To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.

Smågruppsarbete erbjuder många möjligheter att använda språket på ett varierat och utmanande sätt. I smågrupparbeten måste elever på egen hand organisera sitt arbete. De måste planera och besluta tillsammans. De måste också diskutera, resonera, jämföra och sammanfatta för att lösa uppgifter. I idealfallet ger därför smågrupparbete många tillfällen till att tala och lyssna. Det är därför inte konstigt att smågruppsarbete rekommenderas som arbetsform i andraspråksundervisning.

Här presenteras studier om andraspråksutveckling i skolan som genomförts inom ramen för ett projekt som fokuserat på smågruppsarbete i årskurs 8 och 9 i klassrum med elever med olika grad av behärskning av undervisningsspråket. Genom att studera smågruppsarbete närmare vill författarna föra en mer nyanserad och balanserad diskussion om hur smågruppsarbete kan organiseras för att bli språkutvecklande på mest effektiva vis. I studierna undersöks vad olika former av smågruppsarbete erbjuder för möjligheter till interaktion, dvs. vilken interaktion smågruppsarbete i sig skapar och därmed vilka möjligheter till språkutveckling smågruppsarbete kan ge.

För att lyckas i sina studier behöver studenter använda skrivande på flera olika sätt. Den här boken lyfter fram undervisningens betydelse och möjligheter att ge studenter bra förutsättningar för att lyckas med skrivandet. Utgångspunkten är att studenter både behöver skriva mycket och få genomtänkt och explicit skrivundervisning för att bli bra på att skriva. Fokus ligger på skrivande och skrivundervisning i humaniora och samhällsvetenskap.

Här diskuterar författarna, som alla är verksamma vid Södertörns högskola som lärare och forskare, skrivande och skrivundervisning utifrån sina respektive perspektiv. Boken innehåller både teoretiska skrivdidaktiska resonemang och praktiska exempel på skrivuppgifter och lektionsupplägg.

Despite the widespread acknowledgement of the importance of high levels of literacy, national reports in Sweden show a decrease in all types of students' literacy abilities. Several studies also repost dysfunctional teaching in reading and writing. This article is based on the assumption that changing the way educators teach reading and writing requires changing the way they understand the context of reading and writing. The two studies discussed here examined a group of students' prefferd literacy practices and the literacy pracices promoted by the national curriculum. The article focuses on the potential benefical interaction between students' everyday literacy practices and the formal literacy practices promoted by schools. Additionally, classroom talk as an important part of constructing literacy is discussed.

This thesis investigates the group work and group discussions of students. The general aim is to investigate what opportunities and limitations are presented by group discussion as a form of instruction and learning in higher education. An analysis is made of students’ work with the subject matter and the organization of their discussions as multi-party conversations.

The material consists of three recorded group discussions between teacher students at the beginning of their studies who carry out identical or nearly identical tasks for the same course. Four different dimensions of the group discussions are analysed: the presuppositions and external conditions of the group discussions; group discussions as a communicative activity type; the content, coherence and topic progressions of the group discussions, and the categorisations and discursive structures in two frequent transepisodic themes.

The results show that, even though the conditions for the three conversations are almost identical, the students interpret and carry out the tasks in different ways. To structure the multi-party conversations, the groups use communicative strategies and techniques from activity types that are familiar and similar, like informal conversations, interviews, seminars, lectures, and meetings. However, the choice of a more institutional form of interaction does not automatically result in an institutional approach to the subject. The groups usually apply an informal perspective to the subject matter and use informal language that does not seem to be sufficient in the educational context. The students are primarily focussed on reaching a shared understanding. This means that in most cases the students take an uncritical stance with each other, that is, they engage in what is known as cumulative talk.

The results indicate the need for a more assertive participant in the groups in order for the group discussions to function as a learning situation. In order for there to be more critical discussion in group, students must be able to identify a disorienting dilemma that engages them and students must see shared scrutiny and exploration as a means to new knowledge and understanding.