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  • 101.
    Fahlén, Alexander
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Racial Issues in Middle-Earth: A Postcolonial Perspective on J.R.R Tolkien’s Lord of the Rings2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on J.R.R Tolkien’s The Lord of the Rings, how the different races in the text are portrayed and how they interact with each other. The essay uses postcolonial theories, mainly “Orientalism” and “Otherness”, to prove traces of racism in the text. It focuses on the text and what can be found in the characters opinions of each other. The aim of this essay is to prove that in The Lord of the Rings there is an underlying story of racial issues between the different races of Middle-Earth and that these issues can be described as racism.  The colonial themes of the text can mostly be found in the geographical descriptions, the colour of skin and the stereotypical descriptions of different races within the text. The stereotypical descriptions are probably sprung from the fact that J.R.R Tolkien grew up towards the end of the big Imperialist era of 19th century Europe and the similarities and descriptions of foreign cultures existing in the real world can be traced throughout the text.  The Lord of the Rings contains themes with racial issues and this can be described as racism, even though it is not possible to say that The Lord of the Rings is a racist text as whole.

  • 102.
    Falk, Erik
    Karlstad University, Faculty of Arts and Education.
    Subject and History in Selected Works by Abdulrazak Gurnah, Yvonne Vera, and David Dabydeen2007Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    This study is concerned with subject formation in the fiction of contemporary postcolonial authors Abdulrazak Gurnah, Yvonne Vera, and David Dabydeen. In contextualised readings of a total of nine works – Gurnah’s Admiring Silence (1996), By the Sea (2001), and Desertion (2005); Vera’s Without a Name (1996), Butterfly Burning (1998), and The Stone Virgins (2002); Dabydeen’s Disappearance (1993), Turner (1994), and A Harlot’s Progress (1999) – it explores thematic and formal aspects of the subject’s constitution in the texts. Investigating the representation of material and discursive traces that constitute the individual, this study has a double aim. First, it describes the particular historical formations that mould the individual in the different texts. Second, it investigates the tactics used to imaginatively upset these formations in order to present new and more enabling modes of being.

    Gurnah’s fiction depicts the intricate meshwork of social codes, emotions, and narratives that shape subjectivity in a highly unstable and cosmopolitan social reality. His novels repeatedly thematise cultural disorientation, migration, and the efforts of establishing a minimum of social and narrative stability in the form of a home. The chapter reads Gurnah’s fiction against a background of Zanzibari history and diaspora and suggests that various forms of “entanglements” paradoxically provide the means to pull the subject out of states of anxiety and alienation into more viable states of being. Vera’s novels engage a powerful Zimbabwean discourse on history, and the psychic and bodily wounds that result from its violent impact on the subject. Set at moments of special and contested historical importance, her novels address the exclusions and silences of this discourse in order both to assess its effects and the possibilities of imagining alternative versions that would allow other modes of subjectivity. These possibilities are manifested, thematically and textually, through an improvisational form of “movement,” geographical, linguistic, and musical. Dabydeen’s fiction investigates the textual dimensions of identity and its connections to larger cultural archives of tropes and languages. Focusing on the constraining yet constitutive impact of various modes of colonial and racial rhetoric, his literary texts display a manipulation of textual elements from these archives that approaches a re-conception of the subject. To describe this manipulation of English and Caribbean sources, thematised and dramatically staged in his fiction, I am using Dabydeen’s own phrase, “creative amnesia.”

  • 103.
    Falkenstedt, Annicka
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Från Bilder Till Språk: En studie om hur förskollärare använder bilder för de yngsta barnens språkinlärning2014Independent thesis Basic level (professional degree), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka hur förskollärare använder bilder för de yngsta barnens språkinlärning. Genom intervjuer med fyra förskollärare i olika åldrar undersökte jag hur de använder bilder som ett hjälpmedel för de yngsta barnens språkinlärning. Vidare genomförde jag videoobservationer i en barngrupp med åldrarna ett till två år, för att undersöka hur barnen interagerar med bilder.

    I studiens resultat framkommer förskollärarnas barnsyn, förhållningssätt och arbetssätt för ett arbete med bilder. Således visar det sig att samtliga förskollärare föredrar och ser positivt till att använda bilder som ett hjälpmedel för språkinlärning. Förskollärarna ser bilder som ett kommunikationshjälpmedel för barnen att uttrycka sig både med språklig och icke språklig kommunikation. Det framkommer även att det går att variera användingen stort med bilder i verksamhetens miljö.

  • 104.
    Forslund, Petter
    University of Karlstad.
    The Symbols and Images of Chaos and Imagination in Wallace Stevens' Poetry1994Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 105.
    Fredholm, Kent
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Institutionen för moderna språk, Uppsala universitet.
    Effects of Google translate on lexical diversity: vocabulary development among learners of Spanish as a foreign language2019In: Revista Nebrija, ISSN 1699-6569, Vol. 13, no 26, p. 98-117Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a longitudinal study of vocabulary development among Swedish upper secondary school pupils of Spanish as a foreign language. During one schoolyear, the pupils (N=31) wrote four essays in Spanish, a pre-test and a post-test. 15 pupils used a printed dictionary as translation tool, 16 used Google Translate (GT). Vocabulary development was measured as the change in lexical diversity from pre-test to post-test, using Guiraud’s index. The results show that the use of GT leads to higher degrees of lexical diversity as long as it is used, but that the effect vanishes when the tool is no longer used. The results point to the need for a deeper understanding of language structure and lexicon, a reinforced focus on vocabulary in foreign language teaching, and a widened range of explicit instruction of translation tools and strategies.

  • 106.
    Frejgrim, Maria
    Karlstad University.
    Det muntliga berättandets betydelse för lärandet: En studie av hur elever påverkas av det muntliga berättandet2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Denna studie behandlar det muntliga berättandets betydelse för elevens lärande. I litteraturgenomgången behandlas teorier och pedagogiska modeller inom ämnesområdet. Jag har haft lektioner om tre författare för en klass. Genom att använda mig av muntligt berättande och traditionell undervisning vill jag undersöka om det blir någon skillnad för elevernas lärande med dessa undervisningsmetoder.

    Genom kvalitativa intervjuer har jag undersökt hur tre elever påverkats av muntligt berättande. Studien visar även hur deras skrivande påverkats. Dessutom har jag gjort observationer för att undersöka hur hela klassen påverkats av muntligt berättande.

    Resultatet visar att det muntliga berättandet påverkar elevernas lärande. Att använda sig av sin fantasi, som man gör vid muntligt berättande, är något som gynnar lärandet.

  • 107. Frost, Erica Levenius
    A Case Study of the Use of Media in English Teaching in Upper Secondary School2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 108.
    Färén, Jenny
    Karlstad University, Faculty of Arts and Education.
    Utomhuspedagogisk språkstimulering i förskolan2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 109.
    Gambring, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    El uso de los teléfonos móviles en la conversación espontánea.: Un estudio sobre la implementación de los teléfonos móviles para fomentar el habla espontánea en la lengua meta en el aula de la escuela sueca.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The statistics in relation to the learning results in modern languages in Sweden (PISA, OECD) show a steady decline. At the same time, we know that the use of the target language in the classroom is deficient (Skolverket 2010). Equally is the case with the motivation among the pupils. In order to change this pattern we face two challenges: find new strategies for the teaching that, at the same time, motivates the students more in their learning. The teachers need to innovate their teaching and take the pupils´ interests more into account. Almost every pupil has a mobile phone which has developed into a fundamental element for the everyday communication between young people. However, in certain situations these devices may cause disorder and loss of teaching time in the classroom. The teachers usually prohibit the use of them in the classroom and during the development of the class. Since this is a reality, we suggest the possibility of integrate this resource in order to support certain activities in the process of learning Spanish as a foreign language in the Swedish classroom.Our purpose with this study is to investigate the possibility of using the mobile phone in the education to increase the use of the target language and the motivation among the pupils. With the mobile phones we can implement new strategies that agree with the pupils´ interests such as the social media.We can state that our small study has given us reason to propose the use of the mobile phone as a didactic resource. This, at the end motivated a bigger communicative and interactive activity which contributed to the development of the spontaneous conversation in Spanish among the pupils. The pupils are more motivated if they can work with new strategies and tools instead of the traditional exercises. Like, for example, those they mechanically follow in the school textbook.

  • 110.
    Gavling, Anna
    Karlstad University, Faculty of Arts and Education.
    The art of translation: A study of book titles translated from English into Swedish and from Swedish into English2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this paper is to investigate the process of translating a book title from English into Swedish and vice versa. I have investigated the different methods used when translating a title, as well how common each strategy is. By contacting publishing companies and translators in Sweden, I learned of the process of adapting a title from the source language into a foreign market and the target language. Studying 156 titles originally published in English, and 47 titles originally written in Swedish, I was able to see some patterns. I was particularly interested in what strategies are most commonly used.

    In my study I found nine different strategies of translating a book title form English into Swedish. I have classified them as follows: Keeping the original title, Translating the title literally, Literal translation with modifications, Keeping part of the original title and adding a literal translation, Adding a Swedish tag to the English title, Adding a Swedish tag to the literal translation, Translation with an omission, Creating a new title loosely related to the original title and finally Creating a completely different title. In the study of titles translated from Swedish into English, I found eight different translation strategies; seven of the strategies were the same as in the translation of titles from English into Swedish. The one method that differed is called Translation with an addition. The study of titles originally published in Swedish was much smaller; and yet more variety and creativity was shown in the translations. The conditions for translating from Swedish into English are different since English readers normally have no knowledge of Swedish. Names of characters and places for example, are very likely to sound very odd to an English reader, and therefore more translations are necessary. Swedish readers on the other hand are generally relatively proficient in English since they are exposed to the language naturally in their everyday lives through for example, television. Therefore it was easier to stay close to the original in the translations from English into Swedish.

  • 111.
    Gjelsvik, Julie Marie
    Karlstad University, Faculty of Arts and Education.
    At the Edge of the Forbidden Forest  : Analysis of Gender Characteristics in J.K. Rowling’s Harry Potter and the Philosopher’s Stone2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will examine the youth novel Harry Potter and the Philosopher’s Stone by J.K. Rowling. The aim of this essay is to find tendencies of how the novel favours non-stereotypical male behaviour and characteristics. Using gender criticism, the novel and its most central male characters are analysed to highlight their gender characteristics. Symbols and metaphors constitute a part of the analysis for a more comprehensive examination. The results of this essay show that the male characters are divided into two factions, the good side and the evil side. It is evident that the male characters on the evil side are characterised by stereotypical male gender behaviour and the male characters on the good side tend to show a lack of stereotypical masculine traits. The Fantasy genre, which dictates a strong good versus evil storyline, extends this polarisation. The stereotypical male gender roles are therefore opposed and non-stereotypical male behaviour is promoted in the narration by favouring male vulnerability and ridiculing stereotypical masculine traits.

  • 112.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Bihl, BjörnKarlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.Wennö, ElisabethKarlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Fönster mot språk och litteratur: CSL 20082008Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Hur skapas läsare och vad är litteraturens roll i svenskämnet? Hur förhåller sig språk och litteratur till kultur och IT? Lär vi oss språk i eller utanför klassrummet? Hur har IT påverkat lärandeprocesser i språk?

    Centrum för språk- och litteraturdidaktik vid Karlstads universitet (CSL) fortsätter sitt arbete med att inspirera studenter och lärare att ställa frågor och söka svar. Fönster mot språk och litteratur är den tredje utgåvan i CSL:s didaktiska serie och innehåller fjorton bidrag som på olika sätt belyser språk- och litteraturdidaktiska frågor.

  • 113.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Wherrity, Michael
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    I'm loving it - and knowing it too!: Aspect in so-called stative verbs2012Conference paper (Refereed)
  • 114.
    Gryzelius, Thomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    El aprendizaje distribuido como estrategia didáctica en la enseñanza del vocabulario de ELE: Un acercamiento a su uso en el salón escolar sueco2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Studying and learning words in a foreign language in order to develop a vocabulary that promotes communicative competence, is a daunting task both for students and teachers of Spanish as a foreign language in Sweden and elsewhere. In this context we identify one problem; the possibility that words learned in class will be forgotten as soon as they have been tested on a quiz or exam. If our students cannot incorporate new words into their vocabulary it is quite possible that their communicative development will stop or slow down.

          In order to understand this problem and find alternative ways to teach vocabulary we investigated a phenomena called ‘the spaced memory effect’. In the field of educational psychology this is when the learner study with repetitions distributed over time. Practices that build on the spaced memory effect are often called distributed learning.

          In a small study we tested this effect as an alternative way of teaching and learning vocabulary. From this study we could conclude that the effect is possible to measure and that it is consistent in all the test subjects that followed a study model that was based on repetitions or a distributed learning model. It was shown that after one month the students were able to remember 85% of the words.

          The results from this small study provides new perspectives for further investigation and suggests that there are alternative ways of teaching Spanish vocabulary in Swedish schools.

     

  • 115.
    Grönberg, Anna
    Karlstad University, Faculty of Arts and Education.
    Det meningsfulla svenskämnet2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The purpose with this paper is to describe focus in the school subject swedish through a historic perspective. The purpose is also to intestigate how a group of pupils in the last grade in upper (senior) level of compulsory school and teachers with the subject swedish thinks about the subject, what is the most meaningful to pupils in the last grade in upper level of compulsory school.

    The history of the Swedish school system from the 15 th century till today and the entrance of Swedich as a subject in school has been studied by literature and curriculum. With help from Mr Lars-Göran Malmgrens analysis of different swedish subjects the curriculums analyses to see which subject who appear.

    Pupils from the last grade in upper level of compulsory school and their teachers in the the subject swedish have answered questions in two different questionnaires regarding what is most meaningful with the subject. The result are to be present in this paper as diagram and also in ordinary text.

    The conclusion is that the subject swedish has changed from functionalism to formalism and then turned to a more literary education and finally towards functionalism again. The results from the questionnaire papers show that the pupils put most value in learning different skills while the teachers see the importance of both skills and developing the personality.

  • 116.
    Grönkvist, Josefin
    Karlstad University, Faculty of Arts and Education.
    Peer Response in Upper Secondary School: Do Swedish students find it useful for improving their English writing skills?2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The method of peer response has become an important part in process oriented writing classes and is often used at universities, but not in upper secondary school. The aim of this paper is to investigate how students in upper secondary school react when introduced to peer response, and whether or not they find it a beneficial way of working when trying to improve their writing. The aim is also to find out if the students’ texts improve as a result of a peer response session.

    The results of my investigation show that the majority of the students who participated had positive reactions when introduced to peer response. All students agreed that the method was beneficial to improving their texts. Furthermore, according to the teacher, who read both the first and final versions of the texts, many of the students improved their texts enough after peer response to raise their grades. This confirms that peer response is, in fact, a good method to use when trying to improve students’ writing. However, even though the majority of the participants were positive to the idea of using peer response again, there were some students who prefer that only the teacher reads their assignments. This could be due to a lack of confidence concerning their own abilities or the fact that some texts are perceived as too personal and private. There will often be students who do not like to share their writing but the method could be modified and adapted to the situation of each class. Peer response can be combined with teacher response, or the groups can be reduced to pairs of two persons.

  • 117.
    Gunnarsson, Maria
    Karlstad University, Division for Culture and Communication.
    Le vin comme thème dans Gargantua de Francois Rabelais2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 118.
    Gustavsson, Pauline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Alla har en gnista inom sig, men vad krävs för att väcka den?: En tematisk studie om hur svensklärare arbetar med ökandet av motivation i skönlitteraturundervisningen på gymnasiet2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Fiction is a central part of the subject plan for high school but reading among young people decreases, according to surveys. This study focuses on how Swedish teachers, at high school level, use motivational work within reading related assignments during Swedish courses. The study therefore intends to investigate the different motivational factors based on fiction, which Swedish teachers work with, in the educational context and how these factors can be increased. The result has been obtained through a thematic analysis based on the chosen method, interviews. Previous research claims that there is no comprehensive approach when analyzing motivational work. The choice was there for made to apply four different theories in the discussion within the outcome of the interviews. The factors identified by the thematic analysis were:

    1. The factors that increase the motivation of students based on reading fiction are that the teaching is individualized, that there are clear instructions and that the teaching is authenticated.2. The possibilities the teachers can read that increase the students' motivation for fictional reading is the teacher's way of working, how they present reading and the teacher's personality. 3. How teachers work with motivation in the classroom is that they implement reading plans, reading aloud, competitions, work with reading strategies and they also attach great importance to the group's motivation to each other.

    The result from the interviews reviled that the teachers did not always have a foundation in previous research and proven experiences in the work of motivation. It’s essential to apply individual adaptation in the educational context affecting fiction.

  • 119.
    Gustavsson, Pauline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    ”Svär inte så jävla mycket”: En studie om gymnasieungdomars svordomsanvändning2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay intends to present any differences in upper secondary students’ usage of curse words based on the idea that there are differences between boys and girls in secondary school. Not only on the basis of gender but also age, duration of study and what courses the students are studying. The study’s results are based on surveys conducted in six different classes in an upper secondary school.

    What emerged from the survey is that all of the students found that it is not acceptable to swear in formal situations, especially in church. In the study no obvious difference between boys and girls can be found. However, the boys believe that they swear more than the girls do although this is not confirmed by the girls. A difference between the theoretical and the practical courses that were studied was that the former does not find the need of profanity in our language. While the more occupational programs felt that they needed the language to express feelings and create a particular tone in our speech. There was however no distinction between Grade 1 students to Grade 3 students inferred from the study. In addition to this it would be interesting to continue the study in this area by increasing the age difference of the students to see if the hypothesis that increased studying leads to less use of profanity stands correct.

  • 120.
    Gustavsson, Sofia
    Karlstad University, Faculty of Arts and Education.
    Elevens roll som läsare: och hur rollen påverkar hennes syn på litteraturundervisningen2009Independent thesis Basic level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
  • 121.
    Gyllgård, Lina
    Karlstad University, Faculty of Arts and Education.
    Gender differences in Swedish students’ written texts and students’ identification of female and male language features2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this study was to investigate if any linguistic differences between the sexes can be found in Swedish students’ compositions in English. My aim was also to investigate what features students perceive to be typically male or female. By studying a number of Swedish students’ English compositions, I was able to detect differences between boys’ and girls’ language and also compare my discoveries with earlier research. I investigated both the features that separate the genders in their writing and also what students identified as female and male language use. In my investigation, I found some linguistic differences between the sexes which were more distinct than others; for example their use of stative and dynamic verbs. But, on the other hand, I found no noticeable difference between boys’ and girls’ use of adjectives; words which are often said to be more commonly used by girls.

  • 122.
    Hakkarainen, Anna
    Karlstad University, Faculty of Arts and Education.
    Flerspråkiga barn i förskolan: Ur ett lärarperspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on multilingualism. I also wanted to get answers on how pedagogues in the preeschool may promote multilingual children´s language development, the factors that promote multilingual children´s language development and the role parents have in the language development of multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of pedagogues around multilingualism. My result based on theoretichal background and the study is that pedagogues should let the children´s all languages esemble together. A factor influencing the multilingual children´s language development is ambient attitudes to multilingualism. Pedagogues should work with parents and have an open dialogue regarding the child´s language development. The environment at preeschool should be well thought-out and are multilingual children in the pediatric group, this should also appear in the buisness premises. Through a environment free from conflicts and through didactic tools in the form of, for exampel, music and nursery rhymes the child gets a good foundation for good language development in preeschool.

     

  • 123.
    Hallén Rizzo, Jan
    Karlstad University, Faculty of Arts and Education.
    "And Never the Twain Shall Meet"?: Separate Worlds and Characterization in David Lodge's Nice Work2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay uses some tenets of structuralism as well as the concept of “discourse” to analyze David Lodge’s novel Nice Work (1988). The opposite discourses of Academia and Industry, as expounded through the life and character of the main protagonists, are analyzed as they are exposed throughout the novel through the involuntary mingling of the main characters. The governing idea is that three separate discourses can be gleaned as a basic structure in the novel, forming a triad that suggests the idea of a possible synthesis, which is shown to be what propels the plot of the novel onward. As in Hegelian dialectics the clash between a thesis and its antithesis makes the reader expect the third term, a synthesis, which is offered in the mediating discourse of the narrator. Further, this essay focuses on three levels of exchange within the novel and its protagonists: the intellectual, emotional and practical ones. The synthesis of discourses is shown to come to a halt in the end, and the opposites seem to stand unperturbed, even though an exchange of values, ideas and actions has occurred.

  • 124.
    Hanebrink, Karolina
    Karlstad University, Faculty of Arts and Education.
    Hur fungerar tidig läs- och skrivinlärning i teori och praktik?: Hur förhåller sig detta till läroplanen, Lpo 94?2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The purpose with this document has been to find out how teachers work with the early reading and writing learning, how reality relates to theories and finally how their work relates to the curriculum, this being Lpo 94.

    This document also brings up the Swedish language training from a historical point of view, a short definition of reading and writing, work environment, theories of learning and different work methods.

    The interviews done for this document have been of the qualitative sort. The teachers interviewed all work in the junior level of school.

    The outcome of the researches is that teachers can’t work with the reading and writing learning after a pre-made pattern. The teacher has to adjust him/her self, material and work method after the group of children. No work method is used exclusively, a teachers job is to single out the best pieces of all methods, to later on compose these to there own way of working to suit the teacher as well as the target group. All teachers have to work with the same guidance, Lpo 94, but the ways of reaching the goals are as many as there are teachers.

  • 125.
    Heinonen, Ann-Christine
    Karlstad University, Faculty of Arts and Education.
    Litterära amningsstunder ger läsande barn2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
  • 126.
    Heinonen, Ann-Christine
    Karlstad University, Faculty of Arts and Education.
    The Chase: Means of Escape in Jack Kerouac's On the Road and Lonesome Traveler2008Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
  • 127.
    Henry, Alastair
    et al.
    University West, Trollhättan, Sweden.
    Korp, Helena
    University West, Trollhättan, Sweden.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Thorsen, Cecilia
    University West, Trollhättan, Sweden.
    Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters2018In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 52, no 2, p. 247-273Article in journal (Refereed)
    Abstract [en]

    Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei’s (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for D€ornyei’s proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

  • 128.
    Henry, Alastair
    et al.
    University West.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). University of Oslo, Norway.
    Thorsen, Cecilia
    University West.
    Motivational Practice: Insights from the Classroom2019 (ed. 1)Book (Other academic)
  • 129. Hermansson, Carolina
    Teknikens inflytande på lågstadieelevers skriftspråk2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 130.
    Hjerpe, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språksvårigheter i förskolan: Hur kan språksvårigheter upptäckas och stimuleras?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine whether and how the children who have difficulties with the language receive the help they need from the preschool teachers in order to improve their language development. Interview of semi-structured model with five preschool teachers at different kindergartens in the same municipality was conducted, where the pedagogues experiences were requested which methods/routines they work with to detect if children have language problems and what methods/ tools they use to help and stimulate language development, and how they have worked with that has given the best language enhancement in children with language difficulties. The theoretical starting points in my study are sociokulturellt perspektiv, what child can be achieve with help without help, as well as phonological awareness that is the doctrine of the sound and its function. TRAS – the schedule Early registration of language development is a tool to promote language difficulties. It is also important to keep in mind that each child has their own language development rate. TRAS – the schedule is a useful tool with extensive questions, to identify what the child is struggling with and shows what is reasonable to be able to be in a certain age. TRAS is also a useful tool for detecting minor language problems. Babblarna and FonoMix used to stimulate language development in the municipality. Some kindergartens also use character support and support for supporting language development. Engaging high-quality reading and games with language elements increase the interest in communicating. Rhymes and chants can also increase language development. But most important is a good approach and to do something together with the kids.

  • 131.
    Holmgren Troy, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Dealing with the Uncanny?: Cultural Adaptation in Matt Reeves’s Vampire Movie Let Me In2016In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 48, no 1, p. 25-41Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to examine cultural adaptation and uncanny potential in Matt Reeves’s vampire movie Let Me In (2010), which is an adaptation of John Ajvide Lindqvist’s vampire novel Låt den rätte komma in (2004) – in English translation, Let the Right One In (2007) – and the Swedish film adaptation (2008), for which Lindqvist wrote the screenplay. The article draws on Linda Hutcheon’s theoretical account of “transculturating” and “transcultural adaptations” as well as on different discussions of the uncanny. My analysis establishes that both films evoke the uncanny by introducing horror into the familiar and ordinary as represented by the geographical setting; however, it also shows that there are significant ideological differences between the American film and the Swedish film and novel concerning gender and sexuality, particularly related to the two central figures of the boy and the vampire, but also in relationships that can be regarded as part of the general social and cultural setting. In short, gender-bending and sexual ambiguities, in addition to the uncanny aspects of the human protagonist, are omitted in the American version. In these respects, Reeves’s adaptation is less complex, less uncanny, and much more ideologically conservative than the Swedish versions.

  • 132.
    Hulterström, Terése
    Karlstad University, Division for Culture and Communication.
    Oral Feedback: Students' Reactions and Opinions2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In Sweden we come in contact with the English language almost daily; in television shows, radio commercials and at work. English is also mandatory in the Swedish curriculum; therefore it is important that the students learn as much as possible in school, to be able to use English in their daily life. Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. My aim in this study is therefore to investigate if students find oral feedback in the classroom valuable and if not, how they would like it to be changed. To investigate this I handed out a questionnaire to five classes. The questions were divided up into three categories: if the students had noticed oral feedback being given to them, what their experiences of oral feedback were and how they would like the feedback to be delivered. I also made observations and recorded three classes. The results of this investigation showed that the students were positive to oral feedback in the classroom. Most of the students had noticed oral feedback being given to them, and the teachers had mostly corrected the students’ grammar and pronunciation. These were also the areas where the students felt they had developed the most from oral feedback. In the questionnaire the students pointed out that they wanted the feedback to be delivered privately and that the teachers have to be careful how they give the feedback, they have to always remember to give positive feedback as well as corrective feedback.

  • 133.
    Hurtig, Markus
    Karlstad University, Faculty of Arts and Education.
    Varieties of English in the Swedish Classroom2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also examined whether the teachers actually spoke the variety of English they thought they did as well as what their views were on students using a mixture of varieties. The focus of this essay will be on American English and British English.

  • 134.
    Häggstam, Cecilia
    Karlstad University, Faculty of Arts and Education.
    Engelska på lika villkor?: Tre pedagogiker2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I have looked at some of the differences between a municipal-, a Montessori- and a Waldorf school, with focus on their English teaching. This is because I wanted to find ways to teach English to pupils with various types of learning difficulties. To be able to see the main differences and similarities between a municipal school, a Montessori school and a Waldorf school I began with literature studies.

    When I had finished the literature studies I contacted three schools that applied the different pedagogies. I visited the three schools during two days each through a three-week period. During these two days I was in the classroom when the pupils were there and followed the teachers’ teaching. I ended the visits with an interview with the teacher whose classroom I visited.

    I came to the conclusion that there are both differences and similarities between the three schools. The two schools that are most similar are the municipal school and the Montessori school both in the literature and in the result from the observations and interviews. Two of the main differences between the schools are how they plan the school days for the pupils, in which order they have the lessons, and how they use the national tests. The municipal school uses the national test in fifth grade, the Montessori school uses it in the years four, five and six and the Waldorf school only use it in year nine. The Montessori school and Waldorf school believe that they require more from their pupils that the national goals. All the three schools aim at those goals, but the Waldorf schools have their own curriculum.

  • 135.
    Insulander-Reinholdsson, Gunilla
    Karlstad University, Faculty of Arts and Education.
    Grammatik via komik och mimik: En empirisk studie av charader som metod i grammatikundervisning2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The following work deals with a different approach in teaching grammar which is designed to facilitate learning by stimulating several senses and by strengthening cognitive development through interaction with others. The purpose is to investigate if it is possible to use charades as a pedagogical method when it comes to learning elements of grammar such as: subject, predicate, object predicative, predicative, adverbial modifier and attribute.

    The essay is based upon seven different lessons once a week with a class of ninth graders where the dramatisation of clauses took place. Not only have the students kept a log for the sake of the study, but there were also four interviews with different students as well as observations of them. For different reasons it is my belief that the study’s target group is not a representative class of ninth graders.

    The result of this investigation shows that charades as a method for learning grammar, within the confines of the study, was not a successful method for the chosen group. Moreover it is also clear that the method has to be complemented with teaching material other than only charades in order to give students extra support.

    However, based on a successful previous experience with another class where charades were used to teach grammar, I can make the conclusion that it is possible to use charades for the purpose of teaching grammar; especially as a way to compliment and vary traditional grammar teaching. This method helps reach students and thus stimulate their learning process.

  • 136.
    Ivarsson, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lärarens tydliga mål: För vems skull genomför elever uppgifter i skolan?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This essay is based on a poll and interviews with students trying to find out what goals students have when they do exercises in school. For whom do students complete tasks, for themselves or just to please the teacher? What I came up with was that it varies a lot. Lots of students are chasing grades and these students do exercises in school for their own sake while other students want to do as little as possible just to please the teacher and hopefully get a grade with minimal effort. A lot of students also have small expectations before a task in school. We as teachers have to work hard to increase the students’ expectations and also get them to perform tasks in school just for their own sake.

    Key words: Goals Swedish Learning in school.

  • 137.
    Ivarsson, Maria
    Karlstad University.
    Undervisning av svensk språkhistoria på gymnasiet: Intervjuer med gymnasielärare, samt elevenkäter2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    This thesis explores how secondary schoolteachers in Swedish, prioritise from the Swedish language history materials. The study includes interviews with two Swedish teachers and inquiries with students in two classes at the social science programme (third year). The student literature that is used has been analysed and the teaching is compared with the Swedish central teaching plan. The results show that the students are weak in placing language at different historical time periods and make conclusions of this. The results from both the inquiries and teaching contents disclose a general weakness as it comes to Swedish language history. The interviews points at the standardizing attitude towards the subject, from the teachers influence the size and the depth of teaching the students get in Swedish language history.

  • 138.
    Jansson, Kristina
    Karlstad University, Faculty of Arts and Education.
    Franska talas inte bara i Frankrike: - en studie i hur läroböcker i franska behandlar la francophonie2007Student thesis
    Abstract [sv]

    Uppsatsen behandlar om och på vilket sätt det faktum att franska talas i fler länder än Frankrike är uppmärksammat i kursplaner och textböcker i franska för gymnasiet. Jag har i detta sammanhang använt termen la francophonie för att beteckna franska talad utanför Frankrike, trots att Frankrike egentligen ingår i detta begrepp.

    Vad det gäller kursplaner kan jag konstatera att de är mycket vagt formulerade, men att det är tydligt att man vill att eleverna skall lära sig om de kulturer och länder i vilka franskan förekommer. Eftersom läroböcker kan ses som en form av konkretisering av kursmålen har jag studerat tolv av dem för att se hur la francophonie behandlas i dem. Jag studerade hur många texter i läroböckerna som behandlar la francophonie, men även på vilket sätt texterna är formulerade. Det visade sig att de flesta böckerna innehöll texter som direkt eller indirekt behandlar franskan som ett globalt fenomen. Det var också tydligt att de flesta texterna gick bortom nationella klichéer för att istället fokusera på individers erfarenheter, något som är nödvändigt eftersom nationella identiteter bara är sociala konstruktioner. Det framkom även att de äldre läroböckerna hade ett mer eurocentriskt perspektiv, medan de nyare lät personer från till exempel le Maghreb komma till tals direkt. Många texter behandlade även de problem och möjligheter som skapas av det faktum att fler och fler personer befinner sig mellan flera kulturer.

  • 139.
    Jansson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur pedagoger kommunicerar med barn i förskolan: En observationsstudie i södra England2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to acquire knowledge about communication, in everyday interactions between the pedagogues and children, in an English nursery school. This study is based on the following frame of questions: - How does the communication appear between the pedagogues and children, in different learning situations? - How does the communication appear between the pedagogues and children, in different emotional situations?

    The empirical research in this degree project is qualitative, and the data consisted of observations is focused on the pedagogues. The group of children consists of eleven to eighteen in total (aged 4 to 5 years) and there were about two to three pedagogues in the room.

    The result of this study is processed out of a socio-cultural perspective. I have come to a conclusion that the English pedagogues have power, which they used in the attitude among the children. The result showed that every pedagogue did communicate with the children, in different ways, and that their attitude was various. 

  • 140.
    Jansson, Petra
    Karlstad University, Division for Culture and Communication.
    Learning by Doing: Can Students Become More Proficient in Grammar Through Feedback by Underlining?2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight students served as a control group since it could be suspected that the interviews might have an impact on the students’ performance.

    The results of this paper show that the students who were interviewed were able to correct most of the errors that had been underlined. The students in this group also seemed to improve more than the control group, but the results of this investigation are inconclusive, since the total number of errors made was fairly small. Therefore, it is difficult to determine how much the students improved their proficiency in English grammar.

  • 141.
    Jelbring, Gunilla
    Karlstad University, Faculty of Arts and Education.
    Lust att lära sig läsa: En jämförelse av två olika läsinlärningsmetoder; ljudmetoden och Whole language (kiwimetoden)2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    My purpose with this study was to learn more about different ways to teach children how to read and to investigate how teachers can use more fiction when they teach.

    During the years that I have been working in school, I have only met teachers who use a method that is built on sounds. The children learns to read from books where the words is not put in their right purpose; for example; we can se a sun, a dear looks down in a lake.

    After my teacher-education in literature I became more and more interested in if it could be possible to use more fiction when you teach children how to read. I also wondered if it was possible to find readers where the sentences are put in a meaningful story.

    I heard of a method called Whole Language, or the kiwi-method and I decided to find out more about that method. I decided to make a comparison between the “sound-method” and the Whole Language-method.

    I have been using qualitative interviews with both children and teachers with experience from these different ways of teaching. The interviews with the children had been very instructive for me. In my results I have became to discover that the children who had been taught by the Whole language-method where more positive about reading. Concurrently I do not think that we can reject the older way to teach children how to read. I think that you can take parts even from this method and put different methods together in your own way. The most important for the children is that their teacher is satisfied with his/hers way of teaching.

    Key-words: inclination, reading, “sound-method”, Whole Language (kiwi-method)

  • 142.
    Jensen, Elsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    El uso de una aplicación digital de traducción en las clases de ELE en el bachillerato sueco.: Un estudio sobre la efectividad y exigencias sobre la implementación de Google Translate en la enseñanza básica para ejercicios de traducciones de textos.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate if the digital application program Google Translate is useful in the Spanish classes with students who are still learning Spanish at early stages. This study makes an approach of texts translated by 25 students from the same class, who study Spanish at level A.2.2. During the first part of the study, the participants were divided into five groups depending on their knowledge according to the Swedish grade system. The 25 students have, during two different occasions, translated a text from Swedish to Spanish with the help of Google Translate and a physical word lexicon. In the second part of the study, we show the results of two questionnaires that we prepared for the students who participated in the investigation. We also had eight teachers participating by answering a questionnaire to get to know their opinions and experiences with the machine translator.

    The results of the survey show that Google Translate can only be a good didactic resource in Spanish classes if the students have enough knowledge about the language. It also shows that all the participants, regardless of their level of knowledge in Spanish, trust the application to be accurate and helpful in the translating activities. We can also state that through the results of the questionnaires we point that the students need to be informed about the benefits and the consequences regarding the use of the digital application GT.

  • 143.
    Jewell, Arwen
    Karlstad University, Faculty of Arts and Education.
    Through a Piece of Colored Glass: An Analysis of Caddy Compson in The Sound and the Fury2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The Sound and the Fury is William Faulkner’s story of the Compson family’s downfall in the American South during the early 20th century. The novel illustrates the impact on the cultural identity of the South of strictly defined social roles and the tension they created in the aftermath of slavery and defeat in the Civil War. In my analysis, I have chosen to focus on gender issues, especially in their Southern manifestation. The Compsons’ daughter, Caddy, figures prominently in the sons’ narratives, but is only portrayed through their perceptions and memories. My aim is to determine Caddy’s significance in the novel by exploring her relationships with her brothers, as seen through their eyes, and how she is characterized by them. In Benjy’s narrative, I examine her actions as a little girl in light of the Eve myth and the icon of the virgin mother. Quentin’s obsession with Caddy's sexuality as a teenager reveals the implications of associating female sexuality with death, the role of language in reproducing and combating established gender power structures, and the impact of traditional gender roles on women and men. Jason’s binary categorization of women as virgins or whores turns the few glimpses of Caddy as a mother into that of a woman treated as a commodity of exchange. In each of their narratives, Caddy is a dynamic character whose words, body, and actions expose prevailing social and gender power struggles. By conjuring her presence through her absence, her brothers reveal the depth and destructiveness of the social imperatives that underlie their attempts to control her. I suggest that Caddy’s role in the novel is to disrupt the brothers’ narratives and challenge the underlying Southern social and gender constructs that imbue them.

  • 144.
    Johansson, Annelie
    Linnéuniversitetet, Institutionen för språk och litteratur, SOL.
    Bedömning av elevtext.: En fallstudie i årskurs fem.2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag

     

    Den här undersökningen är en fallstudie som handlar om bedömning av elevtexter. Syftet med studien är att undersöka vad som karaktäriserar elevtexter som lärare bedömer som starka respektive svaga. De texter som analyseras är skrivna av elever i årskurs fem och ingår i en skrivuppgift som genomförts inom den ordinarie undervisningens ramar. Lärarens analys av sluttexterna jämförs med språkteoretiska modeller. 

         Undersökningens resultat visar att det finns ett starkt samband mellan lärarens bedömning och de språkteoretiska modeller som används i undersökningen. Läraren i fallstudien ligger nära de språkteoretiska modellerna i sina definitioner av kvaliteterna och i värderingen av elevtexterna, men det finns en osäkerhet i lärarens definition av de kvaliteter som mäts särskilt vad det gäller den röda tråden och hur textlängd samt sammanbindningssignaler påverkar texten.

  • 145.
    Johansson, Ellen
    Karlstad University, Faculty of Arts and Education.
    Chained Thoughts Broken by Chains of Thought: An Analysis of the Narrative Style Used in Virginia Woolf's A Room of One's Own2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    Chained Thoughts Broken by Chains of Thought

    An Analysis of the Narrative Style Used in Virginia Woolf’s A Room of One’s Own

    The purpose of this essay is to analyse the narrative style used in Virginia Woolf’s A Room of One’s Own in order to show in which ways it supports and reinforces the author’s arguments in her quest for a more equal society. One of the most prominent stylistic means applied by Woolf is her ‘train of thought’, linking one reflection to another like wagons in a railway convoy or like loops in a chain (therefore also sometimes referred to as ‘chain of thought’ in dictionaries). By examining how different rhetorical devices are applied within this train or chain of thought and in which ways these strategies are linked to the main elements of persuasion (ethos, pathos and logos) in Aristotelian Rhetoric, I have found that one of Woolf’s central themes - the resentment against confinement and the advocacy of androgyny or mixed-gendered thinking - is mirrored in her style. It reflects the author’s call to resist society’s restrictions by its unrestricted combination of different rhetorical strategies; this mixture of stylistic, partly gender-neutral devices helps her to create a common ground where she can reach and appeal to both genders in a very effective and innovative way, thus enabling her chain of thoughts to break some of our chained thoughts.

    Ellen Johansson

    Engelska C

  • 146. Johansson, Helena
    Läsinlärningsmetoder: En kvalitativ studie om hur pedagoger motiverar val av läsmetod2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 147.
    Johansson, Veronica
    Karlstad University, Faculty of Arts and Education.
    Att lära sig läsa genom att skriva på datorn2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The computer has become a major part of children’s everyday life and has come to be used in schools everywhere. Arne Trageton, educationalist, has done research on how computers can benefit children’s learning process. Instead of starting their writing careers using pen and pa-per, the children will be using a computer. They will write their own texts and will use these texts to learn how to read. Because of children’s problems holding a pencil correctly, which is very time-consuming, they get to write on a computer instead, and therefore the children will directly write correct letters. Learning proper handwriting will be postponed until 2nd grade, and instead of learning handwriting during the 1st grade, the children can focus on the content of their written texts.

    During my research on Arne Trageton’s theory, I visited three schools to see how this works in reality. By studying the children using computers I came to the conclusion that by learning how to write on the computer, children will write longer and better texts compared to children who are writing only by hand. When they start writing by hand they will do this at least as good, or better, as children of the same age who have only been writing by hand.

  • 148.
    Jonsson, Marie
    Karlstad University, Faculty of Arts and Education.
    La mujer en la España post-franquista: Estudio sobre algunas razones para la comprensión de su actual situación.2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The fight for gender equality is a hot topic in today’s world, and it can help in demonstrating how far a country has come in its development. This essay is based on knowledge of the Swedish culture for women and based on this knowledge we explore the Spanish women’s situation of today. The fact that Sweden has been chosen as one of the leaders in gender equality and yet has not reached its totality is a further factor of this essay. The essay concerns the female fight for equality and in particular the fight of the Spanish women.

    Five reasons are claimed to be the most important ones to hold and have held women back in Spain. The reasons discussed in the essay are: the Catholic Church, the dictatorship of Franco and the typical Spanish traditional family. Further analysed are also social customs in the Spanish society and the “machismo”. The hypothesis claims these reasons to be guilty of putting women in an inferior position to men in comparison to the Swedish society. In this essay the importance of these concepts is argued in order to be able to understand Spanish women’s reality today, and they are also claimed to still be taking part in preventing women’s liberty.

    A brief introduction of the history of Spain is presented to further help understand the situation of women today, followed by an introduction of the main source, Constancia de la Mora’s biography Doble Esplendor.

    Finally, the conclusion is drawn that these five reasons can definitely be seen as culpable in the delay of the development of the Spanish women and the strongest one in this is claimed to be the dictatorship of Franco. Furthermore, an emerging energy is clear to be seen in Spain, laws are changing, and in many some Spain can be seen as a positive example to Sweden when it comes to gender questions, maybe due to the fact that the discussion is newer there. Although we also conclude that even if the Spanish women have come far in only 30 years there still remains a lot to do in order to reach total equality in between genders.

  • 149.
    Jonsson, Ulrika
    Karlstad University.
    The American dream in Death of a salesman: and its relevance in Today's American society2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 150.
    Kajtaz, Milena
    Karlstad University.
    "Romeo and Juliet" in the Feminist Mirror2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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