L1 Use in the EFL-classroom : A Literature Review on Teachers’ Use of the L1 in the EFL-classroom on Upper Secondary Level

Even though English should mainly be used in the EFL-classroom according to the Swedish national curriculum, some recent scholars have argued that a judicious use of the students’ L1 by the teachers in some particular situations may benefit the learning environment there. From this context, this thesis examines what research says about in what particular situations the L1 is used by teachers in upper secondary EFL-classrooms as well as the teachers’ and the students’ attitudes towards this practice. The method used was a systematic literature review, where seven articles from all across the globe were analyzed, compared and synthesized. The results show that the L1 was mainly used by the teachers when managing discipline, when explaining grammar and when teaching vocabulary. However, the articles did not conclude how the L1 could be used strategically by the teachers. Concerning the teachers’ and students’ attitudes, the majority of these were positive towards L1 use by the teacher in the above mentioned situations. However, the teachers were not aware of how the L1 could be used by them in a judicious and a strategic way. Lastly, it can be concluded that more research is needed on how the L1 can be used more strategically by the teachers as well as on the students’ perspective on this.

The Role of Motivational Strategies in the Upper Elementary Classroom : A systematic literature review about teacher strategies that promote self-confidence, motivation and a conducive learning environment

The aim of this literature review is to investigate which strategies teachers use to motivate pupils to communicate orally in English. The literature review also investigates how these teacher strategies affect pupils. The methodology used for this investigation is a systematic literature review. Various databases have been used when searching for literature. Scientific articles and theses have been searched for. They have also been read and analyzed before they have become a part of this review. The results indicate that some teachers feel insecure when speaking English. Therefore Swedish is spoken in many language classrooms. Teachers speaking in front of the class is the traditional way of teaching, and it does not seem to be a strategy who influences pupils positively. If teachers speak the target language among pupils they often get more motivated and focused pupils who feel comfortable speaking English. Young pupils are fast learners. By exposing them to the English language in early ages they receive great opportunities to learn a foreign language and strengthen their self-confidence. Drama, songs and rhymes are preferable strategies to use when teaching young learners. What position teachers decide to take in the classroom is also a significant element when teaching foreign languages.

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

Must teachers be social workers, as well …? : Reflections on the current teacher role in the Swedish upper secondary school and how it affects teacher training

The Swedish upper secondary school has made a transition from a school for the elite to be a school for everybody. When almost every youth nowadays chooses to continue studying, for some of them this is not what they want to do most of all. However, as there in practice is no choice, there come up problems and many upper secondary school teachers experience a growing frustration. We will here discuss some aspects of the following questions: -  How do upper secondary schoolteachers handle their working-conditions in a new situation? - What possible consequences do this have on teacher education?

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

Authentic Texts in English Language Teaching : An empirical study on the use of and attitudes towards authentic texts in the Swedish EFL upper elementary classroom

International assessments indicate that Swedish students achieve high results in reading, writing and understanding English. However, this does not mean that the students display oral proficiency, despite an emphasis on functional and communicative language skills in the current English Syllabus. While a previous literature study by this researcher has shown that authentic texts are a way to increase these skills, most of the results shown are from an international viewpoint. Thus an empirical study was conducted within Sweden with the aim to examine the use of authentic texts in the Swedish EFL upper elementary classroom. Twelve teachers have answered a questionnaire on how they use authentic texts in their language teaching, as well as their opinions about these as a teaching tool. Additionally, 37 students have answered a questionnaire on their attitudes about authentic texts. Results indicate that all of the teachers surveyed see authentic texts as an effective way to increase students’ communicative competence and English language skills; however, only a few use them with any frequency in language teaching. Furthermore, this seems to affect the students’ attitudes, since many say that they read authentic texts in their free time, but prefer to learn English out of a textbook at school. These findings are based on a small area of Sweden. Therefore, further research is needed to learn if these opinions hold true for the entire country or vary dependent upon region or other factors not taken into consideration in this study.

Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar

The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.

Using Swedish in the EFL-classroom : An Interview Study on Swedish Upper Secondary Students’ Attitudes towards Teachers’ L1 use in the EFL-classroom

There is very little focus in previous research on first language (L1) use by teachers in the upper secondary English as a foreign language (EFL) classroom from the students’ perspective. In this context and from a Swedish perspective, this thesis examines what attitudes students in the Swedish upper secondary school have towards their teachers’ use of L1 (Swedish) in the EFL-classroom. The method used was qualitative semi-structured interviews, where nine students in total were interviewed. The collected data was then coded, thematized and categorized. The results show that the students mainly believed Swedish should be used when teaching vocabulary, when teaching grammar and for classroom management. They did not believe the L1 should be used by them in questions and answers and in general talk in the classroom. They also endorsed an overall judicious use of Swedish by their teachers and that their use of this language should be adjusted to the specific teaching group. Finally, it can be concluded that further research is needed on how the L1 can be used judiciously in particular situations and on what attitudes students of varying proficiency and age, as well as students who do not have Swedish as their L1 have towards teachers’ L1 use in the EFL-classroom.

Are cutout handles used when available in real occupational settings? Description of grips and upper extremities movements during industrial box handling

In order to achieve better postures and decrease musculoskeletal risks adequate design of hand/box couplings for manual materials handling (MMH) are still needed. No studies evaluating upper limb movement thorough direct measurements during box handling in workplace were identified in the literature. In this study we describe the types of grip and movements adopted by ten workers when handling redesigned boxes with cutout handles between different heights on industrial pallets. The new handles were used by 90% of the workers through different types of grip. Electrogoniometric measurements showed relatively safe forearm and wrist movements, although elbow inadequate range of movement was recorded. Despite the good acceptance of the cutout by workers, the new design requires extra internal space in the boxes reducing applications for this alternative of box.

Modeling upper eyelid kinematics during spontaneous and reflex blinks

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Spontaneous Blinking in Patients With Graves' Upper Eyelid Retraction

Purpose: To describe spontaneous blink kinematics in Graves' upper eyelid retraction (UER).Methods: The magnetic search coil technique was used to record spontaneous blinks of 15 healthy subjects (aged 23-56 years, 15 eyelids) and 15 patients with Graves' UER (aged 22-62 years, 15 eyelids) during a 5-min period of video observation, and the signals were digitized at 200 Hz (12 bits). Overall, a total of 2,798 blinks were recorded for the controls and 1,860 for the patients. The distance between pupil center and upper eyelid margin in the primary position of gaze (MRD) was measured with the Image J software.Results: The blinking rate of patients was lower than that of control subjects, with a mean (+/-SEM) blinking rate (blinks/min) of 13.0 +/- 1.7 for patients and of 20.0 +/- 2.1 for the controls (t = 2.58, P = 0.016). There were no statistically significant differences in blink amplitude between controls (22.7 +/- 3.1 degrees) and Graves' patients (24.7 +/- 3.3 degrees). However, while only 22% of the blinks performed by controls were smaller than MRD, this rate was 78% for patients. In addition, in blinks larger than 25, patients showed lower down-phase velocity than controls.Conclusions: Patients with Graves' UER show reduced blinks rates and abnormal blink kinematics, which might be related to the development of exposure keratitis in this disease.

Mineralogy of the clay fraction of Alfisols in two slope curvatures: III - spatial variability

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Mineralogy of the clay fraction of alfisols in two slope curvatures: IV - spatial correlation with physical properties

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Superfícies geomórficas e atributos de Latossolos em uma seqüência Arenítico-Basáltica da região de Jaboticabal (SP)

Em um segmento de vertente com substrato de arenito em contato com basalto, regionalmente muito freqüente, pretendeu-se não só relacionar as superfícies geomórficas com os atributos físicos, químicos e mineralógicos dos Latossolos nelas encontrados, mas também testar métodos geoestatísticos para localização de limites dessas superfícies. Usando critérios geomorfológicos, três superfícies foram identificadas e topograficamente caracterizadas. Os solos foram amostrados, a intervalos regulares de 25 m, na profundidade de 0,6 a 0,8 m (topo do horizonte B), em uma transeção de 1.700 m perfazendo 109 pontos. Nas amostras, foram analisados: densidade de partículas, granulometria, CTC do solo, CTC da argila, Fe total da argila (ataque por H2SO4) e óxidos de Fe livres (por dissolução seletiva). A fração argila desferrificada foi analisada por difração de raios X. Com base na estratigrafia e variações do relevo local, foram identificadas e diferenciadas, no campo, três superfícies geomórficas. Analisaram-se também o perfil altimétrico e o modelo de elevação digital do terreno. Observou-se que as três diferentes superfícies estão bem relacionadas com os atributos físicos, químicos e mineralógicos dos seus respectivos solos. Na parte inferior desta vertente, superfície mais recente e sobre basalto, em Latossolo Vermelho eutroférrico típico, foram encontradas as maiores variabilidades da declividade, da argila e de Fe. As variações da inclinação do terreno, quando analisadas sistematicamente pelo split moving windows dissimilarity analysis (análise estatística de dissimilaridade, em segmentos móveis), mostraram que este método estatístico pode ser usado para ajudar a localizar os limites entre superfícies geomórficas. As variações dos solos da transeção, e arredores, mostraram-se relacionadas com idade, inclinação do terreno e litologia. O trabalho geomórfico detalhado forneceu importantes informações para subsidiar os trabalhos de levantamento de solos e de pedogênese.