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  • 1.
    Abdalla, Fardosa
    Södertörn University, School of Culture and Education.
    Resistance of Female Stereotypes in The Bluest Eye : Destroying Images of Black Womanhood and Motherhood2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Stereotypes and myths are created by media to simplify and mystify reality. The two are used to form negative stereotypical images that are used as tools of social oppression in today’s white patriarchy. This essay will focus on how Toni Morrison’s The Bluest Eye depicts black womanhood and motherhood and resists the reductive images of black women through the narrative technique. In the text we find the stereotypical images of the Mammy and the Matriarch in the character Pauline "Polly" Breedlove, both simplifying and mystifying black motherhood but also condescending towards African-American family constellations. The text resists these images by making readers inhabit Polly who at first fits in to the two archetypes, only to then give us additional information and use an engaging narrative technique that invites the reader to decide if Polly really is the Mammy and the Matriarch.

  • 2.
    Allvin, Helen
    Södertörn University College, School of Discourse Studies.
    Ministern, makten och medierna: En textanalytisk undersökning av ett mediedrev2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    En kritisk textanalys av mediedrevet av den före detta handelsministern Maria Borelius.

  • 3.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Drei Texte im Kontext: Bilder aus der schwedischen Germanistik2000In: Text im Kontext: Beiträge zur 2. Arbeitstagung schwedischer Germanisten, Växjö, 5-6 Februar 1999 / [ed] Elisabeth Wåghäll Nivre, Evald Johansson och Bärbel Westphal, Växjö: Växjö Univ. Press , 2000, Vol. S. 4-16, p. 4-16Chapter in book (Other academic)
  • 4.
    Almgren, Birgitta
    Södertörn University College, Centre for Baltic and East European Studies (CBEES), The German Studies Research Unit.
    Germanistik2008In: Kulturwissenschaften und Nationalsozialismus / [ed] Jürgen Elvert & Jürgen Nielsen-Sikora, Stuttgart: Steiner , 2008, p. 625-646Chapter in book (Other academic)
  • 5.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Germanistik im Konflikt: Schwedische Wissenschaftler und Deutschland 1933-19452000In: Nachbarn im Ostseeraum über einander: Vorurteile, Klischees und Stereotypen in Texten / [ed] Helmut Müssener, Frank-Michael Kirsch, Charlotta Brylla, Ursula Naeve-Bucher, Huddinge: Södertörns högskola , 2000, Vol. S. 106-118, p. 106-118Chapter in book (Other academic)
  • 6.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Hur skriver du?: handledning i akademiskt uppsatsskrivande på tyska2000Report (Other academic)
  • 7.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Interkulturelle Perspektiven und Prozesse: Germanistik in Schweden in der Zeit des Nationalsozialismus2003In: Zeitenwende - die Germanistik auf dem Weg vom 20. ins 21. Jahrhundert: Akten des X. Internationalen Germanistenkongresses, Wien, 2000. Bd 11, Übersetzung und Literaturwissenschaft. Aktuelle und allgemeine Fragen der germanistischen Wissenschaftsgeschichte / [ed] Peter Wiesinger ; unter Mitarbeit von Hans Derkits, Bern: Lang , 2003, Vol. s. 257-263, p. 257-236Chapter in book (Other academic)
  • 8.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    [Recension av] Klemperer, Victor: An annotated edition of Victor Klemperer’s LTI, Notizbuch eines Philologen: with English notes and commentary by Roderick H. Watt. Lewiston, N.Y. ; E. Mellen Press, cop. 19971998In: Studia neophilologica, ISSN 0039-3274, no 70, p. 248-250Article, book review (Other academic)
  • 9.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Sprache als Instrument und Spiegel in der Apologie totalitärer Systeme: eine linguistische Analyse am Beispiel von schwedischen Texten zum NS-Deutschland (Sven Hedin) und zur DDR (Stellan Arvidson)2003In: Sprache und Politik im skandinavischen und deutschen Kontext 1933-1945 / [ed] Frank-Michael Kirsch, Birgitta Almgren, Aalborg: Universitetsforlag , 2003, Vol. S. 61-72, p. 61-72Chapter in book (Other academic)
  • 10.
    Almgren, Birgitta
    Södertörn University, Avdelning 1, German language.
    Tyskland i Sverige och Sverige i Tyskland2000In: Moderna Språk, ISSN 0026-8577, Vol. 94, no 1, p. 50-58Article in journal (Other academic)
  • 11.
    Almgren, Birgitta
    Södertörn University, School of Political Science, Economics and Law, The German Studies Research Centre.
    Zum Verhältnis Philologie vs. Kulturwissenschaft in der schwedischen Germanistik: Auslandsgermanistik - warum, wie, wozu?2006In: Germanistik in und für Europa. Faszination – Wissen: Texte des Münchener Germanistentages 2004 / [ed] Konrad Ehlich, Bielefeld: Aisthesis Verlag , 2006, p. 297-301Chapter in book (Other academic)
  • 12.
    Altemark, Mikael
    Södertörn University College, School of Culture and Communication.
    Lexis, Discourse Prosodies and the Taking of Stance: A Corpus Study of the Meaning of ‘Self-proclaimed’2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is concerned with the description of the semantic and pragmatic characteristics of the attributive adjective self-proclaimed, employing corpus-linguistic methodology to explore its meaning from user-based data. The initial query provided the material from which a lexical pro-file of the target word was constructed, systematically describing collocational data, semantic preferences, semantic associations and discourse prosodies. Qualitative analysis of sample con-cordances illustrated the role of the target word in expressing different kinds of meaning-bearing stances. The results demonstrate the importance of context and communicative functionality as constraints determining meaning, determining the discourse prosodies of self-proclaimed as one of either negation; accepted-positive and accepted-negative. Further, the analysis of self-proclaimed as a stance marker indicates the linking evaluative meanings of extended lexical units to the project of linguistic description of intersubjective stancetaking as a possibly fruitful venue for research

  • 13.
    Andersson, Petra
    et al.
    Södertörn University College, Lärarutbildningen.
    Wilson, Madeleine
    Södertörn University College, Lärarutbildningen.
    Känner ni Job, Rut, Rakel och Lea?: en studie om gymnasielärares syn på de bibliska berättelserna och texterna i svenskundervisningen2008Student thesis
    Abstract [en]

    The main aim of this essay is to examine how the Swedish comprehensive teachers reflect on and work with the Biblical stories and texts in their teaching. The research questions are; how are the Swedish teachers working with the Biblical stories and texts; what sort of stories do they choose and why; what kinds of emphasis do they put on the stories and texts and how do they perceive them. We have performed a qualitative study and the results show that Biblical stories and texts receive limited attention in the classrooms. The study shows that this is due to a number of factors such as lack of time, ignorance, and lack of knowledge regarding the issues. It also shows that the Swedish teachers rely on the teachers of religious studies to bring up the subject and that they are afraid they might offend some of their students. Paradoxically, the essay also shows that all teachers believe the study of Biblical stories and texts play an important role in improving the students understanding of literature in general.

  • 14.
    Andersson, Tove
    Södertörn University College, The School of Culture and Communication.
    In Control or In Despair: Protagonist Analysis of David Lurie in Disgrace and Okonkwo in Things Fall Apart2007Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
  • 15.
    Aronsson, Johanna
    Södertörn University, School of Culture and Education.
    Code Switching on Flashback: A Study of Code Switching on an Internet Based Discussion Forum2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a study of how English is used in a Swedish discussion forum called Flashback. The mixing of two languages when speaking or writing is called Code switching. Code switching often occurs in bilingual societies. In Sweden it is possible to say that English is a second language due to the daily encounter with the language through education, but also through different media. The daily encounter with English and the number of English loan words in Swedish might be a reason why code switching exists in Sweden. The material that was analyzed in this essay was collected from Flashback and analyzed with a method based on Sharp’s (2001) study of spoken language. The aim of this study was to see how often and in what way the users on Flashback code switched between Swedish and English. The results showed that even though English was used in the discussion, Swedish was the main language. Most of the code switches that were found in the material occurred in mixed units, in other words English was mixed with Swedish.

  • 16.
    Axelsson, Erik
    Södertörn University, Teacher Education.
    ”Vad kaotiskt allt skulle vara utan samtal.”: En fenomenografisk studie över elevers uppfattning om samtal.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine what perception grade 2 students has of dialogue when focusing on the Swedish language. The study is supported by phenomenography, which focuses on the students’ own conclusions surrounding the importance of dialogue. The survey is also supported by a metacognitive perspective. To achieve the aim, the following three questions has been formulated:

    • What perceptions do students in grade 2 have concerning dialogue?
    • In what way does the students’ perceptions of dialogue differ?
    • Do the students perceive dialogue as something of value?

    In summary, the results of this study are that in each student group it is agreed upon that dialogues are important but a majority of the students finds it difficult to keep up a dialogue. Therefore, it is important that teachers get all the help they need to be able to work with oracy, i.e. the ability to use oral tools such as speaking and listening. For them to succeed Mercer (2017) urges that oracy, as a tool, receives much more attention in schools.

  • 17.
    Axtelius, Margareta
    et al.
    Södertörn University College, Lärarutbildningen.
    Lindwall, Emma
    Södertörn University College, Lärarutbildningen.
    Lärares kunskaper om dyslexi2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Dyslexia is a functional problem, affecting the ability to read and write. As future teachers, we will meet students with dyslexia. The purpose with this exam study has therefore been to describe dyslexia and its causes. Another purpose was to find out – from the perspective of a teacher – what experienced teachers know about the problem and how they in practical work can enhance the learning process for students with dyslexia, both individually and in class. A connected purpose was to study results from research in how to facilitate learning for dyslectic students. (N = 27). The hypothesis was that teacher’s knowledge about dyslexia was too shallow. Our method of data collection was quantitative and qualitative enquiries in two schools in Stockholm County. The result derived from the answers was rather similar in character and confirmed our hypothesis.

  • 18.
    Beers Fägersten, Kristy
    Universität des Saarlands.
    A corpus approach to discursive constructions of a hip-hop identity2008In: Corpora and discourse: the challenges of different settings / [ed] Annelie Ädel, Randi Reppen, Amsterdam: John Benjamins Publishing Company, 2008, p. 211-242Chapter in book (Refereed)
  • 19.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Channel surfing: Tuning into the sounds of English2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, p. 202-230Chapter in book (Refereed)
  • 20.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Comic strips2014In: Encyclopedia of Humor Studies / [ed] Salvatore Attardo, Thousand Oaks, California: Sage Publications, 2014, 1, p. 155-156Chapter in book (Other academic)
  • 21.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education.
    Conversations in comic strip Swedish:: The case for applying conversation analysis to comic strip data2014Conference paper (Refereed)
  • 22. Beers Fägersten, Kristy
    Discourse Strategies and Power Roles in Student-led Distance Learning2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 2, p. 11-21Article in journal (Refereed)
  • 23.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Communication, English language.
    Fucking Svenska!2012In: Språktidningen, ISSN 1654-5028, no 4, p. 54-56Article in journal (Other academic)
  • 24.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    I'm learneding!: First language acquisition in The Simpsons2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, p. 257-281Chapter in book (Refereed)
  • 25.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Communication, English language.
    Intertextual quotation: References to media in family interaction2012In: The Appropriation of Media in Everyday Life: What People Do with Media / [ed] Ayass, Ruth; Gerhardt, Cornelia, Amsterdam: John Benjamins Publishing Company, 2012, p. 79-104Chapter in book (Refereed)
  • 26.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Snuff said!: Conflicting employee and corporate interests in the pursuit of a tobacco client.2015In: Digital Business Discourse / [ed] Erika Darics, New York: Palgrave Macmillan, 2015, p. 142-159Chapter in book (Refereed)
    Abstract [en]

    This chapter presents an analysis of intranet postings generated within a Swedish web consultancy during its pursuit of a tobacco company as client. Drawing from theories of crisis management, Beers Fägersten focuses on the emergent conflict and debate between employees who are in favor of having a tobacco company as a client, and those who are against it. The intranet thread reflects the use of discursive strategies typical of conflict management, but also strategies specific to the digital environment. A recurring theme in the debate is the navigation, negotiation and distinction of personal vs. corporate identities and interests.

  • 27.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Communication, English language.
    Teacher discourse and code choice in a Swedish EFL classroom2012In: Teachers' Roles in Second Language Learning: Classroom Applications of Sociocultural Theory / [ed] YOON, Bogum; KIM, Hoe Kyeung, Hershey, PA: IGI Global, 2012, p. 81-98Chapter in book (Refereed)
    Abstract [en]

    In this chapter, examples from classroom interaction are presented to illustrate how languagefunctions in and is influenced by the sociocultural setting of the EFL classroom. The chapterfeatures two distinct focal points: First, the predominant use of English by the teacher and theminimal use of English by the students are proposed as instrumental activities where English canbe considered a mediating semiotic tool. I suggest that English-language interaction in the EFLclassroom represents Vygotsky‘s concept of a social semiotic tool that is specifically related to aninstitutional context (Wertsch 1998). Conversely, the second focus of the chapter is on theinverse use of Swedish, which mainly features as the students‘ language of social speech and theteacher‘s language of regulatory, disciplinary discourse. The teacher‘s code choice and theestablished practice of code-switching thus serve to redirect the students‘ focus, either toengaging in the learning of English, or to behaving according to the institutional context.

  • 28.
    Beers Fägersten, Kristy
    University of Saarlande.
    The discursive construction of identity in an Internet hip-hop community2006In: Revista Alicantina de Estudios Ingleses, ISSN 0214-4808, E-ISSN 2171-861X, no 19, p. 23-44Article in journal (Other academic)
    Abstract [en]

    In this paper, the Internet message board forum is proposed as an example of a community of practice (Eckert and McConnell-Ginet, 1992) in which contributors exhibit common linguistic conventions and forms of participation. The emergence of individual identities in interaction is examined in the genre-specific context of hip-hop Internet message boards. A corpus analysis of message board postings clearly shows that contributors systematically exploit the spoken and written qualities of the language of message boards, the " third medium" (Crystal, 2001) to identify themselves linguistically. Linguistic conventions or practices reveal a tendency among contributors to discursively construction their identities via a "social positioning of self and other" (Bucholtz and Hall, 2005) as experts or non-experts in the hip-hop community. Contributors' identities as experts or simply in-group members are further corraborated or established by the codification not only of non-standard pronunciations and grammar characteristic of speech, but also of non-standard orthography, which demands a written forum to be appreciated, as it is neutralized and unremarkable in speech. Because of the written and spoken qualities of message board discourse, both the content and the form of postings can be manipulated to showcase familiarity with hip-hop discursive practices. Internet message boards therefore represent the ideal forum for discursively constructing a hip-hop identity.

  • 29.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Communication, English language.
    The use of English in the Swedish-language comic Rocky2012In: Linguistics and the study of comics / [ed] Bramlett, Frank, Basingstoke: Palgrave Macmillan, 2012, p. 239-263Chapter in book (Refereed)
  • 30.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    The use of English swear words in Swedish media2014In: Swearing in the Nordic Countries / [ed] Marianne Rathje, Copenhagen: Dansk Sprognævn , 2014, 1, p. 63-82Chapter in book (Refereed)
    Abstract [en]

    In this paper I present, analyze and consider the implications of the use of English swear words in Swedish media. First, I investigate the relationship between language and the media, focusing on the role of standard language forms in media discourse. I continue by exploring, within an Anglophone context, the use of swear words in the media. Next I present a brief survey of the use of English in Swedish. Finally, I present examples of the use of English-language swear words in Swedish media, showing how English-language swear words are appropriated by speakers of Swedish and suggesting that the use of English swear words in the media ratifies this appropriation, in turn establishing this practice as standard. I discuss the implications of this development in terms of the use of English swear words within a non-native speaker speech community, how usage may be in conflict with English native-speaker norms, and how the use of English swear words might come to characterize modern Swedish as well as a Swedish variety of English.

  • 31.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education.
    What's so funny about swearing in English?: Swearing and language choice in Swedish comics.2014Conference paper (Refereed)
  • 32.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    What's the deal with morphemes?: Doing morphology with Seinfeld2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, p. 181-201Chapter in book (Refereed)
  • 33.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Communication, English language.
    Who's Swearing Now?: The Social Aspects of Conversational Swearing2012Book (Refereed)
    Abstract [en]

    Who’s Swearing Now? represents an investigation of how people actually swear, illustrated by a collection of over 500 spontaneous swearing utterances along with their social and linguistic contexts. The book features a focus on the use of eight swear words: ass, bitch, cunt, damn, dick, fuck, hell, shit and their possible inflections or derivations, e.g., asshole or motherfucker, offering a solution to the controversial issue of defining swear words and swearing by limiting the investigation to the core set of words most common to previous swearing studies. The specific focus results in accurate depictions of contextualized swearing utterances. Precise frequency counts are thus enabled which, along with offensiveness ratings of contextualized and non-contextualized swearing, enable a clarification of The Swearing Paradox, referring to the phenomenon of frequently used swear words also being those which traditionally are judged to be the most offensive.

    The book revisits the relationship between gender and swear word usage, but considers the distribution based on the core subset of swear words, revealing similarities where others have claimed differences. Significantly, Who’s Swearing Now? considers the aspect of race with regards to swear word usage, and reveals behavioral differences between, for example, White and African American males and females with regards to word preferences as well as social impetuses for and effects of swearing. Questionnaire and interview data supplement the swearing utterances, revealing participants’ individual credos about their own use or non-use of swear words and, interestingly, about others’ allowed or ideally prohibited use of swear words. These sets of data present thought-provoking and often entertaining statements regarding the unwritten set of rules governing swearing behavior. Who’s Swearing Now? concludes with close analyses of four recent and highly publicized incidences of public swear word usage, considered in light of the spontaneous swearing utterances, speaker and addressee variables such as gender, race and age, and perceptions of offensiveness and propriety.

  • 34.
    Beers Fägersten, Kristy
    et al.
    Södertörn University, School of Culture and Education, English language.
    Fiorentini, Ilaria
    Insubria University, Italy.
    Lost and language found2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, p. 282-306Chapter in book (Refereed)
  • 35.
    Beers Fägersten, Kristy
    et al.
    Dalarna University.
    Holmsten, Elin
    Dalarna University.
    Cunningham, Una
    Dalarna University.
    Multimodal Communication and Meta-Modal Discourse2010In: Handbook of Research on Discourse Behavior and Digital Communication: Language Structures and Social Interaction / [ed] Rotimi Taiwo, Hershey, PA: Information Science Reference, 2010, p. 145-163Chapter in book (Refereed)
  • 36.
    Beers Fägersten, Kristy
    et al.
    Södertörn University, School of Culture and Education, English language.
    Sveen, Hanna Andersdotter
    Södertörn University, School of Culture and Education, English language.
    SaMANtha: Language and gender in Sex and the City2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, p. 85-113Chapter in book (Refereed)
  • 37. Beers, Kristy
    Scrutiny on the Baltic2000In: The Messenger: a Publication of Sunshine State TESOL of Florida, Inc. for Teachers of English to Speakers of Other Languages, Vol. 6, no 2, p. 16-Article in journal (Other (popular science, discussion, etc.))
  • 38.
    Bergfride, Malin
    Södertörn University College, Lärarutbildningen.
    Vi tvingar inte rörelsehindrade att hoppa bock i gymnastiksalen, men vad gör vi med elever med läs- och skrivsvårigheter?2006Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:

    - How does Ideskolan cope with and support students with reading and writing difficulties

    This has in turn generated the following questions:

    - How is special education organized at Ideskolan?

    - Is a diagnose always needed in order to deploy extra support?

    The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.

    The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?

    The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.

    Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.

  • 39.
    Berggren- Eriksson, Ellinor
    Södertörn University, School of Culture and Education, Swedish Language.
    Skrivundervisningens gemenskaper: En intervjustudie om svensklärares arbete med skrivundervisning på gymnasiet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study use the theory of community of practice and the theory of mediating tools to explore how teachers develop student’s writing in the Swedish subject in Swedish upper secondary school. The aim of the study is to display the potential to learn and develop writing through participating in the community of practice that is the classroom, as well as with the help of mediational means in the classroom and in other contexts. Five teachers are interviewed on their ideas about teaching students to develop writing. Results from the study show potential for learning through communities of practice and mediational means in the teachers’ use of collaborative writing and interaction between students as well as their aspiration to connect school writing with writing in other contexts. The way in wich some teacher’s switch from collaborative and interactive work forms to individual, when the student’s texts are to be assessed and graded, could on the other hand be considered problematic. The results also imply that the teachers’ choices and positions must be understood in relation to ideas on writing expressed by the students and in the curriculum and in national writing tests.  

  • 40.
    Björk, Oscar
    Södertörn University, School of Culture and Education.
    En trädgård, en boksamling och det väl valda ordet: genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues:

    1. How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts?
    2. How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose?

    To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits. 

  • 41.
    Björkvall, Anders
    et al.
    Örebro universitet.
    Järlehed, Johan
    Göteborgs universitet.
    Kullenberg, Christopher
    Göteborgs universitet.
    Nielsen, Helle Lykke
    Göteborgs universitet.
    Nord, Andreas
    Göteborgs universitet.
    Rosendal, Tove
    Göteborgs universitet.
    Van Meerbergen, Sara
    Stockholms universitet.
    Westberg, Gustav
    Stockholms universitet.
    Slutrapport anslagstavlan: Forskarfredags massexperiment 20162017Report (Other (popular science, discussion, etc.))
  • 42.
    Björkvall, Anders
    et al.
    Institutionen för nordiska språk, Stockholms universitet.
    Karlsson, Anna-Malin
    Södertörn University, School of Communication, Media and it, Swedish language.
    The materiality of discourses and the semiotics of materials: A social perspective on the meaning potentials of written texts and furniture2011In: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, no 187, p. 141-165Article in journal (Refereed)
  • 43. Bodin, Per-Arne
    Two Languages and three Empires: About the Discourse on Russian and Church Slavonic in Today’s Russia2008In: From Orientalism to Postcoloniality, Huddinge: Södertörns högskola , 2008, p. 57-67Chapter in book (Other academic)
  • 44.
    Borgström, Eric
    et al.
    Örebro universitet.
    Ledin, Per
    Örebro universitet.
    Bedömarvariation: Balansen mellan teknisk och hermeneutisk rationalitet vid bedömning av skrivprov2014In: Språk & Stil, ISSN 1101-1165, no 24, p. 133-165Article in journal (Refereed)
    Abstract [en]

    It is well known from studies of inter-rater reliability that assessments of writing tests vary. In order to discuss this rater variation, we depart from two research questions: 1. How can rater variation be conceived of from a professional, i.e. teacher, perspective? 2. What characterises Swedish (mother-tongue) teachers’ assessments of writing tests? The first question is addressed in a meta-study of previous research, and the second question is answered in a study of 14 Swedish teachers’ rating of texts from a national written composition test in upper secondary school. The results show that teachers in the same subject assess better, i.e. have less rater variation, than other groups. It is also clear that writing tests are notoriously difficult to rate. It is very rare that the correlation coefficients reach the desirable 0.7, a number that means that 50 % of the variance could be explained by shared norms. Another main result concerns criteria and tools for assessment. Such tools should be grounded in teachers’ professional expertise, in their expectations for different levels of performance. Our study reveals several situations where teachers’ professional expertise clashes with assessment criteria. The article concludes that valid assessments of tests that are high-stakes must handle both a technical rationality, i.e. the grading should be predictable from rater to rater, and a hermeneutic rationality, i.e. the grading must be based on teachers’ professional judgment.

  • 45.
    Brumark, Åsa
    Södertörn University College, School of Discourse Studies, Swedish language.
    Argumentation at the Swedish family dinner table2007In: Proceedings of the Sixth Conference of the International Society for the Study of Argumentation / [ed] Frans H. van Eemeren, J. Anthony Blair, Charles A. Willard, Bart Garssen, Amsterdam: Sic Sat , 2007, p. 169-178Conference paper (Other academic)
  • 46.
    Brumark, Åsa
    Södertörn University College, School of Discourse Studies, Swedish language.
    Argumentation kors och tvärs vid matbordet2005In: Språk på tvärs: rapport från ASLA:s höstsymposium, Södertörn, 11-12 november 2004 / [ed] Boel De Geer, Anna Malmbjer, Uppsala: Association suédoise de linguistique appliqueé (Svenska fören. för tillämpad språkvetenskap) (ASLA) , 2005Conference paper (Other academic)
  • 47.
    Brumark, Åsa
    Södertörn University, School of Communication, Media and it, Swedish language.
    Behaviour regulation at the family dinner table: The use of and response to direct and indirect behaviour regulation in ten Swedish families2010In: Journal of Child Language, ISSN 0305-0009, E-ISSN 1469-7602, Vol. 37, no 5, p. 1065-1088Article in journal (Refereed)
    Abstract [en]

    This study explores parents' and children's use of and response to direct or indirect behaviour regulation in a family context. Ten families with two children each were divided into two groups depending on the age of the children (6-7 and 10-11 years or 10-11 and 13-14 years). Video-recorded regulatory dinner talk was transcribed, coded and analysed with regard to directness or indirectness in relation to behavioural outcome. Dinner talk was predominantly direct, but younger children were addressed by direct regulators as two-thirds of all regulators, whereas the opposite was seen with older children. Though children also tended to be direct, younger children used three times as many direct regulators as older ones. Compliance appeared in two-thirds of all direct regulators, but almost one-half of all indirect regulators were not complied with. Differences between groups were furthermore distinguished by instances of compliance: those who were most non-compliant were the children in group 2.

  • 48. Brumark, Åsa
    Blindness and the Context of Language Acquisition1989Doctoral thesis, monograph (Other academic)
  • 49.
    Brumark, Åsa
    Södertörn University College, School of Communication, Media and it, Swedish language.
    Den formella skoldemokratins roll för medborgarfostran och elevinflytande2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 77-96Article in journal (Refereed)
  • 50.
    Brumark, Åsa
    Södertörn University College, School of Discourse Studies, Swedish language.
    Det pedagogiska seminariet som genre och utmaning: En jämförelse mellan två seminariegrupper2006In: Svenskans beskrivning: 28, Förhandlingar vid Tjugoåttonde sammankomsten för svenskans beskrivning, Örebro den 14-15 oktober 2005 / [ed] Per Ledin, Lena Lind Palicki, Christina Melin, Gunvor Nilsson, Karolina Wirdenäs, Håkan Åbrink, Örebro: Örebro universitet , 2006, p. 67-76Conference paper (Refereed)
1234567 1 - 50 of 412
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