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  • 1.
    Alastair, Henry
    et al.
    Högskolan Väst.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Korp, Helena
    Högskolan Väst.
    Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap2014In: LMS : Lingua, ISSN 0023-6330, no 4, p. 22-26Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Axén, Robin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Projektarbeten på gymnasieskolans yrkesförberedande program: Elevers färdigheter inom formellt skriftspråk och lärares undervisning om formellt skrivande2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Formal writing is an essential part of teaching Swedish and is fundamental for higher education and professional career. The aim of my essay is to research what didactic methods Swedish teachers utilizes in upper secondary school to improve students' abilities to write formal texts. I will also examine students’ project papers in an attempt to measure the extent of formal word choice.  In the presentation of the literature I decided to use, for example, Per Olov Svedner’s perspective on writing as a process, Siv Strömquist’s manuals for essay writing and various literature regarding linguistic correctness and essay layout. Interviews with three upper secondary school teachers reveals that active feedback is a basis for students development regarding formal writing in both school and professional career. An analysis of the project papers points to insecurities regarding subjectivity, objectivity and punctuation as common issues within academic writing.

  • 3.
    Bäckström, Per
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Tromsö university.
    ”Et nytt møte”: Performance och performativitet i nordisk lyrik – från Jan Erik Vold till Dimmu Borgir2013In: Diktet utenfor diktsamlingen: Modernisme i nordisk lyrikk 6 / [ed] Stefan Kjerkegaard & Unni Langås, Bergeb: Alvheim og Eide akademisk forlag, 2013, p. 175-205Chapter in book (Refereed)
  • 4.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Artefakter i barns litteracitetspraktiker2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 72-86Article in journal (Other academic)
  • 5. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Slotte, Anna
    Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis2018In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
  • 6.
    Eriksson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Om textval och genus: Textval med ett genusperspektiv i gymnasieskolans svenskundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students’ re-production of gender. The conclusion of the essay is that four components affect the selection of texts. The superior components to the selection are the students and the teachers, mostly by the students’ ability to identify with the text and the level of knowledge of both teachers and students. The subordinate components to the selections are the materials in form of teaching aids as well as the school via the curriculum and a literary canon. The essay also concludes that teachers do not reflect upon gender in the same way in their actual selections as they do in their rhetoric about the selections of texts.    

  • 7.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

  • 8.
    Hallberg, Fredrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Skönlitteraturens roll i svenskundervisningen: Litteratursynen som speglas i läroplanen och motiveringar till litteraturundervisning2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the view of literature that shines through in the Swedish curriculum for secondary school, Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. The idea is that this view of literature becomes visible when analyzing the curriculum’s ways of legitimating the teaching of literature and its relation to the use of a literary canon. The analysis compares the phrases from the curriculum regarding the teaching of literature and compares these phrases with the various literary visions that earlier scholars advocate. Based on these comparisons, discussions are raised about the pros and cons of the curriculum's ways of legitimating the teaching of literature and its relation to the use of a literary canon. My conclusions are that literature does not necessarily carry an inherent goodness and that all literature – regardless of genre or text type – can have a place in the teaching of Swedish as long as the way that the literature is being used is tailored to the purposes of literature-centered education.

  • 9.
    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.

  • 10.
    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)
  • 11.
    Lisnäs, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Strindbergsbilder i gymnasiets litteraturundervisning: En analys av fyra läromedel i svenska2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg’s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed. The teaching materials have then been compared to each other, with the purpose of trying to find similarities or differences in the way Strindberg is portrayed.

    What emerged from the analysis is that the aspect of Strindberg that is consistently provided with the greatest scope is his prose. Alongside and in interaction with the writing, much space is given to the person Strindberg and incidents from his life that has influenced his writing. The works and the facts about Strindberg which are given special emphasis are generally the same, what distinguishes the materials from each other is the actual image of Strindberg and the attributes and epithets used in the transmission of this image. A biographical interpretation of the works is indeed used throughout, like in the teaching materials of the 1980- and 1990s. 

  • 12.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Flerspråkiga elevers tankar om läxor2018Conference paper (Refereed)
    Abstract [sv]

    För de flesta elever är läxor en väsentlig del av vardagen och skolarbetet. Det är också genom läxor som skoluppgifter förflyttas till hemmiljön. Skolforskningen har uppmärksammat hur läxläsning ofta förutsätter att eleverna får hjälp av någon hemma och att därför olika hemförhållanden riskerar likvärdigheten i undervisningen (Cooper, 2001). Få studier har dock intresserat sig för hur det går till när flerspråkiga elever gör läxor samt hur och om de använder sina och familjens samlade språkresurser (Duek, 2017; Ljung Egeland, 2015; Alvarez, 2014).

    I ett pågående forskningsprojekt har vi därför med teoretisk utgångspunkt i dels translanguaging (García & Wei, 2014), dels learner beliefs (Kalaja, Barcelos, Aro & Ruohotie-Lyhty, 2015) riktat fokus mot dessa frågor. Genom intervjusamtal syftar projektet till att öka kunskapen om flerspråkiga elevers villkor för läxläsning och samspelet mellan hem och skola. Deltagare i studien är 25 elever, som är mellan 6 och 13 år gamla och som alla har utländsk bakgrund. Några är födda och uppvuxna i Sverige och några är nyanlända. Materialet har konstruerats inom ramen för tre olika forskningsprojekt med narrativ respektive etnografisk ansats. Materialet har analyserats genom tematisk analys. Resultatet visar att elevgruppen ofta lägger ner mycket tid på skolarbete hemma, men också att de har särskilda utmaningar med läxor som grundar sig i hur läxorna är konstruerade och hur de följs upp. Detta får konsekvenser för elevernas föreställningar om sig själva som elever och om flerspråkighet som resurs.

  • 13.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Multilingual Children's Beliefs about Homework: Perspective2018Conference paper (Refereed)
    Abstract [en]

    This paper targets the role of homework for multilingual pupils. The research topic deals with young children living in Sweden and their experiences and beliefs of homework.

    The wider discourse on homework points out the homework's importance for school achievement and the requirements for parents to support their children with their homework. However, previous studies have scarcely focused on multilingual children. The primary research objective addressed in this study is to understand what conditions and means of action are reflected in relation to homework activities among young children with immigrant backgrounds.

    Drawing on the concept of translanguaging (García and Wei, 2014), the study examines how children make use of all their language resources in homework activities and in literacy development. The work of Cummins (2007; 2015), suggests that if multilingual children get the opportunity to use all their languages to engage in literacy activities, this is linked to higher achievement in reading comprehension.

    Based on interview data originally collected for two dissertation studies, the two datasets were here reanalyzed with a specific focus on homework activities. The project brings new perspectives on experiences and beliefs of homework from the view of young multilingual children. The preliminary results show that the children put much effort and time on homework activities and that they often use all their languages, but despite this, they do not live up to the expectations of their teachers.

  • 14.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    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 Educational Studies (from 2013). Karlstads universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Uppfattningar om läxor och elever med migrationsbakgrund2018In: Litterasitet og flerspråklighet: – muligheter og utfordringer for barnehage, skole og laererutdanning / [ed] Danbolt Vesteraas, Anne Marit, Tomter Alstad, Gunhild & Tveit Randen, Gunhild, Bergen: Fagbokforlaget, 2018, 1, p. 57-74Chapter in book (Refereed)
  • 15.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roberts, TimKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).Sandlund, EricaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).Sundqvist, PiaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Universitetet i Oslo.
    Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 20182019Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.

    ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.

  • 16. Nyroos, Lina
    et al.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    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).
    Code-switched repair initiation: The case of Swedish eller in L2 English test interaction2017In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

  • 17.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Då tänker jag på Sokrates2018In: Värmländsk kultur, no 5, p. 36-37Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Lärande och identitetsskapande utifrån Twilights textuniversum2011In: Åttonde nationella konferensen i svenska med didaktisk inriktning.: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande / [ed] A Malmbjer, J Magnusson, D Wojahn, Stockholm: Nationella nätverket för svenska med didaktisk inriktningSödertörns högskola , 2011, p. 106-116Chapter in book (Refereed)
  • 19.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Maktordningar och literacy i ett uppkopplat klassrum2019In: Klassrumsforskning och språk(ande): ASLA:s skriftserie 27 / [ed] Ljung Egeland, B., Roberts, T., Sandlund, E., & Sundqvist, P., Karlstad: Karlstads universitet , 2019, p. 325-331Chapter in book (Refereed)
  • 20.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sweden: Fertile ground for digital fandoms2015In: Transformative Works and Cultures, ISSN 1941-2258, E-ISSN 1941-2258, Vol. 19Article in journal (Refereed)
    Abstract [en]

    We discuss the spread of fans and fandoms within Sweden. With a specific focus on fan fiction and video games, we describe Swedish fan activities in relation to the fact that Sweden is a connected country—that is, a highly technologically developed society. We also describe fan activities in relation to the fact that the level of English-language proficiency is high among Swedish children and teenagers.

  • 21.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    ”Den heliga” skönlitteraturen och det uppkopplade klassrummet2018In: Digitalt: Svensklärarens årsskrift 2018 / [ed] Anna Nordenstam & Suzanne Parmenius-Swärdh, Stockholm: Natur & Kultur , 2018, p. 151-166Chapter in book (Refereed)
  • 22.
    Reinholdsson, Tommy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Learning non-Swedish speech sounds: A study of Swedish students’ pronunciation and ability to learn English phonemes2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research has shown that L2 students have difficulties producing and even recognising sounds that do not exist in their mother tongue. It has also been concluded that accented speech not only compromises intelligibility but also makes the listener negatively biased towards the speaker. The present study explores how proficient Swedish students are in producing the speech sounds /dʒ/, /j/, /v/, /w/, /ʃ/and /tʃ/, of which /dʒ/, /w/ and /tʃ/do not exist in Swedish. In addition, it explores whether their pronunciation of these sounds improves after a brief pronunciation lesson, if this improvement is lasting and whether they tend to learn the pronunciation of words as separate units or are able to generalise the rules of pronunciation and appropriately apply them. It also investigates whether a difference in the structure of the pronunciation lesson affects the students’ results. The study revealed that the students do have difficulties with correctly producing in particular /tʃ/, /dʒ/ and /j/. More specifically, they tended to confuse /dʒ/ and /j/ whereas many students appeared to have been unaware that /tʃ/ exists and used the /ʃ/-sound instead, which exists in Swedish. After the pronunciation lesson, however, the students significantly improved their pronunciation. This improvement was shown to be lasting and the students were generalising rules rather than learning words as separate units. What the study failed to show was a significant difference in results caused by a difference in the structure of the pronunciation lesson.

  • 23.
    Sahlström, Fritjof
    et al.
    Åbo Akademi.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces2019In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 22, article id 100319Article in journal (Refereed)
  • 24.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Att tala under test och testa tal: Prov i muntlig färdighet är en komplex historia2013In: LMS : Lingua, ISSN 0023-6330, no 2, p. 21-25Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Codeswitching as a task management resource in EFL speaking tests: Testwiseness, resistance, and task instructions2013Conference paper (Refereed)
    Abstract [en]

    In foreign language speaking tests, testees are instructed to stick to the target language and repeated instances of codeswitching (CS) to testees’ L1 during the test often impact test scores negatively (cf. Hasselgren, 1997). However, as conversation analysts have shown (e.g. Auer, 1999; Cromdal, 2000; Wei, 2002), CS is a complex interactional phenomenon, and the dismissal of CS as lacking competence risks resulting in unfair assessment. In the present paper, we discuss the deployment of CS in EFL speaking tests, with the question “Why that, in that language, right now?” (Ustunel & Seedhouse, 2005, p. 321) in focus. Using conversation analysis, we have examined all instances of CS in a dataset of 38 dyadic speaking tests for ninth graders in Sweden. For this presentation, we have focused on instances that appear when testees orient to the task-at-hand (Sandlund & Sundqvist, 2011). By examining the systematics of CS in sequences where the instructions for test-taking are, in some way, unclear to the testees, we discuss how their language choice in situ (L1 or English) becomes part of the task-as-process (cf. Breen, 1989). Aside from testees’ EFL competence, CS can be linked to matters like testwiseness, problem-solving, and disalignment with the task. As such, CS in speaking tests can be viewed as a multi-faceted phenomenon and as a powerful resource for testees, in particular in contexts where they are faced with the challenge of producing assessable talk on pre-set topics they are unfamiliar with. Our findings indicate that it is important for teachers and examiners to have knowledge of CS and its variants in EFL speaking tests in order to conduct valid assessments, since a testee’s deployment of CS may reflect interactional concerns rather than poor oral proficiency skills.

  • 26.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Diverging task orientations in L2 oral proficiency tests: a conversation analytic approach to participant understandings of pre-set discussion tasks2013In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 2, no 1, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.

  • 27.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Equity in L2 English oral assessment: Criterion-based facts or works of fiction?2016In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, p. 113-131Article in journal (Refereed)
    Abstract [en]

    For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.

  • 28.
    Sandlund, Erica
    et al.
    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).
    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).
    Provuppgiftshantering som social praktik: En jämförelse mellan interaktionsanalys och bedömardata för muntligt prov i engelska2013In: Språk i undervisning: Rapport från ASLA:s vårsymposium, Linköping, 11-12 maj, 2012 / [ed] C. Rosén, P. Simfors and A.-K. Sundberg, Linköping/Växjö: ASLA. Svenska föreningen för tillämpad språkvetenskap , 2013, p. 125-138Chapter in book (Refereed)
  • 29.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hedman, Christina
    Stockholm University.
    Paulsrud, BethAnne
    Stockholm University.
    Reath Warren, Anne
    Stockholm University.
    Ringblom, Natalia
    Stockholm University.
    Satsa på flerspråkighet och undervisning i modersmålet2018In: Lärarnas tidning, ISSN 1101-2633Article in journal (Other (popular science, discussion, etc.))
  • 30. Skar, Gustaf
    et al.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Läsning!2013Collection (editor) (Other (popular science, discussion, etc.))
  • 31.
    Slotte, Anna
    et al.
    Helsingfors universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Textmöten i det uppkopplade klassrummet: Digitala resurser och nya litteracitetspraktiker i gymnasieskolans undervisning2019In: Genom texter och världar: Svenska och litteratur med didaktisk inriktning – festskrift till Ria HeiläYlikallio / [ed] H. Höglund, S. Jusslin, M. Ståhl, & A. Westerlund, Åbo: Åbo Akademis förlag , 2019, p. 1-18Chapter in book (Refereed)
  • 32.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    About a boy: A gamer and L2 English speaker coming into being by use of self-access2015In: Studies in Self-Access Learning Journal, ISSN 2185-3762, Vol. 6, no 4, p. 352-364Article in journal (Refereed)
    Abstract [en]

    This is an interview study of Eldin, a 14-year-old Bosnian boy living in Sweden since the age of six. The aim is to investigate how Eldin became a gamer and how he, strongly motivated, learned foreign/second (L2) English mainly through self-access gameplay. Using language learning motivation theories, Dörnyei’s (2005, 2009) L2 Motivational Self System and Dweck’s (2006) concept of mindsets, the questions are: (i) By whom and at what age was the learner introduced to video games?, (ii) What was it about the games that kept the learner motivated for two years before he started to play ‘for real’?, and (iii) How does the learner himself describe his process of language learning? Data consist of an in-depth interview and three university-level vocabulary/multiple-choice tests measuring English proficiency. Guided by the questions, interview data were analyzed qualitatively. Eldin’s mindset seems to favor naturalistic language learning, matching his interest in gaming. Experiences of having fun and daring to use ‘trial-and-error’ in gaming have contributed to his English proficiency, which is equivalent to a passing grade at second-semester university level. Elements of gaming (in particular, competition, stories, and escapism) appeal to Eldin, thereby indirectly contributing to his successful learning of English.

  • 33.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Education.
    Categorization of Digital Games in English LanguageLearning Studies: Introducing the SSI Model2013In: 20 Years of EUROCALL: Learning from the Past, Looking to the Future: 2013 EUROCALL Conference, Évora, Portugal, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Dublin, Ireland; Voillans, France: Research-publishing.net , 2013, p. 231-237Chapter in book (Refereed)
    Abstract [en]

    The main aim of the present paper is to introduce a model for digital game categorization suitable for use in English language learning studies: the Scale of Social Interaction (SSI) Model (original idea published as Sundqvist, 2013). Based on sociocultural theory (Vygotsky, 1978), the SSI Model proposes a classification of commercial off-the-shelf digital games into three categories: singleplayer, multiplayer, and massively multiplayer online games (MMOs). The potential for naturalistic learning (Benson, 2011) of English is hypothesized to be greater the larger the scale of the in-game social interaction. In other words, the larger the scale of social interaction offered by particular games, the higher the chances of encountering co-players of different nationalities, making the need for a shared language (i.e., English) for in-game interactions obvious. Subsequently, the more authentic English interactions there are, the higher the chances for naturalistic language learning to occur. In the SSI Model, the scale of social interaction is viewed as a continuum, from small scale (singleplayer games) to large scale (MMOs). Thus, from the perspective of language learning, the model suggests that MMOs are more beneficial than multiplayer games which, in turn, are more beneficial than singleplayer games. A secondary aim is to present some preliminary findings regarding the validation of the SSI Model based on data collected from Swedish learners (9th grade) in an ongoing 3-year study about the relation between out-of school digital gameplay and vocabulary acquisition. The results reveal that it is more common that learners who play games frequently play multiplayer games and/or MMOs than singleplayer games. Further, the results provide partial evidence of the validity of the SSI Model in that the learners who are categorized as playing multiplayer games and MMOs score higher on two vocabulary tests than the learners categorized as playing singleplayer games.

  • 34.
    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.
    Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary2019In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 23, no 1, p. 87-113Article in journal (Refereed)
    Abstract [en]

    The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed-methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.

  • 35.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Elever i förskoleklass pratar språk: Ämnesdidaktiska konsekvenser för undervisning och lärarutbildning2013Conference paper (Refereed)
    Abstract [sv]

    Min presentation bygger på material som samlats in inom ramen för studien ”Informellt lärande av engelska bland yngre barn (F-6)”. Det övergripande syftet med studien är att belysa informellt lärande i form av extramural engelska bland yngre barn kopplat till skola, studieresultat, socioekonomisk bakgrund, kön och modersmål. Med extramural engelska avses kontakter med engelska som sker på fritiden utanför skolans väggar genom att t.ex. se på tv/film, spela dataspel, lyssna på musik, läsa böcker etc.; med yngre barn avses elever från förskoleklass (F, 5-6 år) till årskurs 6 (11-12 år). Ytterligare ett syfte med studien är att se hur den språkliga mångfalden ser ut på fritiden bland yngre barn. Totalt ingår 176 elever i studien, men i denna presentation ligger fokus enbart på de yngsta eleverna (N = 27), fördelade på två förskoleklasser vid två skolor.  Det material som samlats in från dessa yngsta består dels av intervjuer (2-3 elever/intervju; totalt 11 intervjuer), dels av två ”målningsuppgifter”. Intervjuerna genomfördes med hjälp av ett frågeformulär som finns framtaget för åldersgruppen i den Europeiska Språkportfolion och målningsuppgifterna bygger på en metod som tagits fram av forskaren i syfte att få små barn att tala om språk i allmänhet och engelska i synnerhet. Materialet har analyserats kvalitativt. I framställningen redogörs för resultat som alltså framkommit när förskoleklasselever ”pratar språk”, det vill säga, när de förhållandevis fritt till exempel berättar om vilka språk de kan, hur de lär sig språk, vilka språk de vill lära sig i framtiden och varför det är viktigt (eller inte) att kunna flera språk. Deras syn på engelska berörs speciellt. Avslutningsvis diskuteras vilka ämnesdidaktiska konsekvenser resultaten kan ha för skolans språkundervisning samt även på vilka sätt utbildningen av nya lärare i språk kan lära av små barn som faktiskt pratar språk.

  • 36.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Gaming and young language learners2016In: The Routledge handbook of language learning and technology / [ed] Fiona Farr and Liam Murray, Oxon and New York: Routledge, 2016, p. 446-458Chapter in book (Refereed)
  • 37.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    More research on motivation in early foreign language learning2014In: Conference Proceedings from Early Language Learning: Theory and Practice 2014 / [ed] Janet Enever, Eva Lindgren, Sergej Ivanov, Umeå, 2014, p. 116-120Conference paper (Other academic)
  • 38.
    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).
    Review of Technology-mediated TBLT: Researching technology and tasks2015In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 19, no 2, p. 36-39Article, book review (Refereed)
  • 39.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Taking a quantitative measure of oral proficiency in EFL.2009In: Taking the Measure of Applied Linguistics: Proceedings of the BAAL Annual Conference 2008 / [ed] M. Edwardes, London: Scitsiugnil Press, 2009, p. 117-118Conference paper (Refereed)
  • 40.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    The SSI Model: Categorization of digital games in EFL studies2013In: The European Journal of Applied Linguistics and TEFL, ISSN 2192-1032, Vol. 2, no 1, p. 89-104Article in journal (Refereed)
  • 41.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Två forskningsprojekt med en gemensam nämnare: informellt lärande av engelska utanför skolan, samt några ord om bedömning 2011Conference paper (Other (popular science, discussion, etc.))
  • 42.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Classroom vs. extramural English: Teachers dealing with demotivation2013In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 7, no 6, p. 329-338Article in journal (Refereed)
    Abstract [en]

    The present article explores challenges facing EFL classrooms in Sweden due to new informal out-of-school language learning settings created by the current media landscape. A recent Swedish national evaluation identifies that a problematic situation in secondary school EFL classrooms has emerged. EFL teachers find it difficult to bridge the gap (cf. Olsson 2011) between the English used in school and the English used outside of school, extramural English (Sundqvist 2009). As a consequence, the pupils (aged 13–16) become discouraged and demotivated. Based on experiences from language teaching methodology in-service training programs and a small-scale survey, the article discusses the problem with demotivation, the empowerment of EFL teachers, and the development of teaching practices in order to meet the new challenges. The article argues that the challenges that Swedish EFL teachers currently meet can be viewed as an early indication that similar challenges are likely to emerge also in EFL classrooms elsewhere.

  • 43.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Engelska på fritiden och engelska i skolan: en omöjlig ekvation?2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, ISSN 1653-1868, no 1, p. 53-71Article in journal (Refereed)
    Abstract [en]

    The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).

  • 44.
    Sundqvist, Pia
    et al.
    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). Universitetet i Oslo.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Källkvist, Marie
    Lunds universitet; Linnéuniversitetet.
    Fredholm, Kent
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Dahlberg, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever2019In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. / [ed] Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia, Karlstad: Karlstads universitet, 2019, p. 19-41Chapter in book (Refereed)
    Abstract [sv]

    Under ASLA-symposiet hölls för första gången ett panelsamtal om forskningsbehov i språkämnena där lärare, språkforskare och gymnasieelever deltog. I detta kapitel situerar vi idén med panelsamtalet i studier av lärares roll i och för den praktiknära skolforskningen. Vi redogör för några modeller för samverkan mellan lärare och forskare och diskuterar identifierade framgångsfaktorer i praktiknära forskning. Vi redogör också för KIPPS, det samverkansprojekt som möjliggjorde panelsamtalet och den satsning på praktiknära skolforskning som det statliga ULF-avtalet möjliggjort. Vi diskuterar sedan de tankar och idéer som lyftes i panelsamtalet i ljuset av aktionsforskning, lärares forskningsengagemang samt behovet av ömsesidigt kunskapsutbyte och lärande. Slutligen ger vi några förslag till vägar framåt för tillämpad språkvetenskap och praktiknära forskning och ASLA-föreningens möjliga roll i en sådan utveckling.

  • 45.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Nyroos, Lina
    Uppsala universitet.
    National speaking tests in English: Does group size matter?2014In: LMS : Lingua, ISSN 0023-6330, Vol. 3, p. 3p. 29-31Article in journal (Other (popular science, discussion, etc.))
  • 46.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Nyroos, Lina
    Uppsala universitet.
    Speaking about speaking: English teachers' practices and views regarding Part A of the English national test2015In: LMS : Lingua, ISSN 0023-6330, no 3, p. 16-23Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sylvén, Liss Kerstin
    University of Gothenburg.
    Blogpost about Language-related computer use: Focus on young L2 English learners in Sweden.2014Other (Other (popular science, discussion, etc.))
  • 48.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sylvén, Liss Kerstin
    Göteborgs universitet.
    Extramural English in teaching and learning: From theory and research to practice2016 (ed. 1)Book (Refereed)
    Abstract [en]

    This book is unique in bringing together theory, research, and practice about English encountered outside the classroom – extramural English – and how it affects teaching and learning. The book investigates ways in which learners successfully develop their language skills through extramural English and provides tools for teachers to make use of free time activities in primary and secondary education. The authors demonstrate that learning from involvement in extramural English activities tends to be incidental and is currently underutilized in classroom work. A distinctive strength is that this volume is grounded in theory, builds on results from empirical studies, and manages to link theory and research with practice in a reader-friendly way. Teacher-educators, teachers and researchers of English as a foreign language and teachers of English as a second language across the globe will find this book useful in developing their use of extramural English activities as tools for language learning.

  • 49.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sylvén, Liss Kerstin
    Göteborgs universitet.
    Fritidsspråk i femman: framtidens studenter formas2011In: Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun, 12-13 november, 2010.: Language for the future. Papers from the ASLA Symposium in Falun, 12-13 November, 2010 / [ed] A. Ylikiiskilä & M. Westman, Uppsala: Swedish Science Press, 2011, p. 186-198Chapter in book (Other academic)
  • 50.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sylvén, Liss Kerstin
    University of Gothenburg.
    How Swedish children learn English through gaming2014Other (Other (popular science, discussion, etc.))
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