Malmö University
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Fake news in the classroom : Possibilities and challenges when teaching about disinformation
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Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education
No full textSecond-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development and their prior level of formal education. The present study contributes a concrete portrayal of what that association may look like by investigating a text corpus collected longitudinally from 38 students enrolled in Swedish for Immigrants. The texts were assessed by five experienced L2 teachers using the method of comparative judgement, which ascribes a holistic quality score to each text. The participants follow three study paths that reflect their varying levels of education, and statistical analyses revealed that study path significantly predicted the participants’ writing ability and their rate of writing development. Despite the small sample size and other limitations of the study, those results confirm the importance of treating educational background as a crucial factor in L2 writing research. Implications for curriculum design are discussed, and methodological challenges that further L2 research needs to address are highlighted
Primary school teachers' perspectives on the importance of spelling
No full textI läroplan för grundskola, förskoleklassen och fritidshemmet, Lgr22 (Skolverket, 2022) står det att stavning är en del av svenskundervisningen. Lgr22 skiljer sig inte nämnvärt från föregångaren Lgr11. Här står det att elever ska få förutsättningar att kunna utveckla sitt tal- och skriftspråk. Elever ska arbeta med språklig struktur och normer där stavning ingår. Syftet med studien är att undersöka vilken roll och betydelse stavning ter sig för lärare som undervisar i ämnet svenska. Denna studie är kvalitativ och med semistrukturerade intervjuer har åtta lärare från fyra olika skolor fått ge sin syn på stavning, vad stavning har för påverkan i undervisning och hur de arbetar med stavning. Det finns olika teorier om hur undervisning i svenskämnet kan te sig i form av formalisering och funktionalisering samt separerande och integrerande förhållningssätt. Inom formalisering och separerande förhållningssätt är färdighetsträning och isolerade moment viktiga. När tekniken är uppnådd kan dessa moment ingå i en helhet i undervisningen. Däremot är kommunikation och innehåll viktigt inom funktionalisering och integrerande förhållningssätt. Läser och skriver elever mycket så sker en stavningsinlärning per automatik. Resultatet visade att de flesta lärare fokuserar mest på läs- och skrivning och att stavningen kommer i andra hand. Men några ansåg att stavning är så pass viktig att det fanns viss underlag för stavningsundervisning.
Barns delaktighet : en mikrosociologisk studie av barn- och familjeterapeutiska samtal
No full textChildren’s right to involvement (sometimes referred to as participation) in child and family social work practices is widely acknowledged. While research on the benefits of children’s involvement is expanding, there is also a growing body of studies suggesting varying outcomes. Yet, knowledge of what children’s involvement entails and how social workers contribute to it is still limited. The study aims to deepen the understanding of children’s involvement in child and family social work practices. Specifically, it seeks to generate empirically grounded knowledge on 1) how children exercise involvement, 2) how social workers contribute to children’s involvement, and 3) social workers’ and children’s perspectives on children’s involvement in child and family therapy sessions. Drawing on 23 audiovisual recordings of child and family therapy sessions and 24 stimulated recall interviews with children and social workers in the recordings, the results of the study propose that children exercise involvement in diverse and overlapping ways. For example, a child may simultaneously respond to a question (participatory involvement) and express their standpoint (positional involvement) as well as their emotions (emotional involvement). Moreover, the results illustrate how children’s involvement is co- constructed in and through dialogues. Social workers play an important role in these co-constructions, employing practices such as adjusting the intensity of what is spoken about and staying relevant. The practices are not rigidly defined. Instead, the results provide practical insights into how involvement processes can be continuously tailored and achieved in practice. The results also indicate that children share similar perspectives on what involvement entails and what involvement-facilitating processes look like.Notably, the children’s perspectives were largely aligned with those of the social workers. Finally, the results challenge the notion that children’s involvement is inherently positive (or negative). Rather than focusing solely on increasing involvement or achieving so-called “higher levels” of involvement, the results underscore the importance of working mindfully.Paper 3 in dissertation as manuscript.Paper 2 and 3 not included in the fulltext online.</p
Lärares perspektiv och erfarenheter av dramaaktiviteter i grundskolan
No full textThe purpose of this thesis is to investigate and analyze teachers’ perceptions and experiences of using process-oriented drama in English teaching in compulsory school. In this thesis, process-oriented drama refers to an aesthetic teaching strategy where the teacher uses improvisation and role play to structure lessons. Using a qualitative methodology, this research employed a semi-structured audio-recorded interview approach to explore teachers’ perceptions and experiences of process-oriented drama activities. The teachers’ answers in the interviews were analyzed using sociocultural theory. Two teachers were selected from primary school (grades 1-3) who used drama activities with beginner learners, and one teacher from middle school (grades 4-6). The method used for data analysis in this study is thematic analysis. The results show that teachers in compulsory school perceived drama- and language- integrated teaching as an essential method where body language, sounds, and movement are crucial for learning. One teacher perceived that the non- verbal language used in process drama makes abstract concepts more tangible and described how drama fosters social interactions, leading to improved relationships and enhanced pupils’ self - confidence. Importantly, drama can be adapted to suit pupils’ individual abilities. Additionally, teachers experienced the use of drama in the English language classroom as highly beneficial. One teacher experienced that incorporating rhythmic play and practicing dialogue provides pupils with meaningful opportunities to engage with the language. The teacher experienced the importance of “co- creating” with the pupils and adopting the “teacher in role” approach. The other teacher perceived that drama simulate real- life language situations, making learning more relevant and dynamic. They perceived that drama fosters creativity and collaboration among pupils.