Malmö University Publications
Change search
Refine search result
12345 1 - 50 of 248
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Adelmann, Kent
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Eavesdropping as Listening Development2012In: International journal of Listening, ISSN 1090-4018, E-ISSN 1932-586X, Vol. 26, no 2, p. 91-93Article in journal (Refereed)
    Abstract [en]

    In ordinary life we are constantly imbued by listening, and we seem to interact in different contextual dimensions of culture and society (Adelmann, 2002; Linell, 1998), both verbally and nonverbally. “Life by its very nature is dialogic. To live means to participate in dialogue,” according to the Russian scholar Mikhail M. Bakhtin (1984, p. 293). In everyday life we get used to many kinds of situations where we hear conversations that we are actually not supposed to hear. For example, while we are waiting for the bus or subway we may listen to people next to us who appear to being having an argument. Usually we do not notice all these routine situations. But sometimes we do notice some interaction and listen with some attention. We have more of an absentminded attention and rarely listen attentively, but what if we did? The activity in listening presented here takes advantage of our daily and personal listening experiences of eavesdropping and use it for the educational purpose of listening development.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Adelmann, Kent
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    The art of listening in an educational perspective: listening reception in the mother tongue2012In: Education Inquiry, E-ISSN 2000-4508, Vol. 3, no 4, p. 513-534Article in journal (Refereed)
    Abstract [en]

    The purpose is to contribute to the theory and practice of listening reception as one of the four language arts in Swedish as a school subject. The object of inquiry is The Art of Listening (Adelmann 2009) as a Swedish example from a Scandinavian context, compared to mainstream listening research in the USA. The problem explored is: How can we, as researchers and teachers, handle some of the problems within international listening research and adapt listening research to a Scandinavian context. Results of the study show that The Art of Listening is mainly influenced by listening research in the USA, but also offer an alternative theoretical framework for listening by the Russian scholar Mikhail M. Bakhtin (1895–1975). The main conclusion is that with an educational approach and an alternative theoretical framework it is possible to work with an expanding and including perspective in listening research and listening education. Keywords: listening, listening process, listening skills, listening strategies, listening reception, listening response, dialogue, talk in interaction, conversation, speech

    Download full text (pdf)
    FULLTEXT01
  • 3.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Appladahl, Mats
    Listening management: lyssna för förändring2013Book (Other academic)
    Abstract [sv]

    I USA är lyssnandeforskning etablerad sedan länge och har de senaste decennierna uppmärksammats på bred front, inte minst inom arbetslivet, där chefer insett att det finns pengar att spara genom effektiv kommunikation på alla nivåer. Och kommunikation kan bara vara effektiv om någon lyssnar. Och ännu effektivare blir den förstås om den som lyssnar dessutom lyssnar effektivt. Vi presenterar här en chefsbok för ett ledarskap i förändring. I vårt teknik-, samtals- och kommunikationsintensiva samhälle erbjuder Listening Management™ för första gången i Skandinavien en möjlighet att slimma kommunikationen genom att lyssna effektivt. Listening Management™ fungerar därmed som ett stöd för ett systematiskt, strategiskt och hållbart förändringsarbete. Eller med andra ord: Att lyssna möjliggör förändring, och förändring kräver lyssnande.

  • 4.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Dahlbeck, Per
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Hermansson, Carina
    Jönsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Thavenius, Marie
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Widén, Pär
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Språkutveckling, medier och demokrati2014In: Medie- och informationskunnighet i Norden: en nyckel till demokrati och yttrandefrihet / [ed] Ulla Carlsson, Nordicom, 2014, p. 117-121Chapter in book (Other academic)
    Abstract [sv]

    Vi som har skrivit denna artikel är alla verksamma inom forskningsmiljön Svenska med didaktisk inriktning (SMDI) vid Malmö högskola. Frågor om språkutveckling i bred bemärkelse står här i centrum. För närvarande är vi engagerade i projektet ”SMDI och lärande i medielandskapet 2.0”. Vår teoretiska plattform kan beskrivas som medieekologisk, vilket kortfattat uttryckt innebär att vi är intresserade av de mångfaldiga och komplexa relationerna mellan medier och kommunikativa kompetenser (Elmfeldt & Erixon 2007; Erixon 2012; Hayles 2002). Dessa relationer förstås därför inte, som så ofta annars i skolsammanhang, i termer av enkelriktad påverkan eller effekter (exempelvis datorns och internets negativa inverkan på skriftspråket). Vår huvudpoäng i denna artikel är att medie- och informationskunnighet, MIK, handlar om, borde handla om, framför allt två saker: språkutveckling och demokrati.

  • 5.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Dahlbeck, Per
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jönsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Widén, Pär
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Kommunikativa kompetenser i det nya medielandskapet2013In: Medie- och informationskunnighet i nätverkssamhället: skolan och demokratin / [ed] Ulla Carlsson, Nordicom, 2013, p. 59-65Chapter in book (Other academic)
  • 6.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Brännström, MariaMalmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Licentiaterna talar i egen sak: rapport från Symposium i Malmö 25 november 2011 med Forskarskolan/Lärarlyftet inom SMDI2012Conference proceedings (editor) (Refereed)
    Abstract [sv]

    I den här konferensrapporten presenterar åtta licentiater sin forskning i ett didaktiskt skolutvecklingsperspektiv. Frågorna som behandlas gäller såväl några av svensklärarprofessionens generella utmaningar, t.ex. status och autonomi, som svensklärarnas kompetens att mera precis genomföra och bedöma den muntliga delen av det nationella provet på gymnasiet; såväl ett mer allmänt multimodalt perspektiv på meningsskapande, som ett mer specifikt perspektiv på elevernas filmerfarenheter i det nya medielanskapet; såväl ett yrkesanpassat läromedel som leder bort från svenskämnet, som ett skönlitterärt skrivande som leder tillbaka till svensktexten; samt såväl den konfliktfyllda och känsliga samhällsdiskussionen kring hederskultur inom det mångkulturella svenskämnet, som den traditionella synen på pojkars läsning av skönlitteratur på gymnasiets Byggprogram.

    Download full text (pdf)
    FULLTEXT01
  • 7.
    Aspelin, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    En tredje väg för skolan2012In: Skola och samhälleArticle in journal (Other (popular science, discussion, etc.))
    Download full text (pdf)
    FULLTEXT01
  • 8.
    Aspelin, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    How do relationships influence student achievement? Understanding student performance from a general, social psychological standpoint2012In: International Studies in Sociology of Education, ISSN 0962-0214, E-ISSN 1747-5066, Vol. 22, no 1, p. 41-56Article in journal (Refereed)
    Abstract [en]

    This article explores the influence of relationships on student achievement by examining empirical evidence and by adopting a social psychological theory. Initially, the issue is addressed from a national, Swedish context. Thereafter, two general questions are raised: (1) What is the influence of relationships on student achievement, according to empirical research? (2) How can the influence of relationships on student achievement be conceptualised? Question one is discussed from a body of international and Scandinavian research on general characteristics of teaching that promote student achievement. The argument leads to a model in which the teacher–student relationship is a key factor. In order to discuss the second question, Kenneth Gergen’s social psychological theory is applied. According to the analysis, relationships play an essential role in understanding student achievement. The relational process is regarded as an inherent aspect of educational life and the foundation for encouraging performance. By combining these perspectives, the significance of relationships for comprehending student achievement is revealed. In the final section of this text, practical–pedagogical implications are discussed with reference to a narrative about a young student’s knowledge development.

    Download full text (pdf)
    fulltext
  • 9.
    Aspelin, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Relationer och relationell pedagogik2012In: Uppdrag lärare - en antologi om status, yrkesskicklighet och framtidsdrömmar / [ed] Leif Mathiasson, Lärarförbundets förlag , 2012, p. 167-174Chapter in book (Other academic)
  • 10. Barbieri, Federica
    et al.
    Sauro, Shannon
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Exploring the spoken and written features of L2 learners’ text-chat under two task conditions2012Conference paper (Other academic)
    Abstract [en]

    Research on online discourse has found that computer-mediated communication (CMC) such as e-mail and text-chat exhibit features of both speech and writing (Danet & Herring, 2007). Such differences reflect the influence of contextual, social and technological factors on language practices (Androutsopoulos, 2006). A prominent contextual factor found in the computer-enhanced language classroom is the type of task learners engage in using CMC. Research on L2 performance within the complexity-accuracy-fluency (CAF) framework has found that task characteristics and task conditions exert a systematic influence on learners’ linguistic choices (Skehan, 2001). Accordingly, this study uses exploratory corpus-based techniques to compare the spoken and written features found in L2 learner text-chat output produced under two task conditions: on-task and off-task text-chat. The chatscripts analyzed in the present study were generated during text-chat interactions produced by 30 adult high intermediate and advanced Swedish university learners of English paired with US English speakers. Pairs met online for two 20 minute sessions to completed two collaborative writing tasks. After completing the task, participants used any remaining time to continue chatting. On-task chat was operationalized as chat turns bounded by task opening (e.g. Shall we begin?) and task closing sequences (e.g. That was all of my words.). Off-task chat was operationalized as chat turns preceding task opening sequences and chat turns following task closing sequences. Chatscripts were split to separate ‘on-task interaction’ from ‘off-task interaction’, in order to obtain two corpora representative of the language produced in these different conditions. On-task and off-task interaction were compared using the corpus-based techniques key-word analysis (Scott 1997) and concordancing. Analysis revealed intriguing differences in the relative use of features related to speech (e.g. first and second person pronouns, inserts) and writing (e.g. subordinators, stance adverbs) in the two task conditions.

  • 11.
    Bardenstam, Malin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Att bygga läsning-om byggelevers förhållningssätt till läsning i svenskämnet på gymnasiet2012Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This licentitate thesis is a study of Upper-Secondary School stu-dents’ approach towards reading fiction in the school subject of Swedish from a socio-cultural perspective. Furthermore, the social context and its importance for the students’ reading situation has been mapped. The students participating in the study are all first-graders and boys, studying the Construction Programme. The empirical material consists primarily of oral statements made by the students concerning their perception of how to read fiction in school. Using the construct of Pierre Bourdieu and with the reception model of Kathleen McCormick as a point of departure, the repertoirs of the students are described and analyzed. This study shows that the students bring different representa-tions of their group belonging, which effect their approach to rea-ding fiction. It also shows that the students’ idea of what a reader is and their own reading ability create their approach to reading. Ad-ditionally, the students have problems to see the actual purpose of reading fiction in a school situation. The results of the study show that in order to read fiction success-fully in a classroom situation, the school has to discuss and chal-lenge the students’ views of group belonging. Furthermore the school must improve when it comes to illustrating the more precise purpose and meaning of reading fiction in the school subject of Swedish. The study shows that because of the students’ different approa-ches to reading fiction, they tend to do two types of reading, one in-dividual and one for the school . In the latter, the students are incli-ned to limit their reading potential. And this is the real challenge for the subject of Swedish, but also ultimately the school, to challenge the students to use their full reading potential. Finally, the results of the study is discussed in relation to the new curriculum of the subject of Swedish, as it is presented in the sylla-bus ”Gy 11”. ”Gy 11” has been implemented since the autumn of 2011. Additionally, the consequences of the decreased number of hours for the subject of Swedish is considered. There are, however, stil good possibilities for the Swedish school to enable the students to reach their full reading potential in a class-room sitution.

    Download full text (pdf)
    FULLTEXT01
  • 12.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Aktionsforskande bibliotekarier: En rapport om läsfrämjande verksamhet2016Collection (editor) (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 13.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Educare 2013:2: Samhällsfrågor i skolans matematik- och NOundervisning2013Collection (editor) (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 14.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Forskningscirkeln som resurs för att utveckla lärares kunskap om hur de kan stödja studenters läs- och skrivutveckling i högre utbildning2014In: NU2014: Abstracts, 2014, article id 163Conference paper (Other academic)
    Abstract [sv]

    Presentationen bygger på resultat från ett forskningsprojekt där syftet var att undersöka hur en grupp lärare i högre utbildning kollaborativt reflekterar över och utvecklar kunskap om hur de kan stödja studenters läs- och skrivutveckling integrerat med sin ämnesundervisning. Projektet är influerat av aktionsforskning; det handlar om att utveckla och förändra en aktivitet, men också att få kunskap om vad som händer i processen (Aagaard Nielsen & Svensson, 2006; Somekh, 2006). Inom ramen för en forskningscirkel fick åtta kollegor från olika discipliner och ämnen möjlighet att delta i en kontinuerlig dialog där erfarenhetsbaserad och forskningsbaserad kunskap kunde mötas. Projektet varade i tre terminer och innebar även att deltagarna planerade och genomförde småskaliga undersökningar i sin egen praktik, där olika sätt att stödja studenterna prövades för att sedan analyseras och utvärderas i gruppen. För att förstå processen och interaktionen i forskningscirkeln har jag använt sociokulturell teori (Wertsch, 1998) samt teorier om den kritiska reflektionens betydelse för utveckling och förändring av vårt sätt att tänka och handla (Mezirow, 1998; Mälkki, 2011). Det empiriska materialet består av 10 audioinspelade forskningscirkelträffar, intervjuer med de åtta deltagarna samt de reflektioner jag som handledare skrev i anslutning till arbetet i forskningscirkeln. Resultatet visar att deltagarnas erfarenhetsbaserade berättelser tillsammans med läsning av forskningslitteratur blev kraftfulla resurser i gruppens meningsskapande arbete. Dessa resurser gav möjlighet till igenkänning och bekräftelse såväl som utmaningar. I mötet mellan praktik och teori skapades förutsättningar för jämförelser mellan individuella och institutionella praktiker och för kritisk reflektion och förändring i sätt att tänka och handla. Gruppens samtal var inledningsvis orienterade mot brister hos studenter och i tidigare utbildning men kom alltmer att fokusera möjligheter och strategier för att förändra den egna undervisningspraktiken och institutionernas arbete. Mer uppmärksamhet ägnades åt aktiviteter, interaktionsmönster och processer som studenterna behöver involveras i för att utforska sätt att tänka, läsa och skriva inom en disciplin. Deltagarna utvecklade en bredare syn på akademisk literacy och en ökad medvetenhet om vikten av att tillsammans med studenterna uppmärksamma språkets betydelse för tänkande och kunskapsbildning. I framläggningen diskuterar jag forskningscirkeln som resurs för att utmana deltagarnas uppfattningar och värderingar och betydelsen av att de genomförde egna småskaliga forskningsprojekt men också de hinder som uppstod i processen. Vidare granskar jag kritiskt min dubbla roll som både handledare och forskare. Referenser Aagaard Nielsen, K. & Svensson, L. (Eds.) (2006). Action and Interactive Research. Beyond Practice and Theory. Maastricht: Shaker Publishing. Mezirow, J. (1998). "On critical reflection". Adult Education Quarterly, 48(3), 185-198. Mälkki, K (2011). Theorizing the Nature of Refelction. Helsinki: University Print. Wertsch, J. (1998). Mind as action. New York, Oxford: Oxford University Press. Somekh, B (2006). Action Research. A Methodology for Change and Development. New York: Open University Press.

  • 15.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Supporting academic literacies: university teachers in collaboration for change2016In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, no 5, p. 516-531Article in journal (Refereed)
    Abstract [en]

    This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ (Bergman 2014), in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work.

    Download full text (pdf)
    FULLTEXT01
  • 16.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    The Research Circle as a Resource in Challenging Academics' Perceptions of how to Support Students' Literacy Development in Higher Education2014In: Canadian Journal of Action research, ISSN 1925-7147, Vol. 15, no 2, p. 3-20Article in journal (Refereed)
    Abstract [en]

    This article deals with an action research project in which a group of academics from different disciplines reflect on and gradually extend their knowledge on how to support students’ academic literacy development. The aim of this research is to understand how the collaborative work becomes a resource in challenging participants’ initial perceptions. The results show that participants’ experience-based stories play a significant role alongside research-based knowledge. The participants’ conversations change character from focusing on approaches to remedy students’ failings to focusing on participants’ individual teaching practices and institutional responsibilities. Accordingly, a basis for change and development is created.

    Download full text (pdf)
    FULLTEXT01
  • 17.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    University teachers' negotiating different approaches to students' difficulties in acquiring academic genres2012Conference paper (Other academic)
    Abstract [en]

    Many students’ experience difficulties in acquiring the academic language; especially writing texts that meet the expectations and requirements of the education, but also to read and understand academic texts. Students’ difficulties in reading and writing in academic genres has received considerable attention in research and debate during the last decades. A less recognized issue is that university teachers in various disciplines and subjects and with varying success is trying to support students in their language development. Some of them make a lot of effort in supporting the students in different ways, aware of the fact that academic literacy practices, reading, writing and critical thinking, are of crucial importance for student's success. This effort is often done without having any education in language and language development and in most cases without support from their institutions. The focus of this paper is, firstly, to present an ongoing action research project where I explore how a group of university teachers develop their potentials to support students in their academic literacy development. The processes I explore take place within a research circle where colleagues from different faculties of the university, with support from me as a supervisor, get the opportunity to engage in a continuing dialogue where experience-based and research-based knowledge can meet. The participants also carry out a small-scale empirical investigation in their own practice based on the knowledge building that takes place in the research circle. Secondly, I will discuss some findings from the first semester of the research circle, where university teachers negotiate different approaches to students’ difficulties to read and write in academic genres.

  • 18.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Educare 2012:1: Artiklar2012Collection (editor) (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 19.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Educare 2013:1: Artiklar2013Collection (editor) (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 20.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).Hartsmar, NannyMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Lang, LenaMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).Ljungberg, CarolineMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).Småberg, ThomasMalmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).Söderman, JohanMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2014:2: Childhood, Learning and Didactics2014Collection (editor) (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 21.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Lundahl, Bo
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Theoretical underpinnings and ideals2013In: Observing language teaching practices in Saint Petersburg and Malmö: A two-year intercultural project involving students and faculty members from the State University of Saint Petersburg and Malmö University;1 / [ed] Bo Lundahl, Malmö University, Faculty of Education and Society , 2013, p. 17-18Chapter in book (Other academic)
    Abstract [en]

    An account of the theoretical thinking underpinnings of an intercultural project.

    Download full text (pdf)
    FULLTEXT01
  • 22.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Vilken väg tar den kritiska granskningen?: Studenter i samtal om en vetenskaplig artikel2014In: Högre Utbildning, E-ISSN 2000-7558, Vol. 4, no 1, p. 35-47Article in journal (Refereed)
    Abstract [en]

    Previous research indicates students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. An important task but also a challenge for university teachers is to support students in developing the reading, writing and critical thinking required in higher education. This article is based on a qualitative study of students' text-based conversations on a scientific article included in their course. Their task was to examine critically the qualities of the article based on a number of typical features in scientific texts. The conversations were recorded in four student groups with four to five students in each group. Our aim is to discuss the potentials that the content of the conversations gave for developing students understanding of the article and its context. We identified three themes relevant to the students’ comprehension: students’ views of the text's usability, their views of its reliability, and their attitudes towards the text. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need to develop their discourse awareness as well as their knowledge about the scientific process and the process of writing- and publishing, to understand and be able to critically examine a scientific text.

    Download full text (pdf)
    FULLTEXT01
  • 23.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Why is a researchers’ professional life important to students?2014Conference paper (Other academic)
    Abstract [en]

    Previous research indicated students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. Their problems with reading and writing academic texts also presents a challenge for university teachers, who are expected to support students in their academic language development. Our research project aims at exploring how text-based conversations can be used to develop students' understanding of the conventions in academic texts, as well as students’ ability to examine these texts critically. Students’ need for continuous support, related to the educational content, has been discussed before (e.g. Lea & Street, 1998; Monroe, 2003). University teachers, regardless of their subjects or disciplines, can support students’ reading and writing development in a variety of ways (e.g. Lillis & Scott, 2007; Wingate, 2011). Our point of departure is in socio-culturally oriented research on academic writing (e.g. Lea & Street, 1998; Blåsjö, 2004). For this investigation of text-based conversations, however, we also use more text-oriented and genre-based approaches (e.g. Hyland, 2004; Bazerman, Bonini & Figueiredo, 2009). Our project is based on a qualitative study of students' conversations on a scientific text included in their course. The text-based conversations were conducted during a three-hour session, in which the first part included a joint teacher-led discussion between the students and the teacher. This discussion was based on issues focusing some fundamental aspects of a text and its context: what is the problem and purpose of the study, what methods are used and for whom is this article written. The second half of the session was devoted to group discussions, where the task was to examine critically the qualities of the text based on a number of typical features in scientific texts, such as clarity, transparency, independency of context, text structure, and validity claims. The purpose of the assignment was for students to engage in a close reading of the text. These text-based conversations were recorded in several student groups. The recorded material was subsequently transcribed and analysed. We identified three themes relevant to the students’ comprehension of the academic text discussed: the text's usability, the text's reliability, and students' attitudes towards the text and the researchers. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need knowledge about researchers’ working conditions and their writing to understand why academic texts look as they do. In this talk, we focus on the critical potential of text-based conversations as a tool for students’ reading and writing development. References: Bazerman, C., Bonini, A. & Figueiredo, D.D.C. (Eds.). (2009). Genre in a changing world. Fort Collins, Colorado: WAC Clearinghouse. Blåsjö, M. (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Almqvist och Wiksell International. Hyland, K. (2004). Disciplinary Discourse. Social Interactions in Academic writing. Michigan: The University of Michigan Press. Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. Lillis T. M. & Scott, M. (2007). Defining academic literacies research. Issues of epistemology, ideology and strategy. Journal of Applied linguistics, 4(1), 5-32. Monroe, J. (2003). Writing in the disciplines. Peer Review, 6(1), 5-32. Wingate, U., Andon, N. & Cogo, A. (2011). Embedding academic writing instruction into

    Download full text (jpg)
    FULLTEXT01
  • 24.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Författaren i klassrummet: en pilotstudie2013In: Literacy i laeringskontekster / [ed] Dagrun Skjelbred, Aslaug Veum, Cappelen Damm Akademisk, 2013, p. 66-77Chapter in book (Other academic)
  • 25.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Läsningens scener2013In: Läsning / [ed] Jenny Björkman, Björn Fjaestad, Makadam Förlag, 2013, p. 122-134Chapter in book (Other academic)
    Abstract [sv]

    I denna artikel görs en analys av vilka olika scener för läsning som ett författarbesök i skolan kan ge upphov till. Vidare undersöks författarbesöket som en helhet och social praktik där elevernas arbete med den aktuella skönlitteraturen såväl före som efter själva besöket kartläggs.

  • 26. Bergöö, Kerstin
    et al.
    Jönsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Glädjen i att förstå: språk- och textarbete med barn2012Book (Other academic)
    Abstract [sv]

    Boken beskriver en aspekt som ofta får alltför lite fokus i arbetet med yngre barn, nämligen ett demokratiskt och kritiskt språkarbete kring sociala rättvisefrågor - s.k. critical literacy. Kärnan i ett sådant arbete är att barnen undersöker texter av olika slag som omger dem. Texterna undersöks med fokus på makt, genus, etnicitet och rättvisa: Vem är det som talar i texten? Vad säger texten oss? Varför? Skulle det kunna vara på något annat sätt?

  • 27.
    Brännström, Maria
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bedömning av det muntliga nationella provet: en bedömning för metaspråk om muntligheten2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The starting point in this licentiate thesis is the fact that students are to do a national test in Swedish, Course B, in upper secondary school, and that their oral presentations are to be assessed by the teacher. Since the assessment of orality must be equal according to the curriculum and irrespective of the teaching preceding the assessment, questions on teacher training in orality are highlighted. This is a general didactic problem in all subjects, but it might appear more acute in oral work, depending on a number of factors. The transience of speech makes an accurate assessment of the oral presentation difficult. The complexity of the oral situation might cause uncertainty as to what is to be assessed. Consequently, the point of departure in this thesis is a practical problem, which also has theoretical relevance.This study has a didactic perspective and rests on sociocultural theory, which emphasizes that learning and development are situated, mediated, and, as a result, dependent on linguistic and intellectual tools. Rhetoric and reception theory are the theoretical perspectives that contribute analytical tools to make visible the teacher’s preparation, realization, and assessment of the oral national test and the students’ understanding of this. The assessment is both formative and summative.The purpose of this study is to examine how the tools for metacommunication in the area of orality, tools supplied by rhetoric as a resource for concepts, are implemented and conveyed by a teacher in a class, before and in the assessment of the national test.Data were collected from a Natural Science Programme class. The national test in Swedish, Course B, takes place in the autumn term in year three.The results show the importance of the teachers and students, as well as the steering documents, having a common language for orality to support assessment and learning respectively. Orality has no such base, which is obvious in the steering material in Swedish accompanying the national test.The study shows how a rhetorically trained teacher can help develop a metalanguage, as well as didactic instruments to make the work with the preparations, the carrying through, and the assessment of oral presentations work smoothly. The result, however, shows how orality is given less scope in general and before the national test in particular, despite the high ambitions of the teacher. This is apparent in a more everyday and vague metalanguage, at the same time, as the didactic instruments are inadequate. The students’ ability of reception runs the risk of getting more limited.In the same way as writing, orality requires time for practice (techné), as well as distinct instructions in comments to the test material and steering documents concerning metalanguage, genre, and copia. By using the rhetorical work process as a tool, the teachers and students obtain a working instrument for producing speech that is supported by the theory of rhetoric. It can also be used when assessing an oral presentation, which gives the students and the teachers the same instrument for both speech production and its assessment. The study points to the fact that the distinctive characteristics of orality, memoria and actio, are not considered and problematized by the teacher to the same extent, as are other steps in the rhetoric work process. Teachers’ and students’ ability of reception runs the risk of becoming too restricted, which might jeopardize the equality of the assessment.

    Download full text (pdf)
    fulltext
  • 28. Chapelle, Carol A.
    et al.
    Sauro, Shannon
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Introduction to the handbook of technology and second language teaching and learning2017In: The Handbook of Technology and Second Language Teaching and Learning / [ed] Carol A. Chapelle, Shannon Sauro, John Wiley & Sons, 2017, p. 1-9Chapter in book (Other academic)
    Abstract [en]

    The Handbook of Technology and Second Language Teaching and Learning was conceived in response to the fact that technology has become integral to the ways that most language learners in the world today access materials in their second and foreign language, interact with others, learn in and out of the classroom, and take many language tests.

  • 29.
    Christensen, Jonas
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Hjortsjö, Maria
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Wärnsby, Anna
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Academic writing in social work education: reflections from an international classroom2017In: China Journal of Social Work, ISSN 1752-5098, E-ISSN 1752-5101, Vol. 10, no 1, p. 69-78Article in journal (Refereed)
    Abstract [en]

    The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to answer the following questions: in what way can academic writing support students’ learning in social work? What are students’ reflections on the pedagogical model involving academic writing? The theoretical framework for the analysis was based on learning theories focusing on collaborative learning. The main conclusion is that the instructors’ awareness of how to scaffold students’ ability to write in an academic context and to develop the students’ understanding of social work in a local and global context is an important factor in student learning.

  • 30. Dunn, Alyssa Hadley
    et al.
    Dotson, Erica K
    Behm Cross, Stephanie
    Kesner, John
    Lundahl, Bo
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Reconsidering the local after a transformative global experience: a comparison of two study abroad programs for preservice teachers2014In: Action in Teacher Education, ISSN 0162-6620, E-ISSN 2158-6098, Vol. 36, no 4, p. 283-304Article in journal (Refereed)
    Abstract [en]

    This comparative case study analyzes two study abroad experiences for preservice teachers—a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers’ understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) research questions included (1) What are preservice teachers’ experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers “go global.”

  • 31.
    Economou, Catarina
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Litteraturarbete i ett svenska som andraspråksklassrum2015In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 9, no 1, article id 9Article in journal (Refereed)
    Abstract [en]

    This article considers the role of reading fiction in Swedish as a second language instruction. The study examines how a group of advanced second language learners in a Swedish upper secondary school read, interpret and discuss a contemporary Swedish novel, how they interact with the text and with each other in relation to the text. Furthermore, it analyses which forms of reading the students use. It is a qualitative, empirical study based on field studies, transcriptions of tape recorded interaction and of written texts. The results indicate that second language learners in this context have a positive attitude towards reading and discussing what they read using several forms of reading. They often compare the content of the text to their own lives. One conclusion is that literature teaching and literature can be integrated into one Swedish subject in order to create even more meaningful interactions between students from different backgrounds. Another is that literature can be a means of language development as well as personal development.

    Download full text (pdf)
    FULLTEXT01
  • 32.
    Edström, Ann-Mari
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Exploring intentional instability as a quality of a learning environment2014In: Art, design & communication in higher education, ISSN 1474-273X, E-ISSN 2040-0896, Vol. 13, no 2, p. 117-134Article in journal (Refereed)
    Abstract [en]

    The article explores how intentional instability may be defined as a quality of a learning environment, thus aiming to contribute to the discussion concerning the complex question of what constitutes a creative learning environment. The study uses interviews and observations from three different art academies’ learning environments as a point of departure. Five variations of intentional instability are discerned and discussed, and intentional instability defined as follows: By intentionally twisting what we experience as familiar a bit, thus adding some instability, we are forced to shift positions and experience the familiar in new ways, and it is in this gap created in the discrepancy between balance and off balance that new insights may be articulated.

  • 33.
    Edström, Ann-Mari
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Svensson, Lennart
    Lunds universitet.
    The function of art students' use of studio conversations in relation to their art work2011In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 12, no 5Article in journal (Refereed)
    Abstract [en]

    The investigation presented in this article is focused on studies within a practice based MFA program in visual art in Sweden. The analysis presented is based on two interviews each with nine art students: One interview during their first and one during their fourth year of study. The analysis focuses on the relation between two aspects of their studies: The use of studio conversations and the relation to their own artwork. Data are analyzed and results are presented for each student as a case. The cases are compared and grouped based on similarities and differences. A close relationship between use of studio conversations and relation to own artwork is found, varying to its character from case to case. The results have implications for the understanding of the self-directed character of the studies and the very free form of curriculum typical of visual art practice education.

    Download full text (pdf)
    fulltext
  • 34.
    Elam, Katarina
    et al.
    Högskolan Väst, Avd för utbildningsvetenskap och språk.
    Hansson Stenhammar, Marie-Louise
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Karlsson Häikiö, Tarja
    Göteborgs universitet,Högskolan för design och konsthantverk.
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nejadmehr, Rasoul
    Wallin Wictorin, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för samhälls- och kulturvetenskap.
    Educating Responsible Citizens: Intercultural Competence and Aesthetic Education2017In: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching / [ed] Rodrígues Sieweke, Lara, Frankfurt am Main: Peter Lang Publishing Group , 2017, p. 61-80Chapter in book (Other academic)
    Abstract [en]

    What is aesthetic education good for in pedagogical regards and how can it be compared with the competencies that intercultural education aims at? Our main argument in the article is that the core of intercultural competencies consists of a number of overlapping modes of knowledge, skills and capabilities such as active empathy, critical approach to hidden colonial and racial heritages, dialogic relationships with the world and the other, as well as openness to experiences that are radically different from one’s own. We regard these skills, competencies and knowledge as main elements of “educating responsible citizens.” This article is a joint product of researchers working within different disciplines and with different knowledge interests. They share an interest in the question of if and how aesthetic education can lead to the particular intercultural competence of educating responsible citizens.

  • 35.
    Elmfeldt, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Att läsa och skriva i medieekologin2016Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I artikeln presenteras begreppen medieekologi, delningskultur och litteracitet med syfte att stimulera kollegial diskussion mellan lärare i alla ämnen i gymnasieskolan om undervisning och lärande i digitala miljöer.

  • 36.
    Elmfeldt, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Centralt upprättad kanon har spelat ut sin roll2017In: Svenskläraren, ISSN 0346-2412, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Globalisering, digitalisering och feministisk litteraturkritik har förändrat förutsättningarna för en kanon och vad som läses i skolan. Det är svenskläraren som måste välja vad som ska läsas.

    Download full text (pdf)
    FULLTEXT01
  • 37.
    Elmfeldt, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Det heliga i svenskämnet: en oåterkallelig reflektion2014In: Skolämnen i digital förändring: en medieekologisk undersökning / [ed] Per-Olof Erixon, Studentlittteratur , 2014, p. 203-224Chapter in book (Other academic)
  • 38. Eriksson, Andreas
    et al.
    Finnegan, Damian
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Wiktorsson, Maria
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Withers, Peter
    Kauppinen, Asko
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Wärnsby, Anna
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    MUCH: The Malmö University-Chalmers Corpus of Academic Writing as a Process2012Conference paper (Other academic)
    Abstract [en]

    MUCH: THE MALMÖ UNIVERSITY-CHALMERS CORPUS OF ACADEMIC WRITING AS A PROCESS Andreas Eriksson, Chalmers University of Technology, Gothenburg; Damian Finnegan, Asko Kauppinen, Maria Wiktorsson, Anna Wärnsby, Malmö University, Malmö; Peter Withers, Max Planck Institute for Psycholinguistics, Nijmegen This poster introduces a recently-launched corpus project which aims to compile and monitor various text drafts involved in the writing process of EFL students in higher education. The corpus material will consist of three drafts of undergraduate, master or PhD student texts. Additionally, the corpus will contain a collection of self-reflective papers. Papers will be collected from approximately 400 students per year over a three-year period. In addition to parts-of-speech tagging, the corpus will include peer comments between the first and second drafts and teacher comments between the second and third drafts, as well as annotations of information structure and rhetorical structures. Upon its completion, the corpus will consist of about 500,000 words, excluding the metadata and peer and teacher comments. The corpus is primarily an academic writing research corpus, but also a pedagogic and linguistic corpus, and it is the combination of these perspectives that we would like to emphasise. One important aim of the project is to narrow the gap between writing pedagogy and the use of corpora for teaching and learning purposes. In writing pedagogy, the focus has been on issues such as writing as social action (Miller 1984), feedback processes (Hyland & Hyland 2006) and the development of academic literacy (Lea & Street 1998, Lillis & Scott 2007, Street 2004), whereas there has been a tendency in corpus-driven and corpus-based pedagogy to focus on linguistic aspects of language learning, such as vocabulary, grammar and phraseology. This tendency is, for instance, evidenced in Flowerdew’s (2010) comprehensive overview of how corpora have been used in writing instruction. There are obviously notable exceptions to this somewhat sweeping description (see e.g. Charles 2007 and Flowerdew 2008). However, a lot more can be done to merge these two perspectives. We believe that a corpus containing drafts tagged for information structure, rhetorical structures, and linguistic structures as well as peer and teacher feedback is an important step in such a process. In this poster, we will establish the rationale for the project by exemplifying how the corpus can be used for research purposes as well as teaching and learning purposes. We will show how the corpus can be employed in the study of: 1) peer and teacher comments; 2) thesis statements and how these are formed, located and realised in students’ writing processes; and 3) linguistic structures, such as elements recurring in thesis statements. References: Charles, M. 2007. Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Specific Purposes 6: 289-302. Flowerdew, L. 2008. Corpus linguistics for academic literacies mediated through discussion activities. In D. Belcher & A. Hirvela (eds), The Oral-Literate Connection: Perspectives on L2, speaking, writing and other media interactions. Ann Arbor: University of Michigan Press, p. 268-287 Flowerdew, L. 2010. Using a corpus for writing instruction. In O’Keeffe, Anne & McCarthy, Michael (eds.). The Routledge Handbook of Corpus Linguistics. London/New York: Routledge, pp. 444-457. Hyland, K. & Hyland, F. (eds.). 2006. Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press. Miller, C. R. 1984. Genre as social action. Quarterly Journal of Speech, 70:151-167. Lea, M. R. and Street, B. (1998) Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2): 157–172. Lillis, T. & Scott, M. 2007. Defining Academic Literacies Research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1): 5-32. Street, B. (2004) Academic Literacies and the ‘new orders’: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences, 1(1): 9–20.

    Download full text (pdf)
    FULLTEXT01
  • 39.
    Finnegan, Damian
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Kauppinen, Asko
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Wärnsby, Anna
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Automated Feedback, Student Experience and Writing as a Process2012Conference paper (Other academic)
    Abstract [en]

    Damian Finnegan (damian.finnegan@mah.se) Asko Kauppinen (asko.kauppinen@mah.se) Anna Wärnsby (anna.warnsby@mah.se) Automated Feedback, Student Experience and Writing as a Process Many EFL learners struggle with issues pertaining to grammar, style and idiomaticity, and, traditionally, language teachers spend a lot of time addressing these mechanical errors (see Zamel 1985). This corrective practice seems to shape learner expectations of the type of feedback that is most effective or useful to them (Hedgcock and Lefkowitz 1996). In the context of teaching academic writing, this may easily pose a problem for allocating teacher resources away from teaching writing as a process to taking care of the learner language issues. Nowadays, e-platforms designed specifically to cater for academic writing offer a new range of feedback possibilities for teachers. Tasks pertaining particularly to language use can, for example, be created so that the feedback is fully automated. The easy and immediate access to such feedback is beneficial for learners with different proficiency levels (Brandl 1995). In our course, in order to free teacher resources for feedback on students’ critical thinking, treatment of sources, structure and context, we used automated feedback, i.e. direct corrections with metalinguistic comments generated within the e-platform, to feedback on skill building exercises pertaining to grammar, style and idiomaticity. Previous research indicates that direct corrective feedback on mechanical errors is efficient in facilitating learning (see Sheen 2007 for an overview of the field). In a pilot study on student experience of the writing process, we noticed that the level of student satisfaction with this automated feedback was surprisingly high and valued as much as the extensive written teacher feedback on papers submitted for examination. In our current study, we explore the impact automated feedback has on student experience of learning skills pertaining to the mechanics of writing as described above from beginner to advanced students of academic writing. Some of the factors we consider are the immediacy/remoteness of the feedback, the extent of the metalinguistic comment and the connection of the skill building exercises to the teaching materials. References Brandl, K. K. 1995. Strong and Weak Students' Preferences for Error Feedback Options and Responses. The modern Language Journal, vol. 79, no. 2, 194-211. Hedgcock, J. and Lefkowitz, N. 1996. Some Input on Input: Two Analyses of Student Response to Expert Feedback in L2 Writing. The Modern Language Journal, vol. 80, no. 3, 287-308. Sheen, Y. 2007. The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quaterly, vol. 41, no. 2, 255-283. Zamel, V. 1985. Responding to student writing. TESOL Quaterly, 19, 79-101.

    Download full text (pdf)
    FULLTEXT01
  • 40.
    Finnegan, Damian
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Kauppinen, Asko
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Wärnsby, Anna
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Scaffolding writing process in an EFL and multidisciplinary context2012Conference paper (Other academic)
    Abstract [en]

    One crucial challenge for teaching academic writing concerns the increasing heterogenisation of student populations. In many writing classes, we now find “any combination of native-born, international, refugee, permanent resident, and naturalized students,” exhibiting considerable linguistic diversity and multiple levels of English proficiency (Preto-Bay and Hansen, 2006; see also Hall, 2009). At the same time, interest towards academic writing in European higher education is growing, yet resources for teaching do not reflect this. Moreover, the wider student base demands practical application from their writing courses, not theoretical knowledge of language skills (see, for example, Anderson 1983, 2009 on procedural vs. declarative knowledge). To show how these problems can be addressed, we discuss the course in Academic Writing in English offered at Malmö University, Sweden, which currently enrolls approximately 300 students per year. Our students come from different disciplines, and English is a foreign language for most of them. The course design is explicitly based on the general model of information processing, which assumes that “complex behavior builds on simple processes” (McLaughlin and Heredia, 1996, p. 213). The focus of all learning activities is on acquisition of procedural knowledge geared towards comprehension and production. One distinctive feature of this course is the very tight integration of electronic resources and other teaching material. By utilizing technology to facilitate the writing process (see, for example, Askov and Bixler 1998 on computer-assisted instruction as means for achieving learner-centered classrooms), we provide diverse student populations with ample scaffolding in terms of various types of continuous feedback and highly individualised learning paths. REFERENCES Anderson, J. R. 2009. Cognitive Psychology and Its Implications. 7th edition. New York: Worth Publishers. Anderson, J. R. 1983. The Architecture of Cognition. Cambridge: Harvard University Press. Askov, E., & Bixler, B. 1998. “Transforming Adult Literacy Instruction Through Computer-Assisted Instruction.” In D. Reinking, M. McKenna, L. Labbo, & R. Kieffer (Eds.). 2009. Handbook of literacy and technology: transformations in a post-typographic world.184-203. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Hall, Jonathan. 2009. “WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority.” The WAC Journal. Vol. 20, November. 33-49. McLaughlin, B. and Hereda, J. L. C. 1996. “Information-processing Approaches to Research on Second Language Acquisition and Use.” In Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 213-228. Preto-Bay, Ana Maria and Kristine Hansen. 2006. “Preparing for the Tipping Point: Designing Writing Programs to Meet the Needs of the Changing Population.” WPA: Writing Program Administration, Vol. 30, Nos. 1-2, Fall. 37-57.

    Download full text (pdf)
    FULLTEXT01
  • 41.
    Finnegan, Damian
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Salih, Jasmin
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Kauppinen, Asko
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Wärnsby, Anna
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    On the Importance of Teaching Writing to Teacher Trainees2012Conference paper (Other academic)
    Abstract [en]

    Damian Finnegan (damian.finnegan@mah.se) Asko Kauppinen (asko.kauppinen@mah.se) Anna Wärnsby (anna.warnsby@mah.se) On the Importance of Teaching Academic Writing to Teacher Trainees Many EFL learners struggle with issues pertaining to grammar, style and idiomaticity, and, traditionally, language teachers spend a lot of time addressing these mechanical errors (Zamel 1985). This corrective practice seems to shape learner and teacher expectations of the type of feedback that is most effective or useful to learners (Hedgcock and Lefkowitz 1996). In the context of teaching academic writing, this may easily pose a problem for allocating teacher resources away from teaching writing as a process to taking care of the learner language issues. In the new Swedish school curriculum for English, however, the ability to write for different purposes and audiences and the familiarity with different text types is made prominent (Lgr11). Therefore, the teachers’ ability to reflect on the writing process as such and not only on the mechanical learner errors is crucial for the pupils’ achievement of the learning outcomes specified in the curriculum. At Malmö University, we facilitated systematic instruction to teacher trainees, amongst others, through the creation of courses in academic writing in English across the curriculum (WAC). The design of our courses is explicitly based on the general model of information processing, which assumes that “complex behavior builds on simple processes” (McLaughlin and Heredia, 1996, p. 213). The focus of all learning activities is on acquisition of procedural knowledge geared towards comprehension and production (see Anderson 1983, 2009). Specifically, we gear our courses to equip teacher trainees with tools that can later aid them in their reflection on elements of the writing process other than those that are traditionally addressed in the language classroom. In this paper, we address particularly the increased ability in teacher trainees to reflect upon their own and their peers’ writing. We look at their ability to identify core elements of the writing process, for example, purpose, audience, genre, structure, critical thinking, and meta-cognitive analysis. These data have been compiled in the form of self-reflective papers produced by teacher trainees upon completion of our course. References Anderson, J. R. 2009. Cognitive Psychology and Its Implications. 7th edition. New York: Worth Publishers. Anderson, J. R. 1983. The Architecture of Cognition. Cambridge: Harvard University Press. Hall, Jonathan. 2009. “WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority.” The WAC Journal. Vol. 20, November. 33-49. Hedgcock, J. and Lefkowitz, N. 1996. Some Input on Input: Two Analyses of Student Response to Expert Feedback in L2 Writing. The Modern Language Journal, vol. 80, no. 3, 287-308. McLaughlin, B. and Hereda, J. L. C. 1996. “Information-processing Approaches to Research on Second Language Acquisition and Use.” In Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 213-228. Preto-Bay, Ana Maria and Kristine Hansen. 2006. “Preparing for the Tipping Point: Designing Writing Programs to Meet the Needs of the Changing Population.” WPA: Writing Program Administration, Vol. 30, Nos. 1-2, Fall. 37-57.

    Download full text (pdf)
    FULLTEXT01
  • 42. Hackstaff, Karla
    et al.
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Négroni, Catherine
    Biography and turning points in Europe and America2012Book (Other academic)
    Abstract [en]

    This sociological collection advances the argument that the concept of a `turning point´expands our understanding of life experiences from a descriptive to a deeper and more abstract level of analysis. It addresses the conceptual issue of what distinguishes turning points from life transitions in general and raises crucial questions about the application of turning points as a biogrphical research method. Biography and turning points in Europe and America is all the more distinctive and significant due to its broad empirical database. The anthology includes authors from ten different countries, providing a number of contexts for thinking about how turning points relate to constructions of meaning shaped by globalisation and by cultural and structural meanings unique to each country. The book will be useful across a wide rangev of social sciences and particularly valuable for researchers needing a stronger theoretical base for biographical work.

  • 43.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Del 1. Introduktion: språkutvecklande arbetssätt i NO-ämnen2015Other (Other academic)
    Abstract [sv]

    I fysik, kemi och biologi utvecklar elever kunskaper och förmågor samtidigt som de ska utveckla språket för att uttrycka dessa. NO-undervisningen kan därför gynnas av redskap och begrepp ur språkdidaktiken. Del 1 beskriver bakgrund till och särdrag i en språkutvecklande NO-undervisning utifrån ett konkret exempel. Med utgångspunkt i elevers vardagsspråk visas vägen till skolspråk och ämnesspråk med hjälp av tre nyckelord: kontextualisering, interaktion och stöttning. Här presenteras även den teoretiska bakgrunden till en språkinriktad undervisning.

  • 44.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Del 1. Introduktion: språkutvecklande arbetssätt i SO-ämnen2015Other (Other academic)
    Abstract [sv]

    I denna artikel presenterar vi tankarna bakom ett språkutvecklande arbetssätt i SO, som är förankrat i läroplanen för grundskolan. Utifrån ett lektionsexempel beskrivs de utmärkande dragen i arbetssättet och hur man i SO-undervisningen kan skapa förutsättningar för elever att vidareutveckla sin språkliga repertoar av skolspråk och fackspråk.

  • 45.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Del 1. Språkutvecklande arbetssätt främjar lärande2017Other (Other academic)
    Abstract [en]

    Introduction to language sensitive teaching a s part of a Skolverket professional development module in the program Reading Boost.

    Download full text (pdf)
    FULLTEXT01
  • 46.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Onderwijs aan nieuwkomers organiseren: belangrijke inzichten en principes2016In: Nieuwkomers op school: onderwijs als startpunt voor een betere toekomst / [ed] Myriam Lieskamp, José van Loo, Annemieke Schoemaker, Uitgeverij Pica , 2016, p. 19-27Chapter in book (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 47.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Språkutvecklande arbetssätt främjar lärande2016Other (Other academic)
    Abstract [sv]

    I uppdraget för grundskollärare i alla ämnen ingår det att ge elever det stöd de behöver för att nå målen i läroplanen. Eftersom språket är en viktig nyckel i allt lärande behövs en stöttande undervisning som inkluderar lärandets språkliga dimensioner. Detta gäller alla ämnen från bild och biologi till teknik. I ämnesundervisningen utforskar eleverna verkligheten och de läser, talar, diskuterar och skriver om vad de upptäcker. Så får de nya insikter och begrepp. Artikeln introducerar ett språkutvecklande arbetssätt och utvecklingen av vardagsspråk, skolspråk och ämnesspråk. Introducerande artikel till Läslyftsmodulen Från vardagsspråk till Skolspråk

  • 48.
    Hajer, Maaike
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Zweden, gidsland in onderwijs aan nieuwkomers?2016In: Nieuwkomers op school: Onderwijs als startpunt voor een betere toekomst / [ed] Myriam Lieskamp, José van Loo, Annemieke Schoemaker, Uitgeverij Pica , 2016, p. 39-42Chapter in book (Other academic)
    Abstract [en]

    Specific characteristics of Swedens educational system and the reception of newcomer students are being described .

  • 49.
    Hajer, Maaike
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Economou, Catarina
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Following a Fast Track Course for Refugee Teachers at Malmö University: Följeforskning kring Snabbspårekursen vid Malmö Högskola 2016-20172017Report (Other academic)
    Abstract [en]

    The Swedish Government aims to support newly arrived immigrants to quickly find a workplace. Fast track courses started in the autumn of 2016 at Malmö University, Faculty of Education, where newly arrived individuals with a pedagogy background are offered an education of 26 weeks. . This report describes outline, results and recommendations from a small explorative study on the participants’ reflections and understanding of the role of teachers in Swedish schools in realising the pedagogy aimed for in the Swedish national primary and secondary school curriculum, specifically the interaction patterns and student participation in learning processes. The purpose of the study - within a short intensive period of time - is to formulate feedback for teacher trainers, school supervisors and recommendations for further course development.Focus group interviews with teacher-students, non -participant observations during relevant group discussions, written statements as well as quantitative data using Knezic (2012) Questionaaire on Teacher Beliefs on Learning were gathered. Analysis shows that the role of students and teachers in learning and classroom participation patterns certainly are relevant for the Fast Track course. Not only from the beginning was it part of the course curriculum, but teachers see the struggle of participants in understanding values, relations and communication. Even participants themselves express the differences between Syrian and Swedish classrooms in this respect as important and are willing to take their role to promote active student involvement. Quantitative data confirm that participants change their beliefs on the importance of participation in learning processes. Interviews and written statements reveal that the development of understanding a new classroom climate is a complex process, that can not be simplified by conveying knowledge. It affects participants identity as a teacher. It also requires a professional language proficiency in Swedish as a medium of instruction. Connection between content courses and second language courses in the fast track should therefore be strengthened .

    Download full text (pdf)
    FULLTEXT01
  • 50.
    Hajer, Maaike
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Meestringa, Theun
    Språkinriktad undervisning: en handbok2014 (ed. 2 rev. uppl.)Book (Other academic)
    Abstract [sv]

    Boken är uppdaterad och genomgående anpassad till svenska förhållanden och Lgr 11 och Lgy 11. I många klassrum finns idag elever med flerspråkig bakgrund. Undervisningen i skolans ämnen sker emellertid mest på svenska. Hur klarar skolan utmaningen att ge ämnesundervisning av hög kvalitet när det finns så stora skillnader i elevernas behärskning av svenskan? Vilka verktyg kan skolan ge lärare i alla ämnen och program för att göra undervisningen både mer effektiv och lockande? Maaike Hajer och Theun Meestringa visar hur ämneslärare kan fördjupa sin förståelse av sambandet mellan språk och lärande. Handfasta exempel och metoder skapar förutsättningar för högre måluppfyllelse för grundskolans högstadium och för gymnasiet. Stöd ges till att utforma ämnesundervisningen på ett språkutvecklande sätt, från planering och förberedelser till genomförande och utvärdering. Boken kan också användas i arbetslag för kunskapsdiskussioner om bl.a. bedömningskriterier och för att främja ämnesövergripande arbetssätt.

12345 1 - 50 of 248
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf