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Embodied pronunciation teaching: A teacher cognition approach
Get PDFResearch has shown that gestures can have beneficial effects on second language pronunciation learning. However, previous studies have been conducted mainly in labs and not in classrooms. While teaching tips (e.g. from language learning materials) often include using visual resources such as body language and text annotations in pronunciation instruction, little is known about teachers’ ideas about such resources and their conscious efforts to incorporate body language and gestures in their classroom practice.
The primary aim of this study is to explore teachers’ ideas and strategies for pronunciation teaching, in particular the use of body language and gestures. To delve into this matter, we conducted semi-structured interviews with nine teachers, all teaching beginner level Swedish to teenagers or adults. A particular focus towards the end of the interviews was given to the use of gestures in teaching two known difficulties in second language Swedish: /i/≠/y/ and the quantity contrast (vila≠villa). The interviews were filmed and subsequently transcribed and analyzed thematically.
Analysis is ongoing but preliminary results show that teachers claim that body language plays an important role in their pronunciation teaching. Indeed, all of them mention using exaggerated articulation, gestures or objects when teaching Swedish vowels and in particular the contrast /i/≠/y/, for example placing a pen above the top lip to elicit the specific protruding lip rounding for /y/. Additionally, when asked about gestures to illustrate the quantity contrast most teachers indicate using very similar gestures. Results are discussed in light of previous studies on the effects of gestures.
This study is part of a five-year research project, named “Swedish Embodied Pronunciation Training,” which focuses on the impact of embodied pronunciation training on learners’ Swedish pronunciation in lab and classroom experiments, more specifically the effects of such training on the two phonological features mentioned above. In addition to the primary aim of understanding how teachers reason about the use of gestures and body language in their teaching practice, the study presented here also serves as an inspiration for the choice of gestures to be used in the upcoming experiments
Consideration of language education from early childhood to adulthood (old age) in Japan: Focusing on “transition”
Get PDFThis research delves into the “connections” of language education across various educational levels in Japan, analyzing curriculum guidelines to highlight characteristics of these transitions. Additionally, it explores bilingual education policies targeting foreign workers within the context of adult and elderly education, emphasizing support for socially vulnerable groups through oral history methodology. This investigation aims to clarify the integration and progression of language education within Japan’s public curriculum, shedding light on the broader implications of educational policies for both the youth and adult populations.
In Japan, the curriculum emphasizes Japanese language learning within the “language” sector while treating foreign language education, including native languages of foreign children, as part of “environment” or “human relations” for cross-cultural understanding. As students advance, foreign language education, primarily English, becomes integral from middle grades and is emphasized in secondary education as preparatory for higher education entrance exams. Despite these structured transitions, the seamless connection of language education across different educational stages often goes unnoticed.
At the next stage, higher education, multilingual and international education is increasingly important in globalized society. These programs aim to provide students with the ability to communicate across cultures and understand global issues. By learning multiple languages and diverse cultures, students are better prepared for international careers and collaborations.
Furthermore, the evolution of adult education in Japan since the 1960s, particularly post-economic boom, has led to a university enrollment rate of 57.7% among the youth. Adult education focuses on supporting socially vulnerable individuals and enhancing economic skills, including corporate education and graduate studies. With Japan facing a super-aged society, there’s an increasing focus on education for older adults and labor support to foster independence.
This study highlights Japan's strategic shift towards inclusive, multilingual education across all ages, responding to globalization and a diverse workforce. It emphasizes the challenge of integrating language learning through educational stages, aiming to equip citizens for both local and global participation. Japan's approach reflects a broader vision for a society that values lifelong learning, inclusiveness, and adaptability, underscoring the importance of education in navigating economic shifts
Left, Right or Wrong? Rammstein Playing with Symbols of Sex, Violence and Dictatorship as a Test of Democracy
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Lärande för inkludering i arbetsliv och samhälle: Om sociala insatser riktade till utsatta EU-migranter i Sverige
No full textSocial inclusion and lifelong learning are two key areas for the European Union’s labour market-, education- and social political areas. The EU has been successful in spreading these policy concepts in the member states and thus in affecting the national politics in Sweden and other countries. In this article I interrogate how EU-funded social initiatives targeting marginalized EU-migrants in Sweden seek to achieve learning for social inclusion. Particularly it is initiatives funded by FEAD – Fund for European Aid to the most Deprived – that is analysed. FEAD funded welfare projects in Sweden during 2014-2020.
The analysis is inspired by Foucault and others who have elaborated on his thoughts about governmentality and power. I analyse how members of the target group are being governed, as learning subjects, towards social inclusion. Here, I shed light on the issues of what the target groups are seen in need to learn in order to become included. Learning is, from this perspective, a matter of governing. Learning has been thoroughly analysed with approaches inspired by Michel Foucault. Learning is a key policy concept in the EU, and EU citizens are constantly urged to understand themselves as active lifelong learners, not least by becoming employable, which is seen as a crucial step towards social inclusion. From a Foucauldian perspective learning and governing are both a matter of ‘conducting the conduct’ of oneself and others. In this case, the learning activities seek to govern the target group towards becoming socially included in society and on the labour market. Against this background, it is crucial to interrogate how the problems represented in policy are dealt with and understood by various actors engaged in social initiatives for inclusion. Therefore, I analyse both the major EU policy that governs FEAD activities in Sweden and the statements of people engaged in projects funded by FEAD.
The aim of the study is to contribute with knowledge about how possibilities and constraints are constructed in relation to how learning and social inclusion can be facilitated for marginalized groups. The study contributes with knowledge about how conditions for learning for inclusion are understood by welfare professionals. In the article I analyse how problem representations, challenges and opportunities for learning in EU-funded social initiatives in Sweden are formulated and the rationalities underpinning the governing of the target groups.
The empirical material consists of 16 qualitative interviews with people who, in various ways, are involved in the EU-funded initiatives, for instance project leaders, project coordinators and steering group members. The interviews were carried out in 2018 and 2019. During this period there were five FEAD-projects up and running. I have interviewed representatives from all five projects as well as from the FEAD headquarters in Sweden. In addition, the main policy guiding FEAD-funded activities in Sweden is analysed.
One of the main results of the study concerns the identification of two different learning rationalities: learning oriented towards the individual and learning oriented towards societal structures. The individually oriented learning rationality is concerned with the wellbeing of the induvial and focus on promoting a healthy lifestyle for the target group. The structurally oriented learning rationality is concerned with facilitating citizenship knowledge, knowledge about social rights and responsibilities in Sweden and in Europe. Through such focus, an increased awareness about civic issues, can strengthen the target groups participation in society. Social inkludering och livslångt lärande utgör nyckelområden inom den Europeiska unionens arbetsmarknads-, utbildnings- och socialpolitiska områden. I denna artikel undersöks hur professionella inom EU-finansierade insatser riktade till utsatta EU-migranter i Sverige arbetar med att främja lärande för social inkludering för målgruppen. Analysen är inspirerad av Foucaults begreppsapparat kring styrningsrationaliteter och makt. Syftet är att bidra med kunskap om lärande riktat mot utsatta grupper som ska lära sig att bli socialt inkluderade. I artikeln analyseras vilka problembilder, utmaningar och möjligheter för lärande som lyfts fram inom EU-finansierade sociala insatser samt vilka pedagogiska rationaliteter och tekniker som ligger till grund för fostrandet av projektens deltagare. Det empiriska underlaget för artikeln är 16 kvalitativa intervjuer med personer som på olika vis är involverade i de EU-finansierade insatserna. Ett av studiens huvudsakliga resultat handlar om två olika rationaliteter för lärande som identifierats; individorienterat lärande samt strukturellt inriktat lärande. Det individorienterade lärandet handlar om fysisk och psykisk ohälsa sprungen ur projektdeltagarnas leverne. Det strukturellt orienterade lärandet handlar om att främja medborgarkunskap – kunskap om vilka rättigheter och skyldigheter som finns i Sverige och Europa - för att främja gruppens deltagande i samhällslivet och demokratin
Mathematics is MInE – Ett gemensamt utforskande av inkludering och likvärdighet i matematikklassrummet
Get PDFUnder passet kommer vi att delge vår pågående forskning om hur inkludering och likvärdighet villkoras och kan stödjas genom undervisning i olika matematikklassrum (se exempelvis Roos & Bagger, 2024). Vi rapporterar från forskningsprojektet "Mathematics is MInE" där vi som forskare samarbetar med lärare i tidiga skolår i ett gemensamt utforskande av inkludering och likvärdighet (Bagger & Roos, in press). Projektet har skolutveckling centralt och teorier kring detta presenteras (Ainscow, 2020; Messiou & Ainscow, 2020).
Projektets resultat åskådliggörs i form av principer som kan användas för att kartlägga och förstå hur inkludering och likvärdighet blir till. Vi delger även vad vi tillsammans med de två skolorna i MInE - projektet för tillfället gör för att involvera eleverna i att undersöka och utveckla inkludering och likvärdighet i matematikklassrummet.
Två fiktiva fall med tillhörande diskussionsfrågor som använts i projektets fokusgruppsamtal kommer att delges (Bagger & Roos, in press). Dessa kan sedan användas som en övning för att utforska principerna kring inkludering och likvärdighet i matematikklassrummet i deltagarnas egen kontext.
Sammanfattningsvis fokuseras ett utforskande av hur likvärdighet och inkludering i matematikklassrummet kan villkoras och stödjas på individ, grupp och organisationsnivå
Delaktighet och lärande för elever med olika förkunskaper i matematik - hur undervisning av hela tal kan utformas för elever på lågstadiet
Get PDFDe lektioner som har analyserats i studien har ingått i en learning study (Lövström, 2015, 2023) och designats utifrån variationsteoretiska principer (Marton, 2015). Begreppet delaktighet används med innebörden att undervisningens bidrag till elevers lärande fokuseras (jfr. Florian et al., 2017). Begreppet matematisk diskurs används för att i detalj analysera kommunikationen i klassrummet, med särskilt fokus på de matematiska rutiner som läraren använder (jfr. Sfard, 2008).
Djupgående analyser av två av de lektioner som ingick i learning studyn genomfördes. Lektionerna studerades bland annat utifrån huruvida undervisningen föreföll stödja lärandet för varje elev.
De båda analyserade lektionerna skilde sig betydligt åt avseende huruvida hänsyn togs till respektive elevs förkunskaper, samt om undervisningens utformning föreföll vara stödjande för respektive elevs lärande. I den mest framgångsrika lektionen använde läraren ett stort antal rutiner som verkade vara centrala för undervisningens resultat, bland annat rutiner för att koppla samman vardagsspråk med matematiskt språk och representationer. Lärarens roll var att stödja eleverna i att ta steget från ett deltagande i enklare rutiner med syftet att få tillgång till en gemensam matematisk förförståelse, till ett deltagande i mer komplexa rutiner med syftet att utmana elevernas tänkande och konstruera samt stödja ny matematisk förståelse. Detta steg identifierades som ett mycket viktigt steg att åstadkomma i undervisningen. I den andra lektionen däremot såg resultatet för respektive elevs lärande och delaktighet annorlunda ut, eftersom undervisningens utformning enbart föreföll vara stödjande för vissa elever medan andra elever inte deltog nämnvärt i lektionen och inte heller förbättrade sitt lärande.
För att elever ska kunna ta steget från att besvara mycket enkla matematiska frågeställningar till att besvara mer komplexa frågor med tidigare okänt matematiskt innehåll, krävs ett omfattande stöd från läraren. Stödet bör ske i tät kommunikation med eleven och kopplas till matematiska uttrycksformer.
En förståelse behövs bland lärare för att det kan krävas mycket omfattande stöd i form av att hjälpa elever med att koppla samman språk och representationer med syftet att möjliggöra elevers delaktighet i ett matematiskt innehåll. Detta gäller i synnerhet de elever som uppvisar låga förkunskaper
NorVIS 2nd Young Researchers Conference: Abstracts 2024
No full textThe second NorVIS Young Researchers Conference was held at the University of South-Eastern Norway (USN) in Kongsberg the 28th of May 2024. This year, it was a hybrid conference with digital attendance from Sweden and Bergen to accommodate those unable to travel. The primary goal was to share knowledge, experiences and projects for researchers in the start of their careers and to stimulate to more vision and brain research. Further it is an arena for discussing clinical problems and research ideas, and to gain network with other professionals working in the field. The one-day meeting had presentations including study protocols, master’s project, PhD and post doc clinical research from a variety of professionals. The interdisciplinary professions included a neuropsychologist, specialized nurse, occupational therapists, speech therapist and optometrists. After the presentations, Jan Johansson and Helle K. Falkenberg shared their tips and experiences on writing abstracts for papers and conferences. The meeting was organised by Torgeir S. Mathisen and Helle K. Falkenberg from USN and was partly financed by the NorVIS network, www.synogslagnett.no. The abstracts from contributed authors are listed in the order of presentation