Att arbeta med begreppsf��rst��else i naturvetenskapsundervisning : En studie om hur l��rare i ��rskurs 2-4 arbetar med naturvetenskapliga begrepp

Syftet med unders��kningen ��r att unders��ka hur l��rare anger att de arbetar med att skapa begreppsbildning inom NO-��mnena f��r elever i ��rskurs 2-4, hur man arbetar f��r att eleverna ska anamma och f��rst�� begrepp som bearbetas i undervisningen. Studien har genomf��rts med 8 pedagoger, varav 2 arbetar i ��rskurs 2, 2 som arbetar i ��rskurs 3, 3 l��rare som arbetar i ��rskurs 4 och en l��rare som arbetar i ��rskurs 1-3. Tanken med studien var att som blivande l��rare i NO-��mnena f�� ta del av l��rares goda exempel p�� hur begreppsf��rst��else skapas. Resultatet visar att samtliga l��rare har m��nga goda exempel p�� metoder f��r att arbeta med begreppsbildning men att alla metoder inte anv��nds av alla l��rare. Samtliga l��rare belyser vikten av kommunikation i begreppsbildningen och att det ��r n��got som m��ste ske kontinuerligt i undervisningen.

L�����volution du fran��ais par rapport �� l���histoire et en comparaison avec celle du su��dois

Une langue est comme un ��tre vivant. Elle porte les traces des avis, des sentiments, de la joie et des d��ceptions de nos anc��tres. En m��me temps elle refl��te les toutes tous derniers modes de vie et la mani��re de penser et d���agir dans la vie quotidienne. Ce sont sa grammaire, ses mots, ses proverbes et ses citations qui en t��moignent. Ses sons soulign��s par l���intonation et la prosodie nous laissent presque deviner l���esprit de vitalit��, de m��lancolie ou d�����l��gance de la langue et de ces locuteurs. Mais est-ce qu���il est possible de trouver aussi les traces des ��v��nements historiques et sociaux dans l�����volution d���une langue? Cette question est centrale dans ce m��moire qui suit l�����volution du fran��ais �� partir du latin parl�� dans l���Antiquit�� et en comparaison avec celle d���autres langues notamment celle du su��dois.

Språkpolitik i Sverige och Tyskland : En kontrastiv studie med fokus p�� organisation av andraspråksundervisning f��r nyanl��nda vuxna invandrare

Syftet med min studie var att belysa och j��mf��ra språkpolitiken i Sverige och Tyskland med s��rskilt fokus p�� styrdokument som g��ller språkundervisning av nyanl��nda vuxna invandrare. Fr��gest��llningarna som studien skulle besvara var f��ljande: Vad ��r det som anges i den nationella lagstiftningen om den enskildes tillg��ng till språk b��de vad g��ller modersm��l och andra språk? Hur organiseras undervisningen i andraspråk f��r vuxna nyanl��nda i Sverige respektive Tyskland? Vilka likheter och skillnader finns mellan Tyskland och Sverige vad g��ller organisation av andraspråksutbildning f��r nyanl��nda vuxna? Jag anv��nde mig av en kvalitativ metod, d��r materialurvalet bestod av tyska och svenska lagtexter inom relevant omr��de. Resultatet visade att Sveriges språklag garanterar den enskildes tillg��ng till språk b��de vad g��ller modersm��l och annat språk ��n modersm��l. Tyskland saknar språklag, som tyder p�� att Tyskland inte k��nner behovet av att reglera det tyska språket i f��rh��llande till andra språk. Tyska ��r ett starkt språk inom ett nationellt och internationellt sammanhang. Undervisningen f��r nyanl��nda vuxna invandrare f��rankras i Sverige och Tyskland genom lagstiftning, dock finns mer olikheter ��n likheter n��r man j��mf��r paragrafernas inneh��ll. Medan Sverige p��visar pedagogiska drag i f��rordningen kring SFI samt obegr��nsat tillg��nglighet utm��rker sig den tyska integrationskursen genom språkideologi. Detta sker i form av språktest som f��ruts��ttning f��r tilldelning av medborgarskap samt begr��nsningar i r��tten att delta.

���Metcha suki ya nen��� : A sociolinguistic attitude survey concerning the Kansai dialect

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Introduction

This special issue of Nordic Journal of English Studies is devoted to the research in Irish Studies being carried out in Scandinavia by a group of scholars based in Denmark, Norway and Sweden, as well as scholars associated���in one way or another���with Scandinavia. Denmark is represented by the University of Aalborg; Norway, by scholars affiliated to the Universities of Agder, the Artic University of Norway, Bergen, and Stavanger; and Sweden is represented by scholars from the universities of Dalarna, G��teborg, Stockholm, S��dert��rn and Ume��. Included also in this special issue is the work of two former students, who completed their Masters��� degree in Irish literature at DUCIS (Dalarna University Centre for Irish Studies), Sweden���from Norway and China respectively. The collection also contains an article by Dara Waldron, Limerick Institute of Technology, Ireland, whof recently presented his research at the Higher Seminar in Dalarna. Contributions by the Irish poet, Mary O���Donnell, who participated in the Nordic Irish Studies Network (NISN) conference, hosted by DUCIS in December 2012, are also included.

The Place of Writing in the Poetry of W. B. Yeats and Patrick Kavanagh

Abstract This article addresses the theme of place in the poetry of W. B. Yeats and Patrick Kavanagh, focusing on the concept of place as a physical and psychological entity. The article explores place as a creative force in the work of these two poets, in relation to the act of writing. Seamus Heaney, in his essay ���The Sense of Place,��� talks about the ���history of our sensibilities��� that looks to the stable element of the land for continuity: ���We are dwellers, we are namers, we are lovers, we make homes and search for our histories��� (Heaney 1980: 148-9). Thus, in a physical sense, place is understood as a site in which identity is located and defined, but in a metaphysical sense, place is also an imaginative space that maps the landscapes of the mind. This article compares the different ways in which Yeats and Kavanagh relate to their place of writing, physically and artistically, where place is understood as a physical lived space, and as a liberating site for an exploration of poetic voice, where the poet creates his own country of the mind.

Language and interaction in online asynchronous communication in university level English courses

Interaction involves people communicating and reacting to each other. This process is key to the study of discourse, but it is not easy to study systematically how interaction takes place in a specific communicative event, or how it is typically performed over a series of repeated communicative events. However, with a written record of the interaction, it becomes possible to study the process in some detail. This thesis investigates interaction through asynchronous written discussion forums in a computer-mediated learning environment. In particular, this study investigates pragmatic aspects of the communicative event which the asynchronous online discussions comprise. The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning. ��

��tude des m��thodes d'enseignement utilis��es dans la classe de Fran��ais Langue ��trang��re en Su��de

Ce m��moire traite des m��thodologies g��n��rales et syst��matis��es de la didactique des langues ��trang��res d��velopp��es �� diff��rentes p��riodes, ainsi que des m��thodes d���enseignement (techniques, outils, mat��riels, exercices, activit��s et t��ches etc.) et des th��ories autour de celles-ci. En utilisant une enqu��te, remplie par des professeurs travaillant dans certaines ��coles su��doises, cette ��tude lie les m��thodologies, les m��thodes d���enseignement et les th��ories avec les pratiques de classe. L�����tude montre quelles m��thodes d���enseignement sont utilis��es et la fr��quence de leur utilisation, ainsi que les liens avec les m��thodologies. Elle montre aussi que l���enseignement des professeurs de l�����tude est principalement repr��sentatif d���une seule m��thodologie (la m��thodologie cognitiviste ��� l���approche communicative).

Film som kommunikation : En studie av gymnasieungdomars filmarbete

The starting point for this work was a discussion between my supervisor and myself during my teaching training. The discussion concerned the appropriateness of allowing students make films with sexual content. Film gives young people the opportunity to express their feelings and broaden their views. If the film then disseminates to unknown people via in-ternet, which it most likely will do, maybe it is no longer so positive. The aim of this study is to shed light on various aspects of identity and ethics that are important to keep in mind when young people in school make films. These aspects are to avoid making young people vulnerable to abuse and improper influence. One aim is also to highlight the advantages of making films in school. The study is inspired by hermeneutic interpretive and based on qualitative interviews. The informants are four students at the age of 18-19 at two different schools in one municipality in Sweden.The results of the study show that it is important for the informants that the films are pro-duced in an aesthetically good way so that it appeals to the audience. Two of the infor-mants have a specific audience and make more conscious choices, so that the audience will understand what is said. The study shows that the more a filmmaker considers the audi-ence, the more consciously he or she uses film as communication. To get positive feedback is important, but it is mostly friends of the filmmakers that actually comment. To get nega-tive comments is regarded as a disadvantage when placing material on the internet. Howev-er, none of the informants in the study have received negative comments on what has been posted. The opinions about what the informants believe is inappropriate to post on inter-net or to make films about regards sexuality and violations. Earlier studies show that mate-rial can, because it is interesting to other people, become widespread. For this reason it is important for teachers to have conversations with students about their preferences and opinions on various issues. Adults need to interfere in the young people's world, while be-ing open to their opinions. Then the young people's value system will be built up and give them a safe tool that helps them to avoid improper influence.