identifieras i elevers användande av talböcker samt att få en uppfattning om hur elever uppfattar lärares attityd och kompetens inom detta område. Den metod som jag använt är enkäter som besvarats av elever i åk 4-9 som har ett Legimuskonto. Resultatet av enkätsvaren redovisas som tabeller och diagram samt genom redovisning av ett representativt urval av citat från respondenternas svar. Resultatet tolkas utifrån ett sociokulturellt perspektiv (Vygotskij, 2001) samt utifrån en teori om stigmatisering (Goffman, 2014). Sammanfattningsvis visar resultaten att respondenterna i denna studie till största delen är positivt inställda till att använda talböcker. De menar att talböcker gör det lättare att förstå texter och ger dem möjlighet att uppleva spännande böcker som de annars hade haft svårt att läsa. Att kunna läsa samma böcker som sina klasskamrater ansågs också som en viktig aspekt. Trots den i grunden positiva inställningen hos flertalet respondenter framkom ett antal negativa faktorer såsom bristen på inlevelse hos inläsaren, att det är pinsamt att använda talböcker samt att de uppfattar det som att deras lärare tycker att fysiska böcker är bättre. Då det gäller hur respondenterna uppfattar lärares attityd och kompetens inom detta område visar resultaten på stora variationer. / The purpose of this study is to analyze the obstacles and possibilities that can be identified in students’ use of Talking Books and to get a sense of how students perceive teachers' attitudes and skills in this area. The method I used was a questionnaire answered by students in grade 4-9 that has a Legimus account. The result of the questionnaire is presented in tables and diagrams as well as a representative selection of quotes from the respondents. The results are interpreted based on a socio-cultural perspective (Vygotskij, 2001) as well as a theory of stigmatization (Goffman, 2014). In summary, the results show that respondents in this study for the most part are in favour of using Talking Books. They allege that Talking Books make it easier to understand texts and give them the opportunity to experience exciting books that they otherwise would have difficulty reading. Being able to read the same books as their classmates was also considered an important aspect. Despite the positive attitude of the majority of respondents, a number of negative factors was identified, such as the lack of expression in the reciter, the feeling that it is embarrassing to use Talking Books and the sense that their teacher thinks printed books are a better option. When it comes to how respondents perceive teachers’ attitudes and skills within the field, the results show great variations.

Språket ses enligt den sociokulturella teorin som nyckeln till allt lärande. Barn lär sig sitt språk i samspel med andra och i sociala sammanhang. Förskolan blir av stor betydelse för barns språkutveckling då barn spenderar mycket tid på förskolan. Syftet med studien är att undersöka hur förskollärare resonerar om hur deras arbete i utomhusmiljöer gynnar barns språkutveckling. För att svara på studiens frågeställningar har intervjuer utförts med nio yrkesverksamma förskollärare från sex olika förskolor. Resultatet visar att förskollärarna anser samtalet som det viktigaste verktyget i barnens språkutveckling. Förskollärarna beskriver också vikten av aktiva och närvarande förskollärare i barnens lek och i planerade aktiviteter för att kunna utmana och stimulera barnens språkliga utveckling. Resultatet visar på några svårigheter som förskollärarna finner med att bedriva språkutvecklande aktiviteter med barnen i utomhusmiljö. Dessa svårigheter var exempelvis brist på personal och förskollärares gamla tankesätt och vanor. Slutsatsen av denna studie visar att aktiva förskollärare krävs för att samtal av språkutvecklande karaktär ska kunna äga rum. För att lärandet ska bli meningsfullt för barnen behöver aktiviteterna utgå från barnens intressen och behov. Utomhusmiljön bör användas som ett komplement till inomhusmiljön då den tillgodoser barnen med andra erfarenheter och samtalsämnen, vilket leder till ett utökat språkligt innehåll. / Children's language development in the outdoor environment   The language is seen in the socio-cultural theory as the key to all learning. Children learn their language in interaction with others and in social contexts. Preschool is of great importance for children's language development as the children spend a lot of time in preschool. The purpose of the study is to investigate how preschool teachers reason about how their work in outdoor environments favors children's language development. In response to the study's questions, interviews have been conducted with nine professional preschool teachers from six different preschools. The result shows that preschool teachers consider the conversation to be the most important tool in children's language development. Preschool teachers also describe the importance of active and present preschool teachers in children's play and in activities led by teachers to challenge and stimulate children's linguistic development. The result shows some difficulties that the preschool teachers find in pursuing activities of language developing character with the children in the outdoor environment. These difficulties were, for example, lack of staff and the preschool teacher's old thinking and habits. The conclusion of this study shows that active preschool teachers are required for conversations of language developing character to take place. In order for the learning to be meaningful for the children, the activities need to be based on the children's interests and needs. The outdoor environment should be used as a complement to the indoor environment as it contributes the children with other experiences and conversational topics, which leads to an increased linguistic content.

Made available in DSpace on 2016-12-23T14:01:45Z (GMT). No. of bitstreams: 1 Andreia Teixeira Ramos.pdf: 5301442 bytes, checksum: c6ed25582ba3d882f900d85af9baa8ce (MD5) Previous issue date: 2013-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação é um convite aos encontros e deslocamentos com movimentos de uma pesquisa em Educação Ambiental (EA), com inspirações no método cartográfico e nos estudos com os cotidianos, com enlaces com conversas tecidas nas redes de conversações do campo problemático. O objetivo foi cartografar e problematizar na atualidade, saberesfazeres socioambientais, das artes de fazer e narrar a produção dos Mascarados dos Congo de Roda D água, Cariacica (ES) e os atravessamentos com redes cotidianas escolares e outros espaços de convivência. Nossa aposta é pensar a constituição da EA autopoiética que acontece na invenção de si e do mundo com a produção dos Mascarados. Pensamos na EA autopoiética com os estudos de Humberto Maturana, desmascarando pistas que desloquem nossas relações e experiências humanas e coletivas no linguajar potencializando dimensões ontológicas, éticas, políticas e estéticas, dos movimentos de conversar e de sustentabilizar enquanto ação. Nas inventividades cotidianas foi nosso desejo acompanhar os processos da produção dos Mascarados, personagem secular do município de Cariacica, por meio dos fluxos, encontros, narrativas, conversas, linhas, formas, forças, entrando nas travessias e deixando-nos atravessar por elas. As invenções das experiências cotidianas dessa produção cultural emergem com saberesfazeres socioambientais, num campo de tensões, conflitos e negociações com redes de conversações, criando também relações de coletividade, solidariedade e de aceitação do outro como legítimo outro junto a nós. A pesquisa percorre travessias inspiradas nos trabalhos de Alves (2010), Carvalho (2008; 2009 e 2011), Certeau (2008a e 2008b), Deleuze (1992), Ferraço (2003 e 2005), Guattari e Rolnik (2011), Kastrup (2009), Larrosa (2004), Passos et al. (2009), Maturana (1997; 1998; 2006), e Tristão (2004 e 2012), criando encontros, desencontros, reencontros rizomáticos, um fio puxando o outro, e como dizia Deleuze (1992), cada um, como um todo já é muitos... sempre se trabalha em vários / This dissertation is an invitation to the meetings and movements of a research in Environmental Education (EE), that is inspired in cartography and studies about the everyday and linking the conversations of the problematic field. The aim of this work was to map and discuss in the present, the socio-environmental knowledge-doings, of the art of doing and narrate the production of the Mascarados do Congo de Roda d/ Água (the Masked characters of the community of Roda d/ Água), Cariacica (ES) and the crossings with everyday school netwroks and other living spaces. Our bet is to think the creation of autopoietic EE that happens during the invention of the self and the world with the production of the Mascarados. We thought about the autopoietic EE reading the studies of Humberto Maturana, unmasking clues that move our relations and collective human experiences in the language empowering ontological, ethical, political and aesthetic dimensions of talking and being sustainable. In everyday inventiveness, our desire was follow the processes of the Mascarados production, secular character of the municipality of Cariacica through flows, encounters, stories, conversations, lines, shapes, forces, entering the crossing and leaving them to cross through us. The inventions of everyday experiences that emerge with the socio-environmental knowledge-doings, in a place of tensions, conflicts and negotiations with networks of conversations, also creating relationships of collectivity, solidarity and acceptance of the other as a legitimate other with us. This research runs crossings inspired by the works of Alves (2010), Carvalho (2008; 2009 and 2011), Certeau (2008a and 2008b), Deleuze (1992), Ferraço (2003 and 2005), Guattari and Rolnik (2011), Kastrup (2009), Larrosa (2004), Passos et al. (2009), Maturana (1997; 1998; 2006), and Tristão (2004 e 2012), creating meetings, disagreements, rhizomatics meetings, a wire pulling the other , and citing Deleuze (1992), each person, as a whole is already a lot.. always working on several

在日常對話中，通常一次只有一個人說話，然而，卻常常發現有不只一個談話者同時說話的情形。這種違反常規的重疊現象(overlappings)可分為疊話(overlaps)跟插話(interruptions)。大部份的學者依據句法結構或音韻觀點來區分疊話跟插話，似仍有遺漏，故本篇論文嘗試依據插話的語意內容來區分這兩種重疊現象，又本文的重點是放在插話的研究，作者試從語法角色(grammatical roles)、順序(linear order)、語用功能、及社會因素來探討插話者如何成功的襲奪被插話者的說話權利。 本篇論文的語料採自十一個雙人面對面的日常對話，其中男生和男生的對話其三份，女生和女生的對話以及男女之間的對話各四份。此分類方式是基於觀察交談者之間性別的異同所帶來的權力(power)以及等同性(solidarity)是否會影響插話的頻率、位置、和語用功能的分配。在語料中將區分所有疊話和插話，同時標記語用功能，及插話者和被插話的性別以便於做統計分析。 本篇論文發現插話現象主要是受順序先後的影響，百分之八十的插話發生在前5到8個位置，且這些位置不受特殊語法角色的限制，此外，插話通常發生在詞組外而非在詞組內。至於插話的語用功能，以做澄清功能(clarification)為最多，反對功能(disagreement)次之，確認功能(confirmation)最少。而單就插話者的性別而言，女生所引發的插話頻率跟男生相近，這可能是由於女生的高教育背景，使女生有獨立思考的能力、較高的社會地位，與充分的發言權，再加上過於強調男女平權，使女生的插話頻率提高。而在考慮插話者與被插話者的性別方面，的確發現了權力的影響力，男生打岔女生的頻率確實高於女生打岔男生的頻率，但兩者差距不大，一方面可能是男生為要表現社會禮儀以示對女生的尊重，另一方面可能是漠視女生的知識能力而不與之爭辯，故其打岔的頻率不如預期的高。 在高教育背景的影響之下，女生開始要求男女平等，進而嘗試跳脫中國傳統性別角色的限制。於是，女生和男生的插話行為將因性別限制的解除而趨於一致。 / Transition of turn in daily conversation is not always rule-governed. Violation of turn-taking rules may result in overlapping, which includes overlap and interruption. Differentiation of the two by syntactic and phonological criteria may sometimes fail. To remedy the problem, it is suggested that the communicative purpose of overlapping should be taken into consideration. That is, if the overlapping evokes cooperation, it should be counted as overlap; if it entails antagonism and competition, it should be judged as interruption. The focus of this study is to find out how syntactic structure, timing, pragmatic functions, and social constraints influence the emergence of interruption. The data needed in this study were collected from eleven dyadic face to face daily conversations, including three male-male conversations, four female-female conversations, and four male-female conversations. In each conversation, interruptions are identified and categorized by their pragmatic functions and by the interrupter's and interruptee's gender. The results of this study indicates that timing is more influential to the occurrence of interruption than the grammatical roles of the syntactic sites in which interruptions take place. It is found that about 80% of interruption occurs in the first eight positions in sentences with transitive verbs and the first five positions in sentences with intransitive verbs. In these positions, grammatical roles of all kinds may appear. In addition, interruptions are found to occur more frequently on syntactic junctures than within syntactic constituents. As to pragmatic functions of interruptions, there is a priority order among three of the pragmatic functions that interruptions serve, with interruption for clarification overrides interruption for disagreement, which suppresses interruption for confirmation. As for the social constraints on interruption, first, females, unexpectedly, interrupt their interlocutors as frequently as males do. Promotion of social-economic status through education and emergence of self-confidence are offered to explain why women initiate many interruptions. On the other hand, superficial courtesy and man chauvinism are provided to explain why men interrupt less often than expected. Next, when both the interrupter's and the interruptee's genders are taken into consideration, the influence of power is revealed only in cross gender conversation, with males' interrupting females more than their being interrupted by females. On the surface, both men and women interrupt their interlocutors. However, underlyingly, men interrupt to show power to control, while women interrupt to show power to resist control. It seems that men, in Chinese society, are still the dominating sex. It is predicted that the power difference between men and women will be alleviated in the future. At that time, the two sexes will share the same patterns of interruptions.

The purpose of this thesis has been to examine preventing child sexual abuse in four elementary schools in Stockholm, Sweden. The study is based on qualitative interviews with school counselors. The aim of this thesis was to find out how and if elementary schools in Sweden work with preventing child sexual abuse. The aim was also to examine how the school counselors reason about the schools efforts to prevent child sexual abuse. Their statements was analysed with Foucault’s theory about sexual history to get a deeper understanding for why people reason the way they do when it comes to issues like this. It was interesting to see if there was something in our history that made us think the way we do. An organization theory was used to help understand why the school works the way it does, but also to get a better understanding for the schools discretion. The main conclusions of this study have been that these four schools in Sweden mostly focus on children that already have been sexually abused rather than trying to prevent child sexual abuse from happening in the first place. It was also found that most of the school counselors were feeling that there lies a taboo around this kind of topic.

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