The aim of this paper is to analyze how syllabus plans for the course Swedish for immigrants have changed in the past 40 years. The paper focuses mainly on how different theories on learning in general and second language acquisition in particular have influenced the syllabus. Furthermore, the paper attempts to identify changes in how the teachers’ role is described in the documents. My results indicate that syllabus plans from the 70’s were influenced by behaviorism, progressivism and the sociocultural view on learning, while syllabus plans from the 90’s and 00’s show only influences from the two latter perspectives. As far as second language acquisition is concerned, my results point towards a shift from behaviorism and cognivitism towards interactionism. Another significant change that has been identified is that syllabus plans from the past two decades do not mention what the teacher’s role is, while the older syllabus plans include detailed instructions for what the teacher is expected to do.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-225908 |
| Date | January 2014 |
| Creators | Andersson, Cornelia |
| Publisher | Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Examensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier ; 2014vt00847 |
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