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  • 1.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Engelskdidaktik i ett omvänt klassrum2018Ingår i: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, 1, s. 163-167Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 2.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Teaching Teacher Students through Innovative Teaching Approaches in Online Learning2019Ingår i: 12th International Conference Innovation in Language Learning: Florence, Italy – 14-15 November 2019 / [ed] Pixel, Florence, 2019, s. 386-389Konferensbidrag (Refereegranskat)
    Abstract [en]

    Innovative teaching and new teaching and learning approaches are needed in order to prepare the language teachers of tomorrow. As an alternative to asynchronous online instruction, teacher students have teacher-led online seminars every week. In addition to these seminars, several different ICT-tools and language teaching and learning approaches are used in order to prepare the teacher students for a digital future. The purpose of this paper is to discuss how digital resources and online teaching are used both for teaching university students, but also as examples of pedagogical approaches that these teacher students can use in school. The net-based courses on English language learning and teaching for future primary, secondary or upper secondary school teachers are structured in a similar way around online seminars. An online learning platform with course information and assignments is used for communication with students outside of the seminars. What makes these courses different from other net-based courses are that the additional tools that are used are tools that can be used in language teaching with younger pupils as well. For example, multi-modal resources such as video and audio recordings are used both for giving feedback and as an alternative to written assignments. In addition, free, readily available online tools for flipped classroom are used both for teaching the course, but also as examples of what our teacher students can use them for with their own pupils. Through collaborative writing projects where shared documents are used, university teachers gain a better insight in how students work together. In the online seminars, the teacher students discuss how these pedagogical approaches can be used in primary, secondary or upper secondary school. The aim is to let the teacher students experience an innovative approach to language learning in addition to reading about it.

  • 3.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Göteborgs Universitet.
    Vocational English in policy and practice2015Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this licentiate thesis is to examine how, and in what ways, vocational English is a part of English language teaching in the Building and Construc­tion Programme in Sweden, and what the influences are for such pedagogy. The main research question is how policy documents relate to the views of teachers and their educational practice regarding vocational English. The study consists of two parts: a textual policy analysis of the three latest upper secondary school reforms in Sweden (Lgy 70, Lpf 94, and Gy 2011), and semi-structured interviews with practicing English teachers in the Building and Construction Programme. The interviews are categorised by using Spradley’s (1979) semantic relationships and taxonomies. Balls’ (Ball, 1993) and Ozga’s (1990; 2000) concept of policy enactment is used in the analysis as well as Bernstein’s (1990; 2000) theoretical framework of classification, framing, and horizontal and vertical discourse.

    The results show that five of the six teachers in the interviews work with vocational English in some way. The study also shows that there is a distinct gap between policy and practice. Several of the teachers have the notion that they are supposed to work with vocational English and that it must be written down in policy somewhere. The greatest influence on the teaching for these teachers are their students, either indirectly or directly. Further, the study shows that different frame factors such as time poverty hinders the teachers from reading policy texts and cooperating with the vocational teachers in the Building and Construction Programme.

  • 4.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Vocational English: The gap between policy and practice2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    A new structure for upper secondary school was introduced in Sweden 2011. In light of this new educational policy reform, which has differentiated vocational programmes and academic programmes from each other, the relationship between policy and practice is relevant to explore. It could be argued that this differentiation is a part of an international trend towards marketization and internationalization. Subjects, such as English, are adapted to different programmes in order to contribute to the increased employability of students. The purpose of this paper is to explore the gap between policy and practice for teachers when working with vocational English, and how this can affect vocational education in the future. The study consists of a textual policy analysis of the three latest upper secondary reforms in Sweden and semi-structured interviews with six teachers in the Building and Construction Programme. The perspective policy enactment is used rather than policy implementation, since policy text is constantly struggled over through a complex and creative recontextualisation process (Ball et al., 2012; Ozga, 2000). Bernstein’s concepts of classification and horizontal and vertical discourse are also used. Classification, which can be strong or weak, refers to boundaries between categories based on power relations (Bernstein, 1999; 2000). Horizontal and vertical discourse explain how knowledge is divided in two forms: the everyday knowledge  and the more abstract, official knowledge (Bernstein, 1999). This becomes relevant for the analysis since the school systematically selects the knowledge it provides to students. The results show that the teachers in this study perceived their vocational students as unmotivated to study “theoretical subjects”, they described them as “theoretical or practical”, and some teachers placed lower demands on vocational students than on students in other programmes. This is not in line with current policies, which shows that there is a distinct gap between policy and practice.

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