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  • 17651.
    Yildiz, Pinar
    et al.
    Dalarna University, School of Health and Social Studies, Sociology.
    Aslan, Farida
    Dalarna University, School of Health and Social Studies, Sociology.
    Emotioner i företaget WeSC:s marknadsföring: Tillämpningen av en subkulturs livsstil i varumärket2009Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Denna uppsats undersöker den emotionella dimensionen i det kommersiella företaget WeSC:s marknadsföring genom att göra en kvalitativ innehållsanalys på datamaterialet som har bestått av en av deras senaste reklamfilmer, sekundära intervjuer som gjorts med grundaren Greger Hagelin, företagets presentation i boken Superbrands Sverige (2004) samt på hemsidan. Vi har även kompletterat analysen genom att göra en sekundär analys på forskaren Rebecca Beals studier av den subkultur som WeSC använder sig utav i sin emotionellt säljande marknadsföring. Den analys som vi gjorde av Beals studier resulterade i att vi kunde utröna tre viktiga grundstenar för skateboardkulturen – 1. Öppet deltagandet, att alla skulle få möjligheten att vara med oavsett bakgrund, 2. Individuell ansvarsfullhet, att varje utövare skulle ansvara för sitt eget spel i frånvaron av domare, regler och tränare, samt 3. Möjligheten att vara kreativ, frånvaron av domare, regler och tränare skulle tillförsäkra vare utövare att vederbörande var sin egen expert och därigenom kunde använda sin egen kreativitet till att skapa sitt eget spel. När vi sedan jämförde innehållet i dessa grundstenar med WeSC:s presentation av samma grundstenar i sin marknadsföring upptäckte vi att mycket av det ursprungliga innehållet modifierats i syfte att anpassa företagets kommersiella ansats. Detta tolkar vi som ett explicit exempel på att anammandet av subkultur av ett företag inte alltid fungerar positivt för subkulturen – då dess huvudsakliga symboliska värden förgås i kommersialiseringens och marknadsföringens process.

  • 17652.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Berättare i olika åldrar2003In: Når barn erobrar språket. Ulike perspektiv på barns språkutvikling. / [ed] Matre, Synnöve; Maagerö, Eva, Stavanger, 2003Conference paper (Other academic)
  • 17653.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Bilden av finska, sverigefinnar, finnar och Finland i några läroböcker i svenska2005In: Språkforskning på didaktisk grund / [ed] Einarsson, Jan; Larsson Ringqvist, Eva; Lindgren, Maria, Växjö, 2005Conference paper (Other academic)
  • 17654.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Bilden av sverigefinländare, finländare, finska i Sverige, finska och Finland i läroböcker i svenska och historia samt i dagstidningar2006In: Utbildningsval, sociala karriärer, språkliga kompetenser och identiteter. Del II Pilotstudiefasen / [ed] Lainio, Jarmo, Eskilstuna: Mälardalens högskola , 2006, Vol. 6Chapter in book (Other academic)
  • 17655.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Bilden av sverigefinnar, finnar, finska och Finland i några läroböcker i svenska och historia2006In: Tekst i vekst. Teoretiske, historiske og analytiske perspektive på pedagogiske tekster / [ed] V. Knudsen, Susanne; Skjelbred, Dagrun; Aamotsbakken, Bente, Tönsberg, 2006Conference paper (Other academic)
  • 17656.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Flitiga Lisa och busige Bert: Om könsrollsmönster i läroböcker2004In: Svenskans beskrivning / [ed] Byrman, Gunilla; Einarsson, Jan; Hammarbäck, Solveig; Lindgren, Maria; Stille, Per, Växjö, 2004, p. 400-411Conference paper (Other academic)
  • 17657.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Mihin Pekka katosi?2006In: Kieliviesti, ISSN 0280-350X, no 3, p. 13-16Article in journal (Other academic)
  • 17658.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Samiska och samer i några läroböcker i svenska och historia för den svenska ungdomsskolan2006In: Språklig mångfald och hållbar samhällsutveckling / [ed] Lainio, Jarmo; Leppänen, Annaliina, Eskilstuna, 2006Conference paper (Other academic)
  • 17659.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Simultan tvåspråkighet från förskoleåldern till tonåren.: En projektpresentation1996In: Sjätte nordiska barnspråkssymposiet / [ed] Söderbergh, Ragnhild, Lund, 1996Conference paper (Other academic)
  • 17660.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Simultan tvåspråkighet från förskoleåldern till tonåren.: Verbanvändning i några återberättelser1997In: Flerspråkighetens dimensioner. Individ, familj och samhälle. / [ed] Herberts, Kjell; Laurén, Christer; Laurén, Ulla; Strömman, Solveig, Vaasa, 1997Conference paper (Other academic)
  • 17661.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Syns vi inte finns vi inte: Samiska, sverigefinska, finska och samer, sverigefinnar och finnar i några läroböcker i svenska och historia för den svenska ungdomsskolan2010In: Tvåspråkiga barn i Norden TOBANO / [ed] Hjelde, Arnstein; Arntzen, Ragnar, Halden, 2010Conference paper (Other academic)
  • 17662.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Tvåspråkiga skolbarns verbanvändning i svenska2001Doctoral thesis, monograph (Other academic)
  • 17663.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Verbanvändning i ett utvecklingsperspektiv2001In: Börnesprogsforskning 2000 / [ed] Hansen, Elisabeth; Vejleskov, Hans, Köpenhamn, 2001Conference paper (Other academic)
  • 17664.
    Ylikiiskilä, Antti
    Dalarna University, School of Education and Humanities, Swedish.
    Verbanvändning och språkvalsmönster2005In: Tionde Nordiska Barnspråkssymposiet / [ed] Eriksson, Mårten; Ylikiiskilä, Antti; Berglund, Eva, Gävle, 2005, p. 130-133Conference paper (Other academic)
  • 17665.
    Ylikiiskilä, Antti
    et al.
    Dalarna University, School of Education and Humanities, Swedish.
    Westman, Maria
    Dalarna University, School of Education and Humanities, Swedish.
    Språk för framtiden - Language for the Future: Rapport från ASLA:s höstsymposium Falun, 12-13 november 2010 - Papers from the ASLA symposium in Falun, 12-13 November 20102011Report (Other academic)
  • 17666.
    Yli-Tainio, Paul
    Dalarna University, School of Humanities and Media Studies, English.
    At the Core of the Matter : J.M. Coetzee’s Disgrace from a psychoanalytical perspective2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 17667. Ylva, Bäckström
    et al.
    Gamrell, Åsa
    Hellqvist, Magnus
    Dalarna University, School of Technology and Business Studies, Physical Geography.
    Ljungqvist, John
    Rapport från arkeologiska utgrävningar vid Mattsgården, Gamla Uppsala, 19981998Report (Other academic)
  • 17668.
    Yngström, Isabelle
    Dalarna University, School of Humanities and Media Studies, English.
    Using ICT and digital tools in English teaching: An empirical study regarding English teachers’ views and usage of computers or tablets in secondary schools in years 7-92017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ICT and digital tools such as computers and tablets are used on a daily basis in schools; in fact, the Swedish curriculum suggests that teachers should educate students on how to use digital tools. This is where the question regarding the usage of computers or tablets in English teaching becomes interesting. Are teachers actually using digital tools or not? What are teachers’ views of digital tools in English teaching? The aim of this study is to investigate these questions and at the same time explore how and to what extent teachers use computers in their teaching. The results of a questionnaire show that all nine teachers who answered use digital tools daily but for different reasons. Some of these teachers use computers or tablets for administration, planning of lessons, lesson tutorials and various exercises while some of the teachers use them daily but for only a few things. It seems that there are varieties in attitudes and opinions towards digital tools in teaching; however, the positive attitudes are more common than negative. Some of the teachers also have a rather neutral attitude and these diverse views could depend on many factors, for example, teaching experience, teachers’ general knowledge of digital tools, a lack of time or maybe it depends on the teacher’s mood on that day.

  • 17669.
    Yngström, Isabelle
    Dalarna University, School of Humanities and Media Studies, English.
    Using ICT to increase motivation?: A literature review on the use of digital writing tools insecondary school.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Information and communication technology (ICT) and digital tools are rapidly developing.

    ICT has entered schools and gained mixed reactions during the process. Are ICT and digital

    tools going to take over from traditional pedagogical methods? Are digital writing tools more

    motivational than a pencil? The aim of this study is to find out what previous research says

    about how and if ICT and digital writing tools can increase motivation towards written

    production in English teaching in secondary schools. The study has investigated how digital

    tools can be applied in English teaching, how digital writing tools affect students' motivation

    and what possibilities and problems exist when digital tools are used in secondary schools.

    The results in this study shows that digital tools can be used in various ways, i.e. not only

    word processing programs such as Microsoft Word. The results also show that digital writing

    tools affect students' motivation in a positive manner, for example improving a student's

    writing style and engagement with an assignment. There are many possibilities offered by

    ICT and digital tools in secondary schools, for instance more updated and available material

    but also the possibility to work outside the classroom. The common problems with digital

    tools in secondary schools are, according to the results, plagiarism and lack of time for both

    teachers and students. Further research could investigate if the new technology is more

    motivational than traditional pedagogical methods.

  • 17670.
    Yngvesson, Amanda
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Karlsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Barn som utmanar i förskolans verksamhet.: En enkätstudie om pedagogers erfarenhet av barn med ADHD och barn som "utmanar" lite extra i förskolans verksamhet.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Förskolans verksamhet är en plats som är till för alla barn, med en rådande omsorgspedagogik och synssätt att alla barn ska bli sedda, stödjas och utvecklas utifrån sina individuella förutsättningar och behov. Med alla barn menar vi även de barn som på något vis utmanar förskollärare lite extra, genom att avvika från normer, förväntningar och med beteenden eller utbrott som kommer som blixtar från en klar himmel. Barn som har en ADHD-problematik eller en beteendeproblematik som väcker frågor, funderingar, ilska eller hopplöshet hos andra barn och förskollärare i verksamheten genom att gång på gång bryta mot det förväntade.

    Studiens syfte är att utifrån förskollärares erfarenheter, ta reda på hur de arbetar för att bemöta och stötta barn med ADHD och utmanande beteende samt vilka strategier de använder sig av.

    Resultatet av studien belyser vikten av att förskollärare har kunskaper om barn med ADHD-problematik och beteendeproblematik, eftersom att det är helt olika saker. Resultatet lyfter även hur förskollärares bemötande och synsätt kan påverka i mötet med barnen och arbetet i förskolans verksamhet. Utifrån analyser av förskollärarnas svar i enkätfrågor har vi strävat efter att styrka deras tankar, strategier, kunskaper och metoder i nyare forskning och litteratur.

    Slutsatsen av studien menar vi är att det finns kunskaper men också brister om förståelsen för barn med beteendeproblematik, men även att förskollärarna i studien uttrycker en önskan att vilja lära sig mer för att kunna bemöta och stötta dessa barn.

  • 17671.
    Yngvesson, Linda
    Dalarna University, School of Education and Humanities, Social and Political Studies.
    ”FRIHET TILL VAD?”: Tankar kring nationell identitet hos tre generationer västberlinare2006Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [sv]

    Syftet med uppsatsen är att mer än ett decennium efter Berlinmurens fall jämföra om och hur den nationella identitetskänslan i ett enat Tyskland rotat sig hos sex före detta västberlinare från tre generationer från arbetarfamiljer. Kvalitativa intervjuer har använts som metod. Intervjuerna och uppsatsen i övrigt har präglats av Joakim Ekmans teori, vilken utgår från att historia, territorium, gemensam kultur och delade politiska värderingar krävs för en nationell identitetskänsla. Gemensamt för samtliga sex intervjuade är att de idag känner sig mer som tyskar än före detta västtyskar. Deras kunskap och intresse i den gemensamma historien skiljer sig stort såväl inom som mellan generationerna. Samtliga är överens om att murens vara eller icke vara inte har påverkat vardagslivet i större grad. Intresset för Östberlin har varit knappt. Samtliga gläder sig över att muren rivits, även om man inte är nöjd med resultatet i alla lägen. Alla utom en är överens om att det finns kulturella skillnader mellan de före detta öst- och västtyskarna. Man är dock inte överens om vad som skiljer dem åt och varför. Ingen utom en från den yngre generationen anser att man idag kämpar för gemensamma politiska värderingar, men att man borde jobba för att sträva åt samma håll.

  • 17672. Yohannes, Ambachew M.
    et al.
    Teklehaimanot, Awash
    Bergqvist, Yngve
    Dalarna University, School of Education, Health and Social Studies, Medical Science.
    Ringwald, Pascal
    Confirmed vivax resistance to chloroquine and effectiveness of artemether-lumefantrine for the treatment of vivax malaria in Ethiopia2011In: American Journal of Tropical Medicine and Hygiene, ISSN 0002-9637, E-ISSN 1476-1645, Vol. 84, no 1, p. 137-140Article in journal (Refereed)
    Abstract [en]

    Chloroquine (CQ) is still the drug of choice for the treatment of vivax malaria in Ethiopia, whereas artemether-lumefantrine (AL) is for falciparum malaria In this setting, clinical malaria cases are treated with AL This necessitated the need to assess the effectiveness of AL for the treatment of Plasmodium vivax with CQ as a comparator A total of 57 (80 3%) and 75 (85 2%) cases treated with CQ or AL, respectively, completed the study in an outpatient setting At the end of the follow-up period of 28 days a cumulative incidence of treatment failure of 7 5% (95% confidence interval [CI] = 2 9-18 9%) for CQ and 19% (95% CI = 11-31 6%) for AL was detected CQ resistance was confirmed in three of five CQ treatment failures cases The effectiveness of AL seems lower than CQ, however the findings were not conclusive, because the AL evening doses were not supervised

  • 17673.
    Yong, Lim Say
    Dalarna University, School of Technology and Business Studies, Environmental Engineering.
    Design of a portable powered Stirling engine2005Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [en]

    This paper presents a feasibility study of developing a portable solar power Stirling engine. A generator is to be coupled to the Stirling engine to generate electricity. This system is proposed to be used for low power electrical equipments such as laptop computer and battery charging at remote area inaccessible to grid-connected electricity supply. The anticipated power of the system is about 30W. Two main components that are critical for the performance of the system are solar thermal collector and Stirling engine. Therefore, in this study, many possible choices for solar thermal collector and Stirling engine have been reviewed. Fresnel reflector is chosen as the solar thermal collector because it is portable and able to concentrate solar radiation to high temperature. A prototype Fresnel reflector was constructed and tested. Although the Stirling engine has been designed preliminarily, it was not constructed due to time constraints. However, a piece of steel was used as the receiver. The rate of energy absorbed by the steel is calculated by measuring the rate of change of the temperature of the steel. The test has shown that, if selective coating is used, a stagnation temperature of above 500°C is possible to be achieved. Moreover, the reflector can remain unadjusted for a duration of 35 minutes. From the calculation, it is found that the optimum operating temperature of the system is about 200°C. However, with an aperture diameter of 1.05m for the Fresnel reflector, the system can only deliver 18.3W of electrical power at an overall efficiency of 3.417%. The system has to be optimized to meet the expected electrical power of 30W. Testing on the prototype has shown that selective coating should be applied directly onto the receiver’s surface without any adhesive in between for achieving high temperature. On cloudy day or at night, the Stirling engine can be heated by other heat sources such as candles, natural gas, wood fuel etc. The Fresnel reflector can also be used as solar cooker when a cooking pot is placed at the focal point of the reflector.

  • 17674. Yong, Lim Say
    et al.
    Bales, Chris
    Dalarna University, School of Technology and Business Studies, Environmental Engineering.
    Design and fabrication of a portable Fresnel reflector2006In: Eurosun 2006, Glasgow, UK, 2006Conference paper (Other academic)
    Abstract [en]

    This paper presents a feasibility study of a portable Fresnel reflector that was designed and constructed using inexpensive materials and then tested. An aluminium plastic laminated reflector was chosen for its cost, reflectance and flexibility. The prototype Fresnel reflector had nine rings of 5 cm width held in place by a lightweight wooden construction, giving a diameter of 1.05 m. All rings and wooden holders can be assembled and disassembled and be stored in a small bag. In the tests, a piece of steel was used as receiver. Two different types of surface on the receiver were tested, namely Maxorb sheet and black paint. The tests showed that the Maxorb achieved a stagnation temperature of above 500 °C while the black paint achieved less than 400 °C. The optical efficiency for both was 0.26. Moreover, the collector could remain unadjusted for a duration of 35 minutes without the receiver temperature dropping lower than 300°C at the center.

  • 17675.
    Yosufi, Jalal
    Dalarna University, School of Education, Health and Social Studies, Political Science.
    Vänsterpartiet och kommunismen: En idealtypsanalys av partiets principprogram och partiledarens tal mellan 1987 och 20162017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will address the question of the extent and the way in which the communist ideology is expressed in the left party of Sweden from 1987 until 2016. Before the 1990s, the party was called Left party communists (VPK) in order not to be connected with communism and the Soviet Union and the party had to modernize and become independent, therefore the party had to change their name to left-party (V). This Ideological development has been studied through the ideal type analysis based on the key variables found in the communist ideology and comparing it with the party programs and party leader's speech to answer the main question. It will also present what other left-wing ideologies are expressed and what significance they have had for the party's ideological alignment today.

  • 17676.
    Youngjo, Lee
    et al.
    Seoul National University.
    Alam, Moudud
    Dalarna University, School of Technology and Business Studies, Statistics.
    Noh, Maengseok
    Pukyong National University, Korea.
    Rönnegård, Lars
    Dalarna University, School of Technology and Business Studies, Statistics.
    Skarin, Anna
    Swedish University of Agricultural Science, Uppsala.
    Spatial modeling of data with excessive zeros applied to reindeer pellet-group counts2016In: Ecology and Evolution, ISSN 2045-7758, E-ISSN 2045-7758, Vol. 6, no 19, p. 7047-7056Article in journal (Refereed)
    Abstract [en]

    We analyze a real data set pertaining to reindeer fecal pellet-group counts obtained from a survey conducted in a forest area in northern Sweden. In the data set, over 70% of counts are zeros, and there is high spatial correlation. We use conditionally autoregressive random effects for modeling of spatial correlation in a Poisson generalized linear mixed model (GLMM), quasi-Poisson hierarchical generalized linear model (HGLM), zero-inflated Poisson (ZIP), and hurdle models. The quasi-Poisson HGLM allows for both under- and overdispersion with excessive zeros, while the ZIP and hurdle models allow only for overdispersion. In analyzing the real data set, we see that the quasi-Poisson HGLMs can perform better than the other commonly used models, for example, ordinary Poisson HGLMs, spatial ZIP, and spatial hurdle models, and that the underdispersed Poisson HGLMs with spatial correlation fit the reindeer data best. We develop R codes for fitting these models using a unified algorithm for the HGLMs. Spatial count response with an extremely high proportion of zeros, and underdispersion can be successfully modeled using the quasi-Poisson HGLM with spatial random effects.

  • 17677. Young-Thelin, Lorna
    et al.
    Boluk, Karla
    Dalarna University, School of Technology and Business Studies, Human Geography.
    A case study of human resource practices in small hotels in Sweden2012In: Journal of Human Resources in Hospitality & Tourism, ISSN 1533-2845, E-ISSN 1533-2853, Vol. 11, no 4, p. 327-353Article in journal (Refereed)
    Abstract [en]

    The competitive advantage of organizations in the hotel industry is their human resources. The aim of the authors in this article is to investigate the human resources practices in small hotels in Sweden. They examine the practices of hotels in three main areas of human resource management, namely: hiring, training and performance evaluation. Although the hotels find their human resources important there has been a lack of attention devoted to the development of human resources systems and processes. Accordinly, the implementation and development of human resources systems and procedures depends on the background of the hotel manager or operator and available financial resources. 

  • 17678.
    Yousaf, Naeem
    Dalarna University, School of Technology and Business Studies, Mechanical Engineering.
    Calucaltion of waste heat from hot rolled steel coils at SSAB and its recovery2009Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Hot rolling process is heat input process. The heat energy in hot rolled steel coils can be utilized. At SSAB Strip Product Borlänge when the hot rolled steel coils came out of the hot rolling mill they are at the temperature range of 500°C to 800°C. Heat energy contained by the one hot rolled steel coil is about 1981Kwh whereas the total heat energy for the year 2008 is 230 GWh/year.The potential of heat is too much but the heat dissipation rate is too slow. Different factors on which heat dissipation rate depends are discussed. Three suggestions are proposed to collect the waste heat from hot rolled steel coils.The 2nd proposal in which water basin is suggested would help not only to collect the waste heat but to decrease in the cooling time.

  • 17679.
    Yousef Amed, Jwan
    et al.
    Dalarna University, School of Health and Social Studies, Health and Caring Sciences/Oral Health Science.
    Ahmad, Trifa
    Dalarna University, School of Health and Social Studies, Health and Caring Sciences/Oral Health Science.
    Patientens kunskap om parodontit före och efter icke kirurgisk parodontal behandling utförd av tandhygienist: En kvantitativ studie2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Parodontit är en kronisk inflammatorisk sjukdom, som orsakas av patogena bakterier som fäster på tändernas ytor, där de bildar plack. Sjukdomen kan förebyggas genom god munhygien. Syftet med studien var att beskriva och jämföra parodontit relateradkunskap och dess relation till munhygiensvanor hos patienter före och 1-år efter icke kirurgisk parodontal behandling utförd av tandhygienist samt jämföra om det föreligger någon skillnad i kunskap efter behandling mellan två olika munhälsoundervisningsprogram. Ett ytterligare syfte var att beskriva om det föreligger någon skillnad i kunskap om parodontit med avseende på ålder, kön och utbildningsnivå. Studien var en beskrivande, jämförande studie med kvantitativ ansats och en del av en experimentell tvågruppsstudie. Urvalet bestod av 113 individer, 60 kvinnor och 53 män, i åldern 20-65 år som var remitteras till en specialistklinik i parodontologi. Av de 113 studiedeltagarna randomiserades 57 personer till ett individuell skräddarsydd munhälsoundervisningsprogram och 56 personer till ett standardiserat munhälsoundervisningsprogram. Ett frågeformulär med 11 påståenden gällande kunskap om parodontit och ett påstående om tandborstfrekvens samt ett påstående om approximalrengörning användes. Resultatet visade att patienterna hade mer kunskap efter icke kirurgisk parodontal behandling, men det fanns ingen skillnad mellan undervisningsprogrammen. Inget samband påvisades mellan kunskap om parodontit och utbildningsnivå, kön och ålder. Studien visar att både individuellt skräddarsydd munhälsoundervisning och standard munhälsoundervisning ledar till en ökad kunskap om parodontit mellan deltagarna.

  • 17680.
    Yousef, Angela
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Lärarnas förhållningssätt till ungdomsspråk2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den allmänna inställningen till ungdomsspråk är negativ eftersom det ofta innehåller mycket låneord, svordomar och utfyllnader som dessutom upprepas ofta i främst muntlig dialog. Lärare kan bemöta detta på olika sätt. Därför är det intressant att undersöka vilka förhållningssätt olika lärare har. Tidigare forskning har ofta fokus på ungdomsspråk och ungdomsspråkets funktion för just ungdomar. I denna undersökning ligger fokus på att undersöka lärarnas perspektiv på hur de uppfattar och förhåller sig till ungdomsspråk i klassrummet.

    Genom att använda både observationer och intervjuer och därefter jämföra dessa två metoder, synliggörs det hur lärare kan bemöta ungdomsspråk samt hur detta korrelerar med hur de själva tycker att de förhåller sig till ungdomsspråk.

    Genom denna kvalitativa undersökning framkom två olika förhållningssätt hos lärarna, där den ena var tillåtande, lekfullt och kreativt vilket bidrog till positivt bemötande. Det andra förhållningssättet var mer återhållsam. Här ansåg läraren att ungdomsspråk inte skulle förekomma i klassrummet och därmed att ungdomsspråk skulle "korrigeras" till en användning av ett mer akademiskt språk.

  • 17681.
    Yousef, Angela
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Vilken skönlitterär bok ska jag välja?: Hur gör lärare ett urval av skönlitterära böcker?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läraren väljer skönlitterära böcker till sin undervisning av olika anledningar som oftast inte förankras till läroplan på ett tydligt sätt. Detta medför att lärare inte alltid kan tydliggöra för eleverna syftet med den valda skönlitterära boken. Skolornas redan inköpta skönlitterära böcker är i sig en begränsning eftersom läraren enbart har skolans urval att utgå ifrån. Till denna faktor kan ytterligare begränsning tillkomma genom lärarens personliga uppfattning eller råd från kollegor om vilken skönlitterär bok som lärarna uppfattar att eleverna uppskattar.     Syftet med denna undersökning är att försöka synliggöra på vilka grunder lärare gör sitt urval samt vilka faktorer lärare bör beakta i urvalsprocessen. Undersökningen har gjorts genom en systematisk litteraturstudie som begränsats till forskning som berör högstadiet och gymnasiet.    Resultatet visar att läraren behöver tydliggöra syftet med valet av den skönlitterära boken genom att använda de didaktiska frågorna i urvalsprocessen. En annan faktor läraren bör ta hänsyn till vid urval av skönlitterära böcker är bland annat elevernas erfarenheter och förankra dessa i läsprocessen. Ytterligare en faktor i urvalsprocessen bör vara att den skönlitterära boken behandlar ämnen som läraren kan och känner sig säker i att diskutera med eleverna för att stärka inlärningen samt förståelsen vilket i sin tur ger eleverna möjlighet till ett större intresse för läsning och skönlitterära böcker. Undersökningen visar även att läraren kan öka sin professionalism genom att ta hänsyn till elevernas behov av att förstå syfte och förstå vilka kunskaper läsningen ska medföra.

  • 17682.
    Youssef, Shaveen
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att arbeta med nyanlända elever inom So-undervisning: En litteraturstudie om hur nyanlända elever kan utveckla sina kunskaper i So-ämnen i årskurs F-32016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att ta reda på vilka möjligheter som erbjuds för nyanlända elever inom SO ämnen för att utveckla sitt ämnesspråk och sina ämneskunskaper. Litteraturstudien har genomförts på ett systematiskt sätt där resultatet bearbetats och analyserats. För att uppnå syftet har relevant litteratur sökts i olika databaser som ERIC, LIBRIS och SwePub. Resultat visar det är viktigt att nyanlända eleverdeltar i ordinarie SO-undervisning, att inte isolera nyanlända elever från de andra eleverna som har gått längre perioder i skolan. Studien visar också att det behövs olika undervisningsstrategier för att individanpassa undervisning. Nyanlända elever har olika bakgrunder och olika erfarenheter från sin skolgång och därför är det viktigt att kartlägga eleverna och kontinuerligt bedöma deras språk-och kunskapsutvecklingi SO-undervisningen.

  • 17683.
    Youssofzay, Hawa
    Dalarna University, School of Humanities and Media Studies, English.
    The Mind’s Landscape: Analysing the Writing of Postmodern Space in The New York Trilogy by Paul Auster2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 17684.
    Yoxsimer Paulsrud, BethAnne
    Institutionen för språkdidaktik, Stockholms universitet.
    Encountering English: A Case Study of Three Swedish Students in an English-Medium Upper Secondary School2012Conference paper (Refereed)
    Abstract [en]

    This paper presents a recent case study that addresses one aspect of Content and Language Integrated Learning (CLIL) in the Swedish context, namely how much English the students in an English-medium CLIL programme in an upper secondary school encounter throughout the day. It has been indicated in Swedish research that students in CLIL programmes are not exposed to as much English as expected (Lim Falk, 2008) and that students may experience more English outside of the classroom during their extramural activities than they do in school, with this factor affecting their English proficiency more than their time spent in a CLIL school (Sylvén, 2004; Sylvén, 2011). Thus, the main research question for this study is as follows: How do students in a Swedish CLIL class encounter English throughout a school day? Encountering English may include listening to teachers or peers, speaking to teachers or peers, reading subject material in English, or writing notes or assignments in English. One focus is on the activities they conduct in English, asking when and why they produce English in writing or speaking, as well as who is speaking English to and with the students. Another focus is on how English is afforded in the CLIL classroom.

    This study is ethnographical in orientation and strives to allow for a deep immersion in the culture of the Swedish CLIL school. The object of this study is a case study, which in qualitative research allows for a focus on ‘rich, real, and uniquely human material’ (Heigham & Croker, 2009:67). Case study offers an emic perspective, afforded through a close observation and shadowing of a single individual in the culture being studied.  While case study is usually limited by certain boundaries and often focuses on only one participant or event, this case study involves three parts, as three individual learners have been observed on three different full school days, making it a collective or multiple case study. Both what is common and what is individually specific in the school day of the three students are of interest. A socio-cultural perspective provides the theoretical framework, as this approach focuses on how actions are situated in a social context. Learning is grounded in social interaction, as both learning and development occur in and through participation in social practices (Säljö, 2000: 236). Although the case study is primarily descriptive, this socio-cultural theoretical approach facilitates the investigation of the use of language not only by each individual informant but also of how their interaction with other participants in their particular class context and culture unfolds.

    This study was conducted in early 2012, during a period of three consecutive school days, at a Swedish upper secondary school (ages 15-19). This school, located in a mid-sized Swedish city, has approximately 1900 students, divided into programme classes of approximately 20 students each. The participants of this study all have Swedish as their mother tongue and are all attending a natural sciences programme that prepares them for higher education, with the majority of lessons taught in English. One student from each of three class years (Grade 1, Grade 2, and Grade 3) participated.

    The material collected during each day included audio-recorded speech, field notes, and documents (such as written lesson material), and photographs. The methods used for data collection included participant observation, on-going open interviews, and audio recordings using a small hand-held mp3 player. Language usage was noted, indicating which language was being used (i.e. Swedish or English), which activity was being conducted (during the lessons and in between lessons), which modality was being used (reading, writing, listening, speaking), and who the actors were during the specific activity. The physical environment was also noted. This triangulation affords a deeper understanding of the details recorded throughout each informant’s school day.

    The data extracted from the material has been analysed for thematic patterns of language usage, allowing for the development of theories about CLIL students’ encounters with the English language during a typical school day. These patterns have been considered in light of the context of both this particular school and of CLIL schools in general in Sweden, as indicated by previous research. Several themes across the data of the three participants have been identified, including the following:

    • The students generally take their language cues from the teachers and do not usually switch languages unless the teacher does.
    • Swedish is used nearly exclusively for all social interaction in and out of the classroom, except for the cases listed below.
    • In Swedish conversations, English is used mainly in these instances: Quoting something that is usually familiar to the other speakers (e.g. from a film or video game); using prefabricated expressions or idioms; or playing with words.
    • All three students mention that code-switching with classmates—but not others outside of the class, such as family members—is acceptable and common.
    • None of the three students feel that the English-medium instruction is a hinder to their studies. All three students comment on how useful it is to have textbooks in both English and Swedish for most subjects, explaining that it is necessary to be able to know the subject-specific terms in both languages.

    In line with previous research, the students do indeed encounter less English than might be expected. However, the use of Swedish is noted to fulfil specific academic or social functions and is not usually random but instead tends to be strategic. The final conclusions from this case study will be presented at the TRI CLIL 2012 conference and will be illustrated with transcriptions from the lessons and student interviews as well as with photographs of the lesson material and learning environment. 

  • 17685.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom.

    A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden.

    The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used.

    In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

  • 17686.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    From Pettson and Findus to Festus and Mercury...and Back Again: A Comparison of Four Translations of Sven Nordqvist's Picture Books2006Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    In order to examine how children's literature might be translated, two different English translations of two Swedish picture books have been analyzed. The original Swedish books are Rävjakten and Pannkakstårtan by Sven Nordqvist. Rävjakten was translated as The Fox Hunt in 1988 and as The Fox Hunt in 2000. Pannkakstårtan was translated as Pancake Pie in 1985 and as The Birthday Cake in 1999. Literary translation in general, specific translation issues for children's literature, and trends in international English style have been considered. Analysis of the four texts has been made, with consideration given to the following areas: changes in illustrations, layout, or format; text changes; lexical choices; and retention, deletion, or modification of names and culturally specific references. The analysis revealed that the following tendencies were true for the later translations: foreignization of the text, word-for-word translation of the text, and a neutral international English variety.

  • 17687.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English.
    Great Expectations: Stakeholders’ Perspectives on the English-Medium Option in the Upper Secondary School2014Conference paper (Refereed)
    Abstract [en]

    English-medium instruction (EMI) is an established educational option that varies in both scope and extent in upper secondary schools in contexts where English is not the dominant or official language. The prevalence of EMI (also often identified as Content and Language Integrated Learning, CLIL) is a result of both implicit and explicit goals of those directly involved—students, parents, teachers, and administrators. These stakeholders’ perspectives are rarely addressed, however, so this study aims to understand their views through an investigation into why the option is offered, why the option is chosen, and how the option is experienced in the classroom. Identifying and understanding their expectations reveals their language ideology in relation to EMI and to the English language.

    A study with an ecological approach was conducted over the course of one academic year (2011-2012) at two Swedish upper secondary schools that each offered subjects taught in English. Informants included 25 students (ages 15-18), three school administrators, five parents, and eleven teachers; and their views on EMI were revealed through qualitative content analysis of semi-structured interviews. The results include issues such as the ever-increasing role of English in both the local and global contexts, the belief in the importance of English for the students’ future work and education, the English-language proficiency of the stakeholders, and the choice to use English instead of Swedish in different domains.  The stakeholders’ voices on the identified themes will illustrate the presentation. These perspectives are key to understanding the present context of EMI as well as how it may continue to develop, thus contributing to understanding the spread and practice in contexts outside of Sweden as well. Therefore, the results are of interest to both researchers and stakeholders within the fields of EMI and CLIL in an international context.

  • 17688.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    Is there a diffrence? A comparison of Student Results in a Campus and a Distance Entry Level Translation Course2008Independent thesis Advanced level (degree of Master (Two Years))Student thesis
  • 17689.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Institutionen för språkdidaktik, Stockholms universitet.
    “Mapping Content and Language Integrated Learning in the Swedish Context”: Poster2012Conference paper (Refereed)
    Abstract [en]

    According to a survey conducted by The Swedish National Agency for Education in 2000, some form of Content and Language Integrated Learning (CLIL) was already in place or planned in more than 20% of all Swedish upper secondary schools. Some researchers have indicated that English-medium instruction in particular has continued to increase in Swedish schools following the “CLIL boom” from 1992 until 1999, during which up to 15 new CLIL programs commenced every year. However, as there are no recent official statistics on the number of schools offering CLIL and as the term CLIL includes schools with very different degrees of integration of language and subject studies, the actual extent and scope of subject teaching in another language has been difficult to estimate. Because understanding how CLIL has developed since 2000 is key to understanding the context of CLIL in Sweden today, part of a present doctoral study includes a survey of all 908 upper secondary schools offering the nationally recognised degree programs in Sweden. This survey was conducted in order to determine the present extent and scope of CLIL, as well as its growth and decline in the last decade. Preliminary results have indicated the following: single integrated lessons seem more common than an entire program or an entire course offered in another language; many school administrators are unclear about the difference between lessons in modern languages taught in that target language and content lessons taught in a target language; and the International Baccalaureate Program seems to be on the rise in Sweden while CLIL programs appear to be declining. The final results will contribute to the explanation of the development of CLIL and the description of the current CLIL practices in the Swedish context.

     

  • 17690.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English.
    Policies and practices: Translanguaging in the CLIL classroom in relation to the Swedish Language Act2015Conference paper (Refereed)
    Abstract [en]

    Despite having no official status in Sweden, English was the only foreign language to be specifically addressed in the policy reports that eventually led to the present official Language Act, as the increasing presence of English in certain domains was seen as potentially problematic. According to national policy, Swedish should maintain the role as the principle language in Sweden; and other languages should be prevented from dominating any one domain, such as education. In educational settings, the chosen medium of instruction may be both political and ideological, and this also applies to immersion programmes, such as CLIL (Content and Language Integrated Learning).  In light of this, the present study aims to examine English-medium CLIL in the Swedish context in relation to the Language Act and its preceding reports.

    In order to understand the roles of English and Swedish in CLIL programmes, research was conducted in two upper secondary schools, investigating how macro policies may become reality in the micro actions of the classroom. Methods included observations and interviews. The concept of translanguaging was key to the exploration of real language practice in the schools. The data was analysed to explore the functions of translanguaging in the lessons; and language policy and ideology were both considered.

    The results indicate that translanguaging affords students the use of all linguistic resources and addresses previous concerns about Swedish domain loss. The process of translanguaging aligns with the official Language Act in upholding the position of Swedish as a principle language in CLIL classes, while also supporting students’ language development in English. The languages are not limited to certain roles (e.g. instruction or classroom management), but can each maintain the status of a language for learning. Thus, translanguaging may offer the means to move beyond real or perceived language hierarchy roles.

  • 17691.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    Teaching in English? So what do you expect?: What are the goals for the English literacy skills of Swedish students in English-medium upper-secondary schools?2009In: Symposium 2009. Genrer och funktionellt språk i teori och praktik., Stockholm, 2009Conference paper (Other academic)
  • 17692.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    “Teaching in English? What do you expect? English-medium CLIL in the Swedish upper-secondary school”2010In: CLIL in Subject-integrated Curriculum Seminar 2010 and CLILL Research Workshop Program, Vaasa, Finland, 2010Conference paper (Other academic)
  • 17693.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    “Teaching in English? What do you expect? Defining goals and expectations of CLIL in the Swedish upper-secondary school”2011In: 16th World Congress of Applied Linguistics (AILA2011): Harmony in diversity: language, culture, society, Beijing, China, 2011Conference paper (Other academic)
    Abstract [en]

    Language and subject-integrated teaching, often referred to as CLIL (Content and Language Integrated Learning), but even sometimes as language immersion or bilingual education, has increased in Swedish schools in recent years. In the last survey conducted by The Swedish National Agency for Education in 2000, it was found that there was some form of teaching in other languages than Swedish––everything from the entire teaching of a subject in a foreign language to occasional theme days or projects in various languages––in at least 20% of Swedish upper secondary schools. However, there are not actually any current figures on the number of schools offering CLIL instruction; and, as the term CLIL includes schools with very different degrees of integration of language and subject studies, the true amount of teaching in another language is difficult to estimate. CLIL thus remains a broad concept that has not been defined clearly in the Swedish school system. Additionally, recent research in Sweden has indicated that the schools offering CLIL lack clearly defined goals, especially in regards to language acquisition. The Swedish National Agency for Education suggests that the target is a not fully bilingual student, but rather students with “functional competence in the target language.” Although the agency has called for greater documentation by schools to monitor the progress made by students as well as the methods used in teaching and learning, Swedish schools offering CLIL generally lack a thorough description of practice and an evaluation of results. Furthermore, the various stakeholders in CLIL education (students, parents, teachers, and administrators) each have their own objectives and goals, but how these are followed up at school (such as through teaching and evaluation methods) and if these are achieved is not clear. The author’s present research is concerned with the identification of the extent and scope of CLIL in English language medium upper-secondary schools in Sweden today as well as the identification of existing goals and objectives of said form of education. The proposed presentation will present the first results of the study: the extent and scope of CLIL in upper-secondary schools today, with a focus on how the schools are presenting CLIL to potential students and how—and if—they are formulating their specific goals in regards to English language proficiency. How is the educational option being presented by and to the potential stakeholders? Why is English being offered as the medium of instruction? How is CLIL defined by and for the stakeholders? This data will be collected during the academic year 2010-2011, and will be followed by a deeper investigation of the CLIL classroom in the subsequent two years. Educational ethnographical methods will be used to map CLIL in practice and to relate this practice to the previously identified goals and expectations.

  • 17694.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English.
    Translanguaging in the English-medium Content Classroom: Perspectives and practices from two upper secondary schools in Sweden2014In: THINK CLIL 2014: 9th International Conference, 28-30th August, 2014, Ca’ Foscari University of Venice, 2014Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is on language alternation in upper secondary schools offering English-medium CLIL in Sweden. With neither national guidelines nor in-service training for CLIL available in the Swedish context, teachers must create their own policies for language use, that may be either implicit or explicit. The use of Swedish (L1) and English (L2) in content lessons in two schools was studied over the course of one academic year; and methods included participant observations of content lessons and interviews with teachers and students. The aim was to understand differences in perspectives and practices in the two contexts.

     

    Language use was analyzed through the lens of translanguaging, which, unlike code-switching, does not focus on languages as codes. Instead, translanguaging focuses on the speakers in a context and how they use all their linguistic resources for both language development and content learning (Lewis 2008). Translanguaging may afford greater understanding of content matter, greater competence in students’ weaker language, and a better integration of fluent and weaker speakers in the classroom discourse (Baker 2011). The present investigation of CLIL lessons in the two schools is a study of actual language practices and the participants’ experience of the practices. The intention is to shed light on how translanguaging may allow students access to the content material.

     

    The results indicate that the de facto local language policies in the two schools differ considerably; and stakeholders likewise have divergent discourses on the place of translanguaging in the content lesson. At one school, the focus is on how Swedish and English may be used together to facilitate content learning. At the second school, the focus is on how much English and Swedish are used in the classroom. In conclusion, practices and perspectives may differ according to perceptions of the affordances translanguaging offers in CLIL lessons.

     

    References

    Baker, C. (2011). Foundations of bilingual education and bilingualism (5th Ed.). North York, Ontario: Multilingual Matters.

    Lewis, W. G. (2008). Current challenges in bilingual education in Wales. AILA Review, 21(1), 69-86.

  • 17695.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Institutionen för språkdidaktik, Stockholm universitet.
    “We don’t want to be rude, but we think people should speak English.” Swedish upper secondary school students talk about CLIL2013In: UME 2013 International Conference on Urban Multilingualism & Education Ghent 6-8 March, 2013, p. 52-53Conference paper (Refereed)
    Abstract [en]

    This paper examines one aspect of Content and Language Integrated Learning (CLIL) in Swedish schools, namely the student perspective. The main aim is to investigate why students choose the CLIL option, what they expect to happen in the CLIL classroom, and how they experience the CLIL instruction once their programs commence.

    The population of the study comprises students from two schools in two mid-sized cities, all studying either a Natural Science or a Social Science program taught mostly in English. During one academic year (2011-2012), 22 students were interviewed individually, in pairs, or in groups of three. The informants were aged 15-18 years old and represented all three grades.  Semi-structured interviews focused on the students’ expectations of and experiences with CLIL and afforded a complement to classroom observations taking place concurrently. The interviews offer a glimpse at information not necessarily observable in the classroom observations, illuminating the match and/or mismatch between intention and reality by shedding light on the relationship between what the students say about their goals with CLIL and how they actually act upon these stated expressions.

    The interview data has been analysed thematically and reveals the students’ thoughts on their own English language proficiency, on their own and their teachers’ language usage, on the influence of peers and parents on school choice, and on the expectations of the perceived benefits of an English-medium education. Preliminary results indicate, among other things, that many students think that English is already a natural part of their everyday life both in and out of school and that the program of study (Natural or Social Sciences) is more important than the medium of instruction. All expressed clear opinions on English language usage in the CLIL classroom. The results will be illustrated in the presentation with examples of student voices.

  • 17696.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Institutionen för språkdidaktik, Stockholms universitet.
    "Welcome to the next step in your future!" : An Appraisal Analysis of School Marketing Texts: Poster2012Conference paper (Refereed)
    Abstract [en]

    This poster presents one part of the current PhD project entitled “Policy, Purpose, Practice: Defining English-medium Content and Language Integrated Learning (CLIL) in the Swedish Upper Secondary School.” The project includes an investigation of the development of CLIL in the Swedish context in light of language policy and the role of the English language, as well as an investigation of classroom discourse in relation to the implicit and explicit goals expressed by the stakeholders. Additionally, the reasons why English is being offered as the medium of instruction as well as how the option is being presented by and to the stakeholders are of interest. In an open market for upper secondary education, Swedish schools, including those offering CLIL, tend to “sell” their programs in a persuasive manner, using websites, brochures, and advertising in the local media to attract pupils. These marketing texts may be used to create a certain identity of a CLIL pupil as well as to establish a position as a stakeholder in the CLIL community.

    The current study investigates several websites presenting Swedish schools offering CLIL, with an analysis exploring what is being offered and to whom as well as how written text is used together with images. In this study, Appraisal Analysis, with a focus on how the three systems of Attitude, Engagement and Graduation express meaning, is the main tool for analysing the websites. Appraisal Analysis, stemming from the interpersonal metafunction in the systemic functional linguistics approach, is useful for exploring how evaluative language is used in the texts presented online to potential and intended stakeholders. In this poster presentation, some of the early results of this study will be presented, although the analysis is still a work in progress. With a focus on Attitude, the preliminary analysis indicates that number of instances of positive judgement and appreciation is high, while instances of affect are mostly absent. These results may not be surprising, but the preliminary analysis has raised several questions about the use of Appraisal Analysis for this investigation of school marketing texts, including the following:

    • What can Appraisal Analysis of school websites actually tell us?
    • Is there an evaluation pattern in marketing texts for Swedish schools offering CLIL?
    • What can this analysis say about the sociocultural context of schools offering CLIL in Sweden?

    More results, as well as consideration of the questions raised from the analysis, will be presented in the poster session. Discussion and feedback from summer school participants will be welcome.

  • 17697.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    “Welcome to the next step in your future!” Defining English-medium Content and Language Integrated Learning in the Swedish Upper Secondary School2011In: National Forum for English Studies 2011, Umeå, Sweden, 2011Conference paper (Other academic)
    Abstract [en]

    The focus of this research project is the extent and scope of CLIL (Content and Language Integrated Learning) in English-medium upper secondary schools in Sweden. The aim is to investigate how the four stakeholders (students, parents, teachers, and school administrators) in the schools offering CLIL define their educational goals as well as how these goals are assessed, what methods are identified as tools to reach the goals, and how achievement of the goals is measured. The objective is not only to map the present situation of CLIL in Sweden, but also to describe current practices within CLIL and to explain its development in Sweden. The three parts of this study (survey, goals and expectations, and practice) are being addressed separately but concurrently. Quantitative and qualitative methods are used and include surveys, interviews, questionnaires, observations, and analysis of school homepages and recruiting material. The first part of the study involves mapping CLIL in Sweden today as well as analysing the development of CLIL in the Swedish context, with a focus on purpose and policy. How is the educational option being presented by and to the potential stakeholders? Why is English being offered as the medium of instruction? How is CLIL defined by and for the stakeholders? The second part of the study will involve educational ethnography research, with a focus on practice. What is happening in a lesson with CLIL and why? How does the practice in the classroom relate to the stated goals? The third part of the study will involve assessing the attainment of goals and meeting of expectations, with a focus on how practice addresses these. This study is expected to produce conclusions about the observed state of CLIL as well as about what the next step for CLIL in the Swedish context may be.

  • 17698.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Languages and Media Studies, English.
    "Welcome to the next step in your future!" Presenting Content and Language Integrated Learning (CLIL) to Swedish Stakeholders2011In: Forum för textforskning, Uppsala, Sweden, 2011Conference paper (Other academic)
    Abstract [en]

    "Welcome to the next step in your future!" Presenting Content and Language Integrated Learning (CLIL) to Swedish Stakeholders The working title of my PhD project is “Welcome to the next step in your future! Defining English-medium Content and Language Integrated Learning (CLIL) in the Swedish Upper Secondary School.” The focus is on the extent and scope of CLIL in Sweden. The aim is to investigate how the four stakeholders (pupils, parents, teachers, and school administrators) in the schools offering CLIL define their educational goals as well as how these goals are assessed, what methods are identified as tools to reach the goals, and how achievement of the goals is measured. Part of the investigation into how the schools define their goals is how the educational option is presented by and to the stakeholders. Schools use websites, brochures, and advertising in the local media to attract pupils. In an open market for upper secondary education, the schools by necessity need to “sell” their education in a persuasive manner. Thus, they may use the websites to create a certain identity of a CLIL pupil as well as establish a position as a stakeholder in a certain community. Both the reasons why English is being offered as the medium of instruction and how the option is being presented are of interest. This spring, six websites presenting Swedish schools offering CLIL will be analysed to explore what is being offered and to whom as well as how written text is used together with images. While consideration of the interpersonal metafunction in particular is useful in exploring how meaning in the web texts is construed, I am especially interested in how Appraisal Analysis can be applied to explore how evaluative language is used in the texts presented online to potential and intended stakeholders. How the three systems of attitude, engagement and graduation express meaning will be analysed, with a focus on attitude. While this analysis has only recently commenced, preliminary results are expected by June for the workshop in Uppsala. I plan to present this part of my research and hope to receive feedback on my analysis, especially on coding issues. As I plan to use the Appraisal Analysis model for my continued research in my investigation of classroom discourse in CLIL lessons (school year 2011-2012), I also hope the workshop will offer an opportunity to engage in a discussion about using the framework for verbal exchanges as well as the challenges of applying the model to large amounts of text. BethAnne Yoxsimer Paulsrud PhD Student, Dept. of Language Education, Stockholm University

  • 17699.
    Yoxsimer Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Institutionen för språkdidaktik, Stockholm universitet.
    “You don’t really want to speak Swenglish, do you?”: Translanguaging Strategies in a Content and Language Integrated Learning (CLIL) Classroom2013In: Applied Linguistics Perspectives on Content and Language Integrated Learning ALP-CLIL: June 5-8, 2013 Universidad Autónoma de Madrid Miraflores de la Sierra, Spain: Book of Abstracts, 2013, p. 78-78Conference paper (Refereed)
    Abstract [en]

    This paper addresses the language usage at one Swedish upper secondary school offering content and language integrated learning (CLIL), with a focus on how language choices are made by both teachers and students during the lessons. The translanguaging strategies used in the classroom were studied over the course of one academic year (2011-2012). Data collection included audio recordings, participant observations, field notes and artefacts as well as semi-structured interviews with both individuals and focus groups. The results included in this presentation focus on one maths and physics teacher who has developed and currently implements translanguaging strategies in his teaching of students (ages 15-16) in their first year of a program of study in natural sciences. During his lessons, language usage was noted, indicating the language being used (i.e. Swedish or English), the activity being conducted, the modality (reading, writing, listening, speaking), and the actors in the specific activity. Preliminary results indicate that the students generally take their language cues from the teacher and do not usually switch languages unless he does, that Swedish is used nearly exclusively for all social interaction in the classroom, and that both students and the teacher find it useful to have maths and physics textbooks in both English and Swedish. The interview with the teacher provided insight into how he has developed his strategies using multiple language resources over his nearly 15 years of CLIL experience. The presentation will include examples from classroom interaction as well as teacher and student perspectives from the interviews. The results are part of a current doctoral research project addressing CLIL in the Swedish context and thus this paper will be presented in relation to the larger investigation.

  • 17700.
    Yoxsimer Paulsrud, BethAnne
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Markus, Marcia
    Dalarna University, School of Languages and Media Studies, English.
    Undervisning på engelska: Svårigheter? Ja...men ännu fler möjligheter!2009In: Undervisning på engelska i svensk högre utbildning, Stockholm, 2009Conference paper (Other academic)
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