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

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.”

This book in the area of Educational linguistics deals with different types of texts - spoken, written as well as images - and their importance and usefulness in language learning and language teaching. Text types and genres are emphasized based on a holistic view of speech, reading and writing. This new edition places more emphasis on strategies, assessment and digital forms of learning.

This book in the area of Educational linguistics deals with different types of texts - spoken, written as well as images - and their importance and usefulness in language learning and language teaching. Text types and genres are emphasized based on a holistic view of speech, reading and writing.

A presentation of the background to a two-year intercultural project involving students and faculty from The State University of Saint Petersburg and Malmö University,

The article compares the Swedish decentralied school system to the British England and Wales)standardised and prescriptive model. Using Hargreaves' descriptions of culture and contract regimes, it arrives at the conclusion that the quality in not found in the model itself but in the way it is constructed in the local context.

The article analyses the new steering documents for English for the Swedish school with a focus on the individual in relation to social interaction; implicit and explicit knowledge; English in relation to Swedish and culture as a process or product.

Strategies appear in all the parts of the syllabus for English in the new Swedish national curriculum introduced in 2011. The knowledge requirements for year 6 distinguish between the use of the singular “a strategy” for the lowest grade and the plural “strategies” for the higher grades.Although there are strong arguments in favour of including strategies in a language syllabus, teachers face several problems when assessing strategies summatively as a basis for grading, particularly listening and reading strategies. First, there is a problem of categorization and definition. Second, if listening and reading strategies are viewed metacognitively, they cannot be assessed when being used. Third, strategies may be used consciously or subconsciously. Fourth, the knowledge requirements indicate that teachers should establish a causal relationship between strategy use and comprehension, but strategies are not necessarily facilitative and learners’ successful comprehension may be due to other factors. While arguing that reception strategies should not have been included in the knowledge requirements, the text includes an example of how a teacher had her learners using listening strategies collaboratively and as a basis for formative assessment.

A discussion of how "text" is defined and viewed in The Common European Framework of Reference for Languages. The text also includes a discussion of how texts, text types and genres appear in the Swedish syllabuses for English.

The book centres around three concepts that are central to language acquisition and language teaching: texts, topics and tasks. It provides a theoretical and research-based foundation but it is also practical. The book is aimed at student teachers and teachers of English who focus on years 4-6 in their education and teaching, but it should also be of interest to K-3 teachers.

The article describes how different text types are expressed in the Swedish syllabuses for English. It also accounts for the role text types and genres may play for the development of a broad linguistic repertoire. Finally, it discusses the relationship between teacher support and students' ability to express themselves more freely.

The article analyses the new syllabuses for English based on the relationship between the different language abilities, the relationship between function and form, how the syllabuses view texts and culture. It also discusses to what extent the new knowledge requirements may lead to increased equivalence when studetnts' language is assessed.

The article discusses different ways of defining tasks in language education. It also discusses tasks and their potential for investigating teacher beliefs concerning language development and language teaching. Finally, the article discusses the relationship between teaching and learning

I denna rapport redovisas en studie där lärares bedömningar och betygssättning analyseras i tre olika ämnen: engelska, historia, idrott och hälsa. Analysen bygger på intervjuer med lärare i årskurs 9 i grundskolan och i gymnasieskolan. Studien ger en bild av hur lärare dels resonerar vid betygssättningstillfället kring värderingen av en elevs kunnighet i en del av kunskapskraven, dels kring värderingen vid sammanvägning av en elevs kunskaper till ett betyg. I intervjuerna beskriver lärarna, utifrån sin dokumentation, hur de resonerat kring betygssättning. Exempel på dokumentation och betygsunderlag som lärarna berör under intervjuerna analyseras och redovisas också i rapporten. Den övergripande frågan i studien är: Hur framträder lärares betygssättning och dokumentation i förhållande till styrdokument, vetenskaplig grund och beprövad erfarenhet? Resultatet indikerar att lärares förtrogenhet med betygssättningen varierar och betygen sätts i skiftande grad utifrån styrdokument, vetenskaplig grund eller beprövad erfarenhet. Det får konsekvenser för mångsidigheten och likvärdigheten i betygssättningen. I rapporten problematiseras och exemplifieras vad som kan avses med säkra bedömningar i förhållande till olika grunder såsom styrdokument, vetenskapliga grunder och beprövade erfarenheter. Vidare problematiseras och exemplifieras lärarnas dokumentation kopplad till olika grunder.