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  • 51.
    Hultström, Mattias
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Stighagen, Johan
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Sköld, Magnus
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    SJ - Bredbandsoperatör: En investering i tiden2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Restid är idag en stor del av många arbetande människors vardag. Storföretagens många omorganisationer har lett till att anställda har längre resor till sina arbetsplatser idag än tidigare. Fler och fler finner av denna anledning det fördelaktigt att kunna arbeta under sin restid. Syftet med denna uppsats är att beskriva tekniken som ligger som grund för SJs, statens järnvägars, trådlösa Internetsatsning samt att studera om SJ har gjort en väl genomtänkt ITinvestering. SJ har granskat de konsekvenser investeringen kommer att få för företaget likviditet. Effekterna beskrivs dock av SJ som ringa och hela investeringen beräknas kunna finansieras med befintligt kapital. Således söker SJ inte ytterligare kapital för genomförandet. De svårbedömda faktorerna som det är svårt att sätta värden på är SJ medvetna om. SJ har valt att inte kalkylera på några positiva eller negativa svårbedömda effekter. Detta kan således sammanfattas som att SJ har en neutral ställning till de svårbestämda effekterna. SJ har noggrant tagit ställning till de alternativa uppkopplingsmöjligheter deras kunder erbjuds. SJ har studerat och utvärderat sina konkurrenter och gjort jämförelser med andra hotspot-lösningar. Faktorer som egna 3G-kort i datorn, priset, driftsäkerheten, hastigheten, uppgraderingsmöjligheten och säkerheten för tjänsten är bara några faktorer som SJ diskuterat fram och analyserat som avgörande faktorer i framtiden. SJ har använt en nuvärdesmetod som är en allmän vedertagen kalkylmodell och väl lämpad för investeringsbedömning. Den risk som investeringen innebär för SJ har kalkylerats utifrån SJ sedvanliga kalkylränta som används till alla SJs investeringar. SJ har bestämt sig för att investeringen skall betala sig helt själv. Utöver de kalkylerade intäkterna har de svårbedömda synergieffekterna i form av ökat resande ej tagits i beaktande. I framtiden är det möjligt att SJ kommer att kunna åtnjuta ett ökat resande som indirekt kan härledas till det mervärde som denna investering medför.

    Den huvudfråga som denna uppsats skall besvara; Har SJ gjort en väl genomtänkt ITinvestering? Vår uppfattning att den investering SJ gjort är väl genomtänkt. SJ har följt samtliga steg genom investeringsprocessen på ett välstrukturerat och väl genomarbetat sätt. Hänsyn till betalningskonsekvenserna har tagits samt SJ avkastningskrav. De tekniska aspekterna har även övervägts och saknar enligt vår bedömning större begränsningar för framtiden.

  • 52.
    Ider, Anna
    et al.
    Jönköping University, School of Education and Communication.
    Jidah, Diyana
    Jönköping University, School of Education and Communication.
    Grammatikundervisning på gymnasiet: En undersökning om, och i så fall hur lärares inställning till och erfarenheter av grammatik påverkar grammatikundervisningen2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine how grammar teaching is conducted by teachers in upper secondary school and if it is affected by their attitude towards, and experience of grammar. We have chosen in-depth interviews as our method of investigation in which we have interviewed seven upper secondary school teachers. The investigation shows that the teachers find grammar important and interesting, and also that their teaching methods vary. Some chose to integrate the grammar teaching, for example in the writing process while others prefer teaching grammar separately. Furthermore the investigation shows that teachers’ experience of grammar affects their interest in grammar, and therefore also in various extents has an effect on the way they conduct their teaching. An interesting deviation is that one of the teachers who really was excited about the university grammar during the teacher education, and has a great personal interest in it, chooses not to teach grammar at all.

     

  • 53.
    Ivarsson, Gustav
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Vad ska vi läsa i skolan?: Svenskämnets attityder gentemot populärkultur2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Uppsatsen Vad ska vi läsa i skolan? har som syfte att utforska vilket förhållande svenskämnet haft till populärkultur under 80- och 00-talen.

    Som metod för att finna svar på detta valde jag att göra ett litteraturstudium av ett antal texter vilka har analyserats utifrån deras attityd gentemot populärkultur. Texterna har delats in under vilket decennium de skrivits och under varje decennium har texterna sedan delats in under tre kategorier tyckare: aktiva lärare, forskare och andra kulturdebattörer. Resultatet sammanfattas och diskuteras i den avslutande diskussionsdelen.

    Resultatet av undersökning visade att en förändring av svenskämnets attityd gentemot populärkultur skett mellan 80- och 00-talen, från att det tidigare var vanligt med en aggressiv inställning har den nu mildrats och det är svårare att hitta någon från skolvärlden som talar illa om populärkultur. Däremot gick det inte att se något mönster i vad de olika kategorierna tyckare ansåg om populärkulturen. De argument som använts för att tala om populärkultur var emellertid lättare att kategorisera, särskilt under 80-talet då de argument som var riktade mot populärkultur ofta följde en tydlig mall, den så kallade mediepanikens. I motsats till detta gick det att se en antydan till att de som försvarade populärkulturen i större utsträckning använde sig av forskning och undersökningar för att underbygga sina åsikter.

  • 54.
    Jansson, Malin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Utvecklas elevernas läsförståelse?: En studie om lärares arbete med läsförståelse i årskurserna 1-3.2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 55.
    Johansson, Sverker
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    What constraints does animal communication place on human language origins?2010Conference paper (Other academic)
  • 56.
    Johansson, Therese
    Jönköping University, School of Education and Communication.
    Läroboksspråk: En studie av språket i två historieböcker avsedda för grund- respektive gymnasieskolan2008Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay investigates and compares the readability in two different schoolbooks: Eko Historia (the primary school grade 4-6) and Epos Historia (the upper secondary school). The questions of the survey are:

    - Which differences in linguistic and layout can be found between books meant for the primary school and books meant for the upper secondary school?

    - Are the texts easy to read according to the former research in readability?

    In order to answer the questions structural dimensions as lexicon, syntax, bounds between sentences and narrative voices have been studied. Also the texts disposition and typography have been examined.

    The results demonstrate that the book designed for the primary school has a verbal structure with an explicit vocabulary, lots of verbs and short sentences. A clear narrative voice gives an impression of spoken language. The publication also has many pictures and figures. The book aimed for upper secondary school has, in opposite to this, a typical written language with compounded substantives and long noun phrases. There are fewer illustrations and the layout follows a stringent policy. Moreover a high density of information demands the readers to draw conclusion on basis of prior experiences. If the pupils don’t have such previous knowledge the reading can complicates. In spite of this the book, in doubt, shows several signs of readability, for example simple subordinated clauses and strong bounds between the sentences.

    Accordingly, both similarities and differences can be found between the primary and upper secondary schoolbook.

  • 57.
    Karlsson, Beatrice
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Andraspråkselever i det ordinarie klassrummet: En intervjustudie kring arbetet med andraspråkselever i grundskolans tidigare år2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The percentage of second language learners in schools are constantly increasing and these pupils now constitutes a part of the school´s heterogeneous groups of pupils. The purpose of this study is to describe how teachers consider that the work with the second language learners look like in the mainstream education. With this purpose as a base the following questions were written:

     How are the second language learners taught in the ordinary education?

     What educational starting points could be distinguished among teachers who teach second language students?

     What pedagogical challenges are there in the work with second language learners according to teachers? The survey is based on five semi-structured interviews where all informants have at least five years of experience working with second language learners. The conclusions reached of the results of the study are, among other things, that there are many approaches of teachers are considered effective for teaching second language learners. Teacher's attitude and skills play a large role at the same time as the availability of teaching in the mother tongue and teaching guides on mother tongue is important. By the results of the study reveal also suggestions on how the work with second language learners could be improved.

  • 58.
    Kjellstrand, Erica
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Regnér, Jenny
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Pojkar i litteraturen och litteratur för pojkar: Analys av sex moderna ungdomsböcker för pojkar2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this essay is to look into what literature has been published in 2006 and 2007 for boys between the ages of twelve and sixteen in order to analyse six of the titles. Our two main questions are as follows:

    How is the teenage boy depicted in six of these books? - To what extent is the teenage boy depicted in a gender stereotypical way?.

    We chose the titles for analysis based on our mapping of the published literature and took into account the authors’ gender and age as well as the main themes of the books. As theoretical base for our analysis we used Marias Nikolajeva’s table of gender stereotypes in literature. The table lists traits that are characteristic of masculinity and femininity respectively.

    The market for boys’ literature is rather limited and male authors by far exceed female ones in number.

    Our analysis shows that the main characters are not particularly stereotypical. However, most books contain other characters that definitely show mostly gender stereotypical features.

  • 59.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Calixthe Beyala - écrit-elle pour les Scandinaves?2009In: Mondes Francophones. Revue mondiale des francophonies. CréolisationsArticle in journal (Refereed)
    Abstract [fr]

    Cette étude met au centre la circulation de la littérature dans le monde et s’interroge sur ce qui dans l’œuvre de Beyala attirent les lecteurs en Scandinavie. L’exotisme semble ici être une des raisons les plus importantes. Le développement de sa complexité amène ensuite à observer comment l’exotisme dans l’œuvre de Beyala est reçu en France et en Scandinavie, surtout en Suède. Les différences d’accueil sont en premier à trouver dans la politique du marché du livre, dans les valeurs culturelles et dans la tradition littéraire. Ces critères s’avèrent dicter les prémisses de l’interprétation de l’œuvre.

  • 60.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Language of Amor and Eros. Romantic interludes in Second Life2016Conference paper (Refereed)
    Abstract [en]

    This study focuses on the social interaction and communicative practices in the digital multimodal and multimedial three dimensional world Second Life (SL). In its early implementation, the world appealed to users attracted by the mottos: ”Your life. Your imagination”. ”The only rule is that there are no rules”. The world offered the residents new possibilities to create their world autonomously and in collaboration with others, using digital tools both from inside and outside the world. This boundary breaking inclusive and participatory stand is persisting in the newer version of SL. Nevertheless, today’s SL-culture puts the social aspect to the foreground and the processes of creation of the virtual world is less obvious. Furthermore, users join the world from many more countries in more recent days, compared to the beginning. Such diversity offers several possibilities for language learning.

    The study explores how the theme Amor and Eros is realized in SL through communication, visual features and interactions both corporal and verbal. The loose communities and their activities in the present SL-world are sustained by themes, among which Romance is one of them. Nine in-world regions, liked by more than 50 people on the SL official web site, are chosen to study how the residents engage with one other in order to realize the theme Amor and Eros. The study aims at identifying practices and patterns in this process. The material consists of fieldnotes, screenshots, written conversations, and screen recordings, created during the immersed sessions. Furthermore in-depth interviews with avatars have been carried out in the field. The results contribute to the knowledge about how a theme engaging emotions can be a drive to sustain language learning, about how languages are used and learned, and, finally, about multimodal communication and love on-line.

  • 61.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Language of Amor and Eros. Romantic interludes in Second Life2018Conference paper (Refereed)
    Abstract [en]

    This study focuses on the social interaction and communicative practices in the digital multimodal and multimedial three dimensional world Second Life. In its early implementation, the world appealed to users attracted by the mottos: “Your life. Your imagination”. “The only rule is that there are no rules”. The world offered the residents new possibilities to create autonomously and in collaboration with others, using digital tools both from inside and outside the world. This boundary breaking inclusive and participatory stand is persisting in the newer version of Second life. Nevertheless, SL-culture of today puts the social aspect to the foreground and the building of the virtual world is less obvious. Another new tendency is that users join the world from many more countries than in the beginning. The new diversity offers several possibilities for "languaging" practices and cultural encounters.

    The study explores how the theme Amor and Eros is realized in Second Life through communication across real-world-boundaries, through visual features and interactions both corporal and verbal. The loose communities and their activities in the present SL-world are sustained by themes, among which Romance is one of them (Boellstorff 2008). Nine in-world regions, liked by more than 50 people on the Second Life official web site, are chosen to study how the residents or avatars engage with each other in order to realize the theme Amor and Eros (Luhmann 1998). The data material consists of immersed observations, as well as snapshots, copying of conversations, and films, retrieved during the immersed sessions. The material serves to identify practices and patterns in the realization of the theme. These data are informed by some in-depth interviews with avatars. The results contribute to the knowledge about how a theme engaging emotions, frequent across sites, both in popular and fine culture, such as classic literature (Belsey 1994), is reconstructed and revisited through social encounters and "languaging" among avatars. Finally, the study offers insight into how languages are used for a specific purpose in a virtual environment, and how "languaging" practices construct love on-line (Ben-Ze’ev 2004).

  • 62.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Mémoires en miroir: Djebar et Bey en France et en Suède2016Conference paper (Refereed)
  • 63.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    The genre of argumentation in the digital age – a comparison of Wikipedia discussion pages between cultures and between topics2015Conference paper (Refereed)
  • 64.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Johansson, Sverker
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    The argumentative genre in social media - a comparison of Wikipedia discussion pages between cultures and between topics2013Conference paper (Refereed)
    Abstract [en]

    The argumentative genre in social media – a comparison of Wikipedia discussion pages between cultures and between topics.

    Johansson, Sverker & Lindberg, Ylva

    The crowdsourced encyclopediaWikipedia is the 6th most visited of all websites. Wikipedia articles are written in a social process with heated arguments on dedicated discussion pages, one for each Wikipedia article. As Myers (2010) observes, English-language Wikipedians employ traditional means to support their arguments, but also Wikipedia-specific argumentative criteria, such as Neutral Point of View, No Original Research and Verifiability; cf. Androutsopoulos (2006).

    The structure, openness and global scope of Wikipedia makes it feasible to extract large parallel  corpora of argumentative writing from many different cultures, debating many different topics. In the first stage of our project, we have done a quantitative study of Wikipedia arguments, comparing the volume of debate surrounding the same 1,000 articles on 25 different language versions of Wikipedia. With this data, we compare argumentation, both on the same topic between languages, and between topics in the same language. Preliminary results show that cultural differences in sheer discussion volume are small, but that some interesting patterns are present.

    In a second stage, we proceed with qualitative analysis of argumentative Wikipedia texts in selected languages. In the qualitative analysis we will present the intersection between standard and Wikipedia-specific argumentation, as well as the cultural transfer of Wikipedia argumentation between language versions.

    The results will contribute to our knowledge about how digital literacy is related to traditional literacy and how teachers can meet new demands on writing practices, by integrating social media (Baron 2010. Sofkova Hashemi 2008, Erixon 2012).

    References:

    Androutsopoulos, J. (2006). Introduction: Sociolinguistics and computer-mediated communication. Journal of Sociolinguistics, 10 /4, 419-438.

    Erixon, P.-O. (2012). Svenskämnet i ett nytt medieekologiskt sammanhang. In Skar, G. & Tengberg, M. (red.). Svenskämnet i går, i dag, i morgon. Stockholm: Svensklärarföreningen/Natur & Kultur, 178-193.

    Myers, G. (2010). The Discourse of Blogs and Wikis. London:Continuum.

    Sofkova Hashemi, S. (2008). Kommunikationsteknik och skrivande hos svenska barn. In Domeij, R. (red.). Tekniken bakom språket. Stockholm: Norstedts, 121-142.

  • 65.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Johansson, Sverker
    Högskolan i Dalarna.
    Wikipedia in the translanguaging classroom2015Conference paper (Refereed)
  • 66.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Experiencing virtual spaces through Amor and Eros: L1-language teaching and literary competence2015Conference paper (Refereed)
  • 67.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Palo, Annbritt Palo
    Luleå tekniska universitet.
    Experiencing virtual spaces through Amor and Eros: L1-language teaching and literary competence2015Conference paper (Refereed)
    Abstract [en]

    In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).

  • 68.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Argumenterande text: En jämförande studie mellan stadier2012Conference paper (Other academic)
  • 69.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att lära sig hantera argumenterande genrer: Utvecklingen av en skrivkompetens från högstadium till gymnasium2012Conference paper (Refereed)
    Abstract [sv]

    I språkundervisningen ska läraren enligt kurs- och ämnesplanerna ta hänsyn till att texten existerar på flera nivåer: visuellt, språkligt, litterärt, informativt och genremässigt. Detta komplicerar tydliggörandet av progressionen i förståelse och skapande av text, särskilt då progressionen inte ser likadan ut när man lär sig att hantera en multimedial genre som bloggen, en litterär text eller en rent diskursiv texttyp.

    För att utveckla språkämnenas genremedvetenhet i ett medietätt samhälle har det på Högskolan i Jönköping skapats en disciplinöverskridande plattform som bedriver forskning med medie-, litteratur- och språkdidaktisk inriktning. Ett delprojekt undersöker hur elever och studenter utvecklar sin förmåga att skapa argumenterande texter på svenska, från högstadium via gymnasium till högskola. Syftet är att belysa genreskrivandet, som forskningen visat är ett problematiskt område (Strand, 2005), samt eftersatt i skolan (Ask, 2007; Bergh Nestlog, 2009; Ciolek-Ciastek, 2008; Johansson, 2010; Nyström, 2000), men även mer specifikt argumenterande genrer, då dessa har betydelse för ”arbetslivet och för vidare studier” (Ämnesplan i svenska, 2011, s. 160). Genom att undersöka förändringar och statiska områden i stadieövergångarna, får vi fram resultat som kan utveckla de didaktiska metoderna med avseende på genrer, inte bara argumente­rande.

    I dagsläget kan materialet beskrivas som en typ av tvärsnitt som samlats in mellan ht 2011 och ht 2012. Informanterna består av elever från 4 skolor: 2 högstadieskolor, 1 gymnasieskola och 1 skola med både högstadium och gymnasium, samt lärarstudenter i svenska. Deras uppgift har varit att under max 60 minuter skriva en uppsats med titeln ”Vad är poängen med universitetsutbildning?”. Uppgiften inleds med ett citat som syftar till att både vara förklarande och inspirerande. Informanterna har skrivit under så lika förhållanden som möjligt, samt fått en enkät med frågor kring ålder, kön och språkanvändning.

    I presentationen ämnar vi koncentrera oss på stadieövergångarna mellan högstadiet och gymnasiet, där vi analyserar texter från åk 7 och åk 9, samt åk 1 (gy) och 3 (gy). Vår analysmetod utgår främst från Toulmins (2003) modell för hur argumentation kan vara uppbyggd. Metoden fördjupas och verifieras av en språkvetenskaplig analys som tar fasta på två viktiga punkter i skrivandet: genreanpassning och mot­tagaranpassning. I analysen av genreanpassningen fokuseras bl. a. språkliga drag som visar på avvägningen mellan skrift- och talspråklighet, exempelvis de som bidrar till informationstäthet och koncentration. Mottagaranpassningen analyseras genom att främst belysa de språkliga drag som i någon mening relaterar skribent och läsare, samt stöder den röda tråden i texten (Cassirer, 2003; Ekerot, 2011; Lagerholm, 2008). Dessutom uppmärksammar analysen texternas litterära drag, då en text oftast är ”en blandning av olika framställningsformer” (Johansson, 2010, s.60). Vi studerar vilken funktion skribenten tillskriver de litterära och narrativa dragen i den argumenterande texten.

    Metoden har tidigare prövats på texter av blivande svensklärare på nivåerna 31-60hp och 61-90hp. Resultaten från pilotundersökningen publiceras i konferensvolymen från Literacy – en morsmålsdidaktisk utfordring, Tønsberg, Norge, 2-4 november 2011. Presentationens resultat kommer att relateras till pilotun­dersökningens.

  • 70.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att utveckla skrivkompetens på gymnasiet2015Conference paper (Refereed)
    Abstract [sv]

    I en digitaliserad värld kommer allt fler människor i situationer där de använder skrift för att kommunicera (Westman, 2010), såväl i yrkesliv som privat. Samtidigt visar forskning att utvecklingen av skrivkompetenser under skoltiden, inte minst när det gäller diskursiva och argumenterande texttyper, uppvisar brister (Ask, 2005, 2007; Bergh Nestlog 2009; Ciolek-Ciastek 2008; Johansson 2010; Lindberg & Sandblom, 2013a; Nyström 2000).

    I en pilotundersökning, Progression i en genre (Lindberg & Sandblom, 2013a), av ca 40 texter från årskurs 7 och 9 respektive årskurs 1 och 3 på gymnasiet framkommer bl.a. två problem när det gäller progression i skrivutvecklingen. Ett är att det diskursiva, argumenterande skrivandet i årskurs 7 är svagt utvecklat, trots att eleverna hade behövt den kompetensen i mötet med mer avancerade texttyper i olika ämnen. Ett annat problem är att den utveckling som sker under högstadiet tycks avstanna till stor del under gymnasiet och många studenter som sedan går vidare till högre studier är dåligt förberedda för kraven på att skriva akademiskt (Ask, 2005; Lindberg & Sandblom, 2013b). Detta övergripande resultat kan man koppla till Kroghs (2014) forskning om stadieövergångar. Krogh visar exempelvis på att gymnasieelever inte utmanas i sin språkliga kreativitet, då uppgifterna har mycket strikta ramar och inte tillåter språkligt skapande. Silverström (2007) visar även på att gymnasieelever har svårt att frigöra sig från den berättande genren då de skriver diskursivt, vilket vår studie problematiserar.

    Ifrågavarande undersökning syftar till att belysa de språkliga och textuella resurser som elever aktiverar då de ställs inför att skriva en diskursiv text, där ramarna inte är entydigt fastställda. Studien utgår från nämnda pilotundersökning men vill fördjupa kunskapen om hur skrivundervisningen kan förbättras på gymnasiet. Därför fokuserar vi i nästa steg på ett material som omfattar ca 200 texter skrivna av elever i årskurs 1 på gymnasiet.

    Analysen utgår från Grounded theory. Den huvudsakliga metoden är kvalitativ men kompletteras i viss mån med kvantitativ analys. För att belysa så många facetter av skrivkompetens som möjligt arbetar vi tvärvetenskapligt och använder språk- och litteraturvetenskapliga modeller samt argumentationsmodeller (särskilt Toulmin 2003) i analysen. I blickpunkten ligger identifiering av olika former av textkompetenser, där mottagaranpassning och genreanpassning är två viktiga aspekter. På en mikro- och en makro-nivå visar resultaten vilka kompetenser elever spontant mobiliserar i en given skrivaktivitet. De ger också indikationer om vad undervisningen bör fokusera tydligare på för att en effektivare progression ska uppnås.

    Sammanfattningsvis visar våra resultat att det behövs ett tydligare fokus i undervisningen på att hjälpa elever att förstå hela processen när man skriver och tolkar texter. Målet är en undervisning som, på grundval av de kompetenser elever har, förmår lotsa dem till en flexibel användning av de språkliga medel som står till förfogande i olika textsammanhang, både vid skrivande och läsande.

    Presentationen avslutar med tankar kring passande didaktik för att möta det vi ser i resultaten.

  • 71.
    Lindgren, Eva
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Sullivan, Kirk P. H.
    Umeå universitet, Institutionen för språkstudier.
    Outakoski, Hanna
    Umeå universitet, Institutionen för språkstudier.
    Westum, Asbjörg
    Umeå universitet, Institutionen för språkstudier.
    Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi2016In: Super Dimensions in Globalisation and Education / [ed] David R. Cole & Christine Woodrow, Singapore: Springer, 2016, p. 55-68Chapter in book (Refereed)
  • 72.
    Lindgren, Eva
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Westum, Asbjörg
    Umeå universitet, Institutionen för språkstudier.
    Outakoski, Hanna
    Umeå universitet, Institutionen för språkstudier.
    Sullivan, Kirk P. H.
    Umeå universitet, Institutionen för språkstudier.
    Meaning-making across languages: a case study of three multilingual writers in Sápmi2017In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 14, no 2, p. 124-143Article in journal (Refereed)
    Abstract [en]

    Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers’ meaning-making in the three languages.

  • 73.
    Ljungberg, Martin
    Jönköping University, School of Education and Communication.
    “It’s about thirty minutes away; I’ll be there in ten”: The style of Pulp Fiction – a sociopragmatic analysis2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the essay is to investigate the style of the dialogue in the movie Pulp Fiction and also to see if and how it changes depending on the context of the movie. The intention is to do this within a sociopragmatic theoretical framework. The manuscript has been used, along with the DVD with the movie itself.

  • 74.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Dialogue features in football articles over a period of fifty years2013In: Language and Dialogue, ISSN 2210-4119, Vol. 3, no 3, p. 402-420Article in journal (Refereed)
    Abstract [en]

    In this diachronic study of dialogic features in football, articles from three different sports events have been focused: The World Cups 1958, 1974 and the Euro Cup 2004. This period of almost 50 years distinguishes itself as a time period when new channels for communication have emerged: television, Internet, computer-mediated communication. This has made it possible to bridge the gulf between the communicators. Dialogue features such as questions, directives, addressing the readers with you (second person singular) and using an inclusive we are numerous in the football articles studied. The articles show an increasing tendency to address the readers with you in the articles from Euro 2004. Moreover, the sports writers refer to given responses from readers in the articles from 2004.

  • 75.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Ungdomars fiktionsvanor2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 2, no 5, p. 30-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

  • 76. Lyngvær Hansen, A.
    et al.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Visually oriented multilingual communication. Participation in higher education2017Conference paper (Refereed)
  • 77.
    Malm, Rebecka
    et al.
    Jönköping University, School of Education and Communication.
    Möller, Johanna
    Jönköping University, School of Education and Communication.
    "Ja, på samma sätt som jag gör med alla andra": En studie om hur förskollärare och lärare i grundskolans tidigare år uppfattar barns flerspråkighet2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur förskollärare och lärare i grundskolans tidigare år uppfattar barns flerspråkighet. Frågeställningarna är:

    -          Hur förhåller sig förskollärare och tidigarelärare till barns flerspråkighet?

    -          Vad får barns flerspråkighet för betydelse i verksamheten?

    Vi har utgått från en fenomenografisk ansats som intresserar sig för hur människor uppfattar fenomen och företeelser i sin omvärld – ett så kallat andra ordningens perspektiv. Vi har valt att analysera vårt material utifrån en tvåstegsanalys som presenteras i Uljens (1989). Av datamaterialet framkommer skilda beskrivningskategorier utifrån lärarnas uppfattningar. Vi har kunnat urskilja fem skilda beskrivningskategorier; innebörd, potential, lärarens profession, lärarens förhållningssätt samt delaktighet.

    För att få svar på våra frågor utfördes semistrukturerade intervjuer med fyra förskollärare och fyra tidigarelärare.

    Resultatet visade att lärare uttrycker en medvetenhet kring de flerspråkiga barnens situation. Lärare försöker att stötta och hjälpa flerspråkiga barn men samtidigt visar utsagor att lärare har svårigheter med att synliggöra barns bakgrunder i verksamheten. Synliggörandet av föräldrars kunskaper om sitt ursprung existerade inte, däremot uttrycker lärare en önskan om ett framtida samarbete.

  • 78.
    Matilda, Eklund
    Jönköping University, School of Education and Communication.
    Textsamtal som didaktiskt redskap: En intervjustudie om hur lärare arbetar för att stötta elevers motivation fram till textsamtal2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Textsamtal är ett redskap lärare kan använda för att underlätta elevers läsutveckling och läsförståelse. Enligt forskare underlättar redskapet elevers motivation till läsning och textsamtal. Syftet med denna studie är att undersöka hur lärare använder textsamtal som ett didaktiskt redskap och hur de stöttar dem att bli mer motiverade under arbetets gång. Detta syfte avses att uppfyllas genom att besvara följande frågor: ”Vilken stöttning anser lärare bäst underlättar elevers motivation?” ”Vilka utmaningar uppkommer?” ”Hur beskriver lärare skillnaden mellan elever med hög motivation och elever med låg motivation under ett textsamtal?”  

    Det sociokulturella perspektivet är den teori som studien är kopplad till. Det sociokulturella perspektivet handlar om individen i en grupp och även interaktionen mellan grupper och fokus ligger på att förklara tankar, känslor och beteende. För att fånga det sociokulturella perspektivet på ett tillförlitligt sätt med möjlighet till jämförelser har forskaren utgått ifrån en kvalitativ studie med semistrukturerade intervjuer. Med hjälp av intervjuer ska forskaren försöka förstå en social verksamhet. Materialet har transkriberats och analyserats stegvis genom kategorisering utifrån frågeställningarna. 

    Resultatet i studien visar att lärare arbetar liknade när elever ska välja böcker, lärarna utgår ifrån elevers intresse för att sedan hitta en bok utifrån elevers läsnivå. Vidare använder lärarna olika sätt att stötta ett textsamtal, till exempel använde två lärare sig av Läsfixarna och en lärare använde sig av ett projekt som hette Läsglädje. De utmaningar som lärare anser uppkommer är att barn idag inte har fokus att läsa böcker och har inte heller har samma passiva ordförråd som för några år sedan. Alla lärare var överens om att det är väsentlig skillnad mellan elever med hög och låg motivation under textsamtal, till exempel ordförråd och koppling till egna erfarenheter.

    Slutsatsen är därför att lärare undrar hur mycket det visuella samhället kommer att påverka elevers läsande i framtiden när de redan nu ser skillnad på elever idag gentemot elever från några år sedan.

  • 79.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    (Im)mobilities and transnational identity positions on-the-go: language learning in glocal spaces2015Conference paper (Refereed)
  • 80.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Learning as access and learning as participation: (im)mobilities and transnational identity positions in cyber communities2014In: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization.: Central Institute of Indian Languages. 15-17 October 2014. Mysore, India, Mysore, India: CIIL , 2014Conference paper (Refereed)
    Abstract [en]

    Theoretical and methodological framework

    Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. Here ‘correct’ languaging or language-use is both a means and a goal in itself. Students gather from all over the world to access the virtual classroom in order to participate and learn the target language. In the online space of the virtual classroom, there is no common locality beyond the pieces of local spaces that individuals can enter. This entering shapes the encounters inside the shared space of the virtual classroom. Such disrupted space is what frames (in terms of constraints and affordances) participation and learning in cyber communities. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This, we argue, allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces. This is done through a multi-scale analysis of mundane interaction at the micro and meso scales. An augmented conversation analysis (CA) of the interaction at the micro scale allows us to attend to the transmodal and translingual nature of the online encounters. The analysis at the meso scale permits a mapping of the interpenetration of students’ geopolitical spaces in the online site to understand the ways in which students’ (im)mobilities are afforded and constrained by/in cyber educational spaces.

     

     

    Research questions

    Our interests here relate to accounting for how students make sense of the transnational, -lingual, -modal nature of the virtual classroom of which they are members. Going beyond essentialistic theories of language learning, communication and identity, we consider the virtual classroom in terms of a Third Space, a site of transition “between the subject of a proposition […] and the subject of enunciation” (Bhabha, 1994: 53), which entails both an aperture but also a closure to what it means to communicate digitally, through an internet connection across geopolitical borders. This fluidity of positions and languaging (Garcia, 2009), occurring in and across the boundaries of the students’ multiple offline and online communities offers alternative ways of considering how human beings categorize the world in terms of identity, language and culture (Bagga-Gupta, Hasnain & Mohan, 2013) as they endeavor to belong to (and analyze) a group, a community, a tradition.

     

    Empirical material explored

    The empirical data focused here is drawn from a large project at the Communication, Culture and Diversity, CCD research group in Sweden (www.oru.se/humus/ccd/) which includes 80 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university (www.oru.se/english/research/CINLE, Dahlberg & Bagga-Gupta, 2013).

     

    Preliminary findings

    Our preliminary findings suggest that interactional spaces of virtual courses are co-created by members in the situated-distributed practices across space and time. The epistemologies of ‘SpaceTime’ in such open-spaces are contingent upon members’ (im)mobility in that they are participants in different constellations distributed in online-offline spaces simultaneously. This means that students’ physical locations and embodied dimensions are a part of the online space of the virtual classroom in that they shape and mould the participation trajectories and therefore their access ‘inside’ the virtual site. We illustrate how this multifaceted and multidimensional aspect of virtual encounters is crucial in (institutionally framed) Technology Mediated Communication (TMC) and how it empirically challenges the monolithic, monolingual essentialistic tradition of one language, one nation, one culture.

     

    How the study is related to LanDpost

    The theoretical/methodological underpinnings of the study as well as its preliminary findings are related to the aims and scope of LanDpost through its interests in conceptualizing human beings’ languaging though an empirically informed discussion. The study also aims to show how multisite research in today’s digitalized society (at least in the Global North) relate to the tensions and contradictions which question the assumption of i) what is real vis à vis virtual? ii) what is technologically mediated? and, consequently iii) the often used dichotomy face-to-face/online communication. Such issues are central to the agenda of LanDpost. Our study revisits the complexities of languaging and diversity, especially in light of an essentialistic ontology of here/there, real/virtual, I/the Other which continues to heavily permeate the discourse about online education and telecollaboration in present times.

     

    References

    Bagga-Gupta, S., Hasnain, I. S., Mohan, S. (2013) Introduction: (Re)searching Language, Culture and Identity. In I. Hasnain, S. Bagga-Gupta & S. Mohan (Eds). Alternative Voices. (Re)searching Language, Culture & Identity… England: England: Cambridge Scholars Publishing.

    Bagga-Gupta, S. (2013) The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In I. Hasnain, S. Bagga-Gupta & S. Mohan (Eds). Alternative Voices. (Re)searching Language, Culture & Identity… England: England: Cambridge Scholars Publishing.

    Bhabha, H.K. (1994) The Location of Culture. New York: Routledge

    Garcia, O. 2009. Bilingual education in the 21st Century. Malden MA: Wiley-Blackwell

    Messina Dahlberg, G., Bagga-Gupta, S. (2013) Communication in the virtual classroom in higher education: Languaging beyond the boundaries of time and space, Learning, Culture and Social Interaction 2 (3). http://dx.doi.org/10.1016/j.lcsi.2013.04.003

  • 81.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Larsson, Ullabeth
    Säljö, Roger
    Communicating with the severely brain damaged adult II: Establishing intersubjectivity1994In: Proceedings of the XIVth Scandinavian Conference of Linguistics and the VIIIth Conference of Nordic and General Linguistics, August 16-21 1993 / [ed] Karin Junefelt, Göteborg: Department of Linguistics, Gothenburg University , 1994, p. 109-126Conference paper (Refereed)
  • 82.
    Nordlund, Marie
    Department of Languages and Culture, Luleå University of Technology.
    Meaning Extensions of Grasp: A Corpus-Based Study2010In: Lexis, ISSN 1951-6215, no 4, p. 105-126Article in journal (Refereed)
    Abstract [en]

    By means of a lexico-semantic analysis, the aim of this paper is to provide a clearer picture of how the English verb graspis used in actual language production. The material for the analysis has been gathered from the 100 million word British National Corpus. The results of the study provide new and valuable information about the character and use of the verb and thereby supplement the information about graspalready existing.

  • 83.
    Nordvall, Anneli
    Jönköping University, School of Education and Communication.
    Muntliga drag i elevtexter: En studie av talspråk i gymnasieelevers alster2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Detta examensarbete syftar till att dels ge en bild av vad som kännetecknar muntlighet i text, dels ge en övergripande bild av hur muntliga drag yttrar sig i gymnasieelevers texter. Frågeställningarna berör i vilken utsträckning och på vilka sätt elevers texter uppvisar drag av muntlighet (utifrån ett antal utvalda variabler).

    Genom att kvantifiera muntlighet utifrån sju variabler tecknas i grova drag en bild av muntliga uttryck i materialet, som bestod av 27 elevuppsatser från det nationella provet i svenska på gymnasiet. I viss utsträckning genomförs även en kvalitativ analys för att skapa en förståelse kring hur och varför eleverna använt sig av vissa muntliga drag.

    I resultatet framkom att vissa variabler är mer frekvent förekommande än andra i materialet. De muntliga drag som är mest frekvent förekommande är en stor mängd pronomen i förhållande till mängden substantiv, satsradning och satsfragment samt överanvändning av satsadverbial. De som yttrar sig i liten eller ingen utsträckning är lånord, slanguttryck, chattspråkliga uttryck samt morfologiska kortformer av adverb och pronomen. Sammanfattningsvis kan det totala antalet muntliga drag i elevtexterna inte sägas vara stort, vilket kan tolkas som att de flesta elever i denna studie har goda kunskaper kring skriftspråkets regler, och att de allra flesta har förmåga att variera sitt språk i den utsträckning som kunskapsmålen i svenska kräver.

    En viktig aspekt av resultatet är att talspråk i skrift är ett symtom på kontextberoende. De elever vars texter uppvisar en större mängd muntliga drag har varit förhållandevis bundna till provuppgiften. Detta är ett problem för skolan då det i enlighet med ämnesbeskrivningen i svenska för gymnasiet är önskvärt att elever utvecklar förmågan att skriva varierat och anpassa sitt språk till olika sammanhang i samhällslivet.

  • 84.
    Ojala, Tove
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Lässvårigheter i skolan: En kvalitativ undersökning av lärares arbete med elever i lässvårigheter i grundskolans årskurs 1-32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka hur lärare beskriver sitt arbete med elever i lässvårigheter i svenskämnet samt hur de ser på sambandet mellan lässvårigheter och bristande motivation. Syftet besvaras med hjälp av forskningsfrågorna: Vad anser lärare att begreppet lässvårigheter innebär? Vilka arbetssätt använder lärare för att stödja elever i lässvårigheter i undervisningen? Hur bedömer lärare att elevers motivation i skolan påverkas av elevens lässvårigheter?

    Studien har ett sociokulturellt perspektiv samt att det relationella perspektivet inom det specialpedagogiska perspektivet finns med då eleven inte ses som problembäraren i studien.  Undersökningen utgörs av kvalitativa intervjuer där fem lärares arbete med elever i lässvårigheter har undersökts. För att analysera intervjuerna har ett fenomenografiskt angreppssätt antagits för att analysera lärarnas olika uppfattningar i förhållande till forskningsfrågorna och därmed få ett resultat.

    Det framkom i resultatet att lässvårigheter enligt lärarna innefattar brister i avkodning, fonologisk medvetenhet, läsförståelse, läsflyt, läshastighet och läslust. Detta är ett resultat av vad alla lärare sagt. Ingen lärare har alltså nämnt alla dessa faktorer som bidragande faktorer till lässvårigheter. Lärarna använder både beprövade metoder som Bornholmsmodellen och mindre beprövade metoder som Att skriva sig till läsning (ASL) samt olika pedagogiska material för att stötta elever i lässvårigheter Enligt lärarna kan lässvårigheter leda till att eleverna får bristande motivation i skolan. Bristande motivation är något som även kan påverka elevens självkänsla och därmed påverka elevens prestationer i alla ämnen i skolan.

  • 85.
    Olsson, Stefan
    et al.
    Jönköping University, Jönköping International Business School, JIBS, EMM (Entrepreneurship, Marketing, Management).
    Innala, Richard
    JIBS, Business Administration.
    Do Swedish private bankers have a limited perspective?2006Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    Introduction: Within the private economy individuals are today accepting an increased individual responsibility for retirement funds and other economic challenges. This is due to the decreased confidence in government programs and that the increased life expectancy raises the risk to outlive the own life savings. The shift from state run security systems to more private responsibility could be spotted in Sweden as well, where one important part of the private economy, the saving system for retirement, has been changed. The pension plan met critics when it was proposed and implemented, especially for the part where some of the responsibility relies on the individual. It was discussed that this huge responsibility might be larger then what many individuals would be able to handle. These factors have increased the importance of successes in the individuals own saving plans. To enhance the chances of a certain level of success, individuals turn to private bankers to plan their wealth and savings. The position of these private bankers and their performance has amplified more then ever before.

    Purpose: The purpose of the thesis is to describe: if Swedish private bankers look on enough features of an investor to be able to prescribe the appropriate portfolio for the investor?

    Methodology: A qualitative research has been used since the purpose and the information gathered demanded it. Cases where the authors created four fictitious investors was sent out by electronic mail and the private bankers where asked to construct suitable portfolios to each investor. The cases were sent out to ten different private bakers, however only two replied within the deadline. The authors have strived to keep high reliability and validity in the paper; however the small response rate lowers the reliability.

    Conclusion: The qualitative research found that Swedish private bankers look on enough features on a client to be able to prescribe an appropriate portfolio for the investor. However the Private bankers’ main focus seems to be time horizon and risk profile of the investor.

  • 86.
    Papke, Miriam
    et al.
    Jönköping University, School of Education and Communication.
    Cakir, Nadesda
    Jönköping University, School of Education and Communication.
    Modersmålsundervisning ur ett elevperspektiv2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att uppmärksamma elevers och studenters syn på sitt eget modersmål och modersmålsundervisningens betydelse. Studien utgår från nedanstående frågeställningar:

    Vilka uppfattningar har elever och studenter med annat modersmål än svenska angående modersmålsundervisning?

    Varför valde vissa elever och studenter med annat modersmål än svenska att läsa eller inte läsa sitt modersmål.

    Utgångspunkten var elevers perspektiv och deras tankar därför användes en kvalitativ forskningsmetod. I studien gjordes ett urval av nio respondenter i från 9-21 åldern med olika modersmål. I resultatet framkommer det att fyra respondenter av de nio var negativ inställda till modersmålsundervisning. De anledningar som angavs vara orsaken till varför de ställer sig negativ till att delta i modersmålsundervisningen är, miljön, utformning av undervisning, läraren och motivation. Det som också framgår i studien är att orsakerna till varför eleverna väljer att läsa modersmålsundervisning är detsamma som de anledningarna de anger till varför det finns modersmålsundervisning.

  • 87.
    Perfect, Filippa
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Andersson, Elisabeth
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Shakespeare: Levande eller död i skolan?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Shakespeare- Dead or alive in school?

    The purpose with our degree project is to examine if Shakespeare still is alive in school and in what way he is being used. Our study is based on these following questions:

    Does Shakespeare exist in school today?

    How are the other classic books being used?

    Which teaching methods are used?

    How is Shakespeare received by the pupils?

    The methods used to be able to answer the questions are interviews with teachers and focus groups with the pupils. We carried out the interviews with six Swedish teachers and four focus groups in four different upper secondary schools.

    The main result of this study shows that teachers and pupils still think that Shakespeare is an important author. Every teacher was using Shakespeare in their Swedish teaching and the expanded conception of text was established, but some of the teachers practiced it more than the others. Film was the most popular and most used teaching method. The majority of the pupilsconsidered Shakespeare and his most famous works as general knowledge. The pupils preferredto dramatize or watch films when they are working with Shakespeare and other classic authors.

  • 88. Petersson, Isak
    Vad har hänt med pojkars läsning?: En sammanställning av svenska pojkars resultat i internationella läsförståelseundersökningar2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to compile results from international surveys of students’ reading competence that Sweden has participated in, with particular focus on the results of Swedish boys. The purpose of the study is to reveal trends in boys’ reading, and analyse how differences between Swedish boys and girls’ reading has developed over time. The paper also offers an overview of Swedish boys and girls’ general performances throughout all surveys.

    In total, material from ten major international surveys has been analysed. Foremost, data has been collected from the survey reports written by the Swedish National Agency for Education. In analysing the material it was found, among other things, that Swedish boys as well as girls significantly have worsened their reading competence since the first survey in 1970. Furthermore, the gender differences in reading have increased considerably, and in the latest survey, PISA 2012, Swedish students registered historically high gender differences, a circumstance that largely could be attributed to the deteriorating results of Swedish boys. In addition, it became apparent that Swedish students’ reading attitudes have worsened the last decade, a trend particularly salient among boys.

  • 89.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Forskning kring lärande, text och språk: Projektet Progression i en genre.2011Conference paper (Other academic)
  • 90.
    Sandblom, Elisabet
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Form och funktion i argumenterande texter skrivna av gymnasieelever2016Conference paper (Other academic)
  • 91.
    Sandell, Li-Sandra
    Jönköping University, School of Education and Communication.
    Harry Potter and the Order of the Grammar: A Study of Opinions on Using Fiction in Grammar Teaching2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to investigate teachers’, students’ and researchers’ opinions on the idea of using literature to motivate students into learning grammar. How is and how could authentic texts be used in grammar teaching?

    My research is based on a questionnaire given to 23 students at an upper secondary school after participating in a lesson constructed to try out the essay thesis. The essay is also based on literature on the subject and three personal interviews.

    The students were very positive towards the idea and stated that it would feel more real to be taught grammar from real texts. The teachers did not want to teach grammar sections as before. Instead they choose to use a more individual response strategy which they feel gives better results. The idea of giving individual response as a way of grammar teaching is also advocated in the background. The idea of using real texts instead of a textbook is given both positive and negative credit.

  • 92.
    Scheffka, Karin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Dramatic Dialogue as Revelation: An analysis of the characters in Alan Ayckbourn's Mother Figure2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to see how Alan Ayckbourn uses language inorder to depict his characters in his play MotherFigure from 1974. By using a pragmatic approach, including Gricean maxims,speech acts and politeness theories, I will examine how the three maincharacters communicate and what conclusions can be drawn from this. First, Itake a look at the language strategies given to each of the characters as theyenter the stage. After that I look at the interaction and the struggle forpower. The conclusion I made is that Lucy has many bald-on records, which makesher role very powerful. Rosemary, on the other hand, maintains her weak statusby using many politeness strategies and vague utterances. Terry, the thirdcharacter, is forced to surrender to the adult-child power struggle that Lucyhas been caught up in.

  • 93.
    Scheffka, Karin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Spoken English in grade 5 and grade 9: A survey of When and How often Oral English is Used in the Classroom2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Most pupilsin grade 5 and grade 9 pass the oral part of the national exam. The aim of thispaper is to find out when and how often the pupils speak English in theclassroom. There is also a question of when and how often the teachers speak inEnglish and why the teachers make these choices.

    The studywas carried out by using a questionnaire. The pupils were asked two questionsand the teachers were asked almost the same two questions with the addition offive open questions. 71 fifth graders from four different classes and 94 ninthgraders from four different classes responded. 3 teachers from grade 5 and 4teachers from grade 9 also participated.

    Theresults show that both the teachers and the pupils use spoken English in avariety of situations such as communication between teacher and pupil and amongpupils. The younger pupils take on a more passive role, like imitating theteacher, but there is a progression from more controlled situations to moreopen situations. There seems to be a more varied, but less regular communicationin the older ages. The teachers want to speak English as much as possible, butoften explain difficult parts in Swedish in order for the pupils to understand.

  • 94.
    Soffronow, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Multilingual Classrooms: A study of four Filipino teachers' experiences2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The majority of the world's population is multilingual, and there is an increase of demands on teachers worldwide to meet pupils' diverse linguistic needs and abilities. This paper on multilingualism aims to explore four Filipino teachers' experiences of working in a multilingual context. The study is based on a sociocultural perspective on language and learning, and views the school as an institution within a larger context. Through thematic interviews, the linguistic environments in the four teachers' classrooms are described. The paper also aims to describe the status of the languages used within the context of the schools, and how the teachers express the correlations between language and identity. The results demonstrate a complex linguistic situation where the teachers have a pragmatic approach to the three languages in their everyday lives, and the use of code-switching is common. English has a high status in the society, which is also noticeable in the classroom, but the teachers work to support pupils' identity development by also allowing them to express themselves in their mother tongue.

  • 95.
    Standar, Caroline
    et al.
    Jönköping University, School of Education and Communication.
    Bagler, Cornelia
    Jönköping University, School of Education and Communication.
    De har ingen koll på dem: Ett undervisningsexperiment om de och dem2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 96.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    A translation of worlds: Aspects of cultural translation and Australian migration literature2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores the exchange of cultural information that takes place in the meeting between immigrant and non-immigrant characters in a selection of Australian novels focusing on the theme of migration: Heartland (1989) by Angelika Fremd, A Change of Skies (1991) by Yasmine Gooneratne, Stella’s Place (1998) by Jim Sakkas, Hiam (1998) by Eva Sallis and Love and Vertigo (2000) by Hsu-Ming Teo. The concept cultural translation functions as a theoretical tool in the analyses. The translation model is particularly useful for this purpose since it parallels the migration process and emphasises the power relations involved in cultural encounters. Within the framework of the study, cultural translation is defined as making an unfamiliar cultural phenomenon familiar to someone. On the intratextual level of the text, the characters take on roles as translators and interpreters and make use of certain tools such as storytelling and food to effect translation. On the extratextual level, Fremd, Gooneratne, Sakkas, Sallis and Teo represent cultural translation in the four thematic areas the immigrant child, storytelling, food and life crisis.

    The first theme, the immigrant child, examined in chapter one, explores the effects of using the immigrant child as translator in communication situations between immigrants and representatives of Australian public institutions. In these situations, the child becomes the adult’s interpreter of the Australian target culture. The role as translator entails other roles such as a link to and a shield against the Australian society and, as a result, traditional power relations are reversed. Chapter two analyses how the second theme, storytelling, is presented as an instrument for cultural education and cultural translation in the texts. Storytelling functions to transfer power relations and resistance from one generation to the next. Through storytelling, the immigrant’s hybrid identity is maintained because the connection to the source culture is strengthened, both for the storyteller and the listener. The third theme, food as a symbol of cultural identity and as representation of the source and target cultures, is explored in chapter three. Source and target food cultures are polarised in the novels, and through an acceptance or a rejection of food from the source or target cultures, the characters symbolically accept or reject a belonging to that particular cultural environment. A fusion between the source and target food cultures emphasises the immigrant characters’ cultural hybridity and functions as a strategic marketing of culturally specific elements during which a specific source culture is translated to a target consumer. Finally, the fourth theme, life crisis, is analysed in chapter four where it is a necessary means through which the characters experience a second encounter with Australia and Australians. While their first encounter with Australia traps the characters in a liminal space/phase that is signified by cultural distancing, the second encounter offers a desire and ability for cultural translation, an acceptance of cultural hybridity and the possibility to become translated beings – a state where the characters are able to translate back and forth between the source and target cultures.

  • 97.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Response2013In: Translation Studies, ISSN 1478-1700, E-ISSN 1751-2921, Vol. 6, no 1, p. 111-114Article in journal (Other academic)
  • 98.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Teaching English in a Diverse Classroom: An Effect of the New Media Ecology?2016Conference paper (Refereed)
    Abstract [en]

    This paper focuses on teaching English in a diverse classroom. This diversity is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context.

  • 99.
    Svensson, Anette
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lundström, Stefan
    Luleå tekniska universitet.
    Fiktionernas textuniversum: Två empiriska exempel2016Conference paper (Refereed)
    Abstract [sv]

    I dagens samhälle är ungdomar masskonsumenter av olika sorters texter (Medierådet 2015), men de är också i hög grad delaktiga i textskapandet. Ofta finns en innehållsmässig relation mellan produktion och konsumtion. I denna så kallade konvergenskultur (Jenkins 2006) kan deltagarna därför benämnas prosumenter (Toffler 1980). Kännetecknande för konvergenskulturen är bland annat att berättande texter i olika medieformat i stor utsträckning används parallellt, exempelvis romaner, dikter, filmer, tv-serier, musiklåtar, videoklipp, datorspel, serier och fanfiktioner. Textuniversum, dvs. när ett visst fiktionsinnehåll uttrycks i olika text- och medieformat (jfr Lundström & Olin-Scheller 2010), är exempel på sådan parallell användning.

    Med utgångspunkt i ungdomars användning av textuniversum i en fritidskontext presenterar föredraget modalitets- och värdeanalyser av de två olika textuniversumen Pride and Prejudice och Fables. Analyserna har även ett didaktiskt perspektiv och fokuserar dels hur fiktionsanvändningen kan se ut, dels vilket lärande som äger rum i användningen. Resultaten diskuteras i relation till skolans undervisning kring fiktionstexter.

    I analysen av textuniversumet kring Jane Austens Pride and Prejudice ställs ”klassikern” i centrum. Tidigare forskning visar att gymnasielärare uppfattar att klassiker är svåra att undervisa om eftersom eleverna tycker att de är svåra att läsa (Svensson, 2015). Pride and Prejudice är ett textuniversum som idag uppvisar en mycket omfattande (fritids)användning, med ett stort antal texter från olika tider som relaterar till ursprungstexten. Analysen belyser hur en klassiker kan bidra till en textförståelse på både individuell och kollektiv nivå idag.

    I analysen av Fables, ett textuniversum som använder karaktärer från klassiska sagor i realistiska miljöer, fokuseras dels på hur re-mediering och intertextualitet kan se ut inom textuniversum, dels på hur normer idag kan uppstå kring, och påverka läsningen av, fritidens fiktioner.

  • 100.
    Svensson, Ann-Katrin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Barnet, språket och miljön: Från ord till mening1998Book (Other academic)
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