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Elgemark, A., Henry, A. & Jansson, P. (2023). An affordance-focused approach for working with authentic materials: A practice-research initiative. In: Gudrun Erickson, Camilla Bardel, David Little (Ed.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges (pp. 41-56). Mouton de Gruyter
Open this publication in new window or tab >>An affordance-focused approach for working with authentic materials: A practice-research initiative
2023 (English)In: Collaborative Research in Language Education: Reciprocal Benefits and Challenges / [ed] Gudrun Erickson, Camilla Bardel, David Little, Mouton de Gruyter, 2023, p. 41-56Chapter in book (Other academic)
Abstract [en]

In Sweden it is now recognized that while teaching should be based on research and proven experience, research-based practice is limited in scope, and classroom teaching is not always informed by findings from educational research. To address this problem, and to develop and test sustainable models of researcher- practitioner collaboration, the Swedish Government has introduced a national system of partnership between schools and universities. Here, research projects are initiated not just by academics, but also by teachers. In each school-university partnership, the aim is to develop and test a model that can support sustainable, research- based practice. The project reported on here addresses one of the major challenges currently facing teachers of English in Sweden, namely the need to create activities that go beyond the textbook, and which students can experience as relevant and meaningful. While the design of activities that enable students to connect content targeted by the curriculum with experiences from informal domains is a challenge for teachers of any subject, for teachers of English the demands multiply. This is because activities need to be modelled in ways that promote the development of linguistic competence. The authors - two language teacher educators, and an upper secondary teacher of English - carried out a project aimed at enabling primary, secondary, and upper secondary teachers of English in a rural municipality to develop design skills encompassing language awareness. Carried out during a single academic year, the project enabled teachers to work collegially, and in collaboration with the teacher educators. Drawing on experiences from the project, the chapter examines the conditions under which the collaboration took place, the challenges faced, beneficial influences on teachers’ practice, and the potential for sustainability

Place, publisher, year, edition, pages
Mouton de Gruyter, 2023
Keywords
Applied Linguistics
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:hv:diva-20709 (URN)10.1515/9783110787719-004 (DOI)2-s2.0-85166164796 (Scopus ID)9783110787719 (ISBN)9783110787535 (ISBN)
Note

This e-book can be read by staff and students at University West.

Available from: 2023-12-29 Created: 2023-12-29 Last updated: 2024-01-11Bibliographically approved
Elgemark, A., Jonsson Bakken, A. K. & Nordlander, H. (2023). ’Läsning för lust och lärande’ – ULF i Vara kommun, Nästegårdsskolan, Kvänum, F-9. In: Abstracts för Decemberkonferensen: . Paper presented at Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden (pp. 1-1). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>’Läsning för lust och lärande’ – ULF i Vara kommun, Nästegårdsskolan, Kvänum, F-9
2023 (Swedish)In: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023, p. 1-1Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Tillsammans med utvecklingsledare, rektorer och lärare har vi under hösten sökt finna formerna för ett ULF-projekt med start 2024. Syftet är att få elever att läsa mer i (och utanför) skolan och därigenom nå ökad läsförståelse. Resultat i bl a NP Svenska (Vara kommun) visar ett lägre resultat än riksgenomsnittet och enligt rektor sätts insatser in i slutet av år 9 för att få elever godkända i läs- och begreppstunga ämnen.Initialt arbetar vi med en grupp lärare för att öka lärares kunskap om läsning. Denna kunskap ska sedan delas med övriga lärare och översättas till klassrumspraktik.

Mål för projektet:öka kunskapen om läsning generellt och specifikt, i alla ämnen och årskurser, i och utanför skolanskapa förutsättningar för ett kollektivt lärande, ett lärande där kollegor inte bara lär av varandra utan söker skapa gemensam förståelse och slutsatsskapa tydlighet/struktur i hur, när och var skolan arbetar med läsning.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2023
Keywords
klassrum, elever, rektorer, lärare
National Category
Pedagogy
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-21109 (URN)
Conference
Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden
Available from: 2023-12-21 Created: 2023-12-21 Last updated: 2024-03-20Bibliographically approved
Elgemark, A. & Mollstedt, M. (2021). Changing English, Changing Challenges: The Work of Teaching English in a Context of Diverse Experiences. In: Alastair Henry & Åke Persson (Ed.), Engaging with Work in English Studies: An Issue-based Approach (pp. 151-171). Cham: Springer
Open this publication in new window or tab >>Changing English, Changing Challenges: The Work of Teaching English in a Context of Diverse Experiences
2021 (English)In: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, p. 151-171Chapter in book (Other academic)
Abstract [en]

Today, teachers of English are facing new challenges. As a language and as a school subject, English is in a process of transformation. Learners’ encounters with English are constantly changing, resulting in classrooms where experiences are diverse and proficiency levels vary widely. In such contexts, teachers’ professional development becomes increasingly important. This chapter draws attention to the need to include and promote language awareness as a central element in the education of preservice teachers learning the work of teaching English. With language awareness firmly cemented as a part of an English teacher’s professional practice, and with working approaches that emphasize both function and form, students can better become equipped as speakers and users of English in a globalized world.

Place, publisher, year, edition, pages
Cham: Springer, 2021
Keywords
English, language awareness, professional development
National Category
Didactics Specific Languages
Identifiers
urn:nbn:se:hv:diva-17677 (URN)10.1007/978-3-030-69720-4 (DOI)978-3-030-69719-8 (ISBN)978-3-030-69720-4 (ISBN)
Available from: 2021-11-02 Created: 2021-11-02 Last updated: 2021-11-02Bibliographically approved
Jeong, H., Elgemark, A. & Thorén, B. (2021). Swedish youths as listeners of global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance. Frontiers in Education, 6, Article ID 651908.
Open this publication in new window or tab >>Swedish youths as listeners of global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance
2021 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, article id 651908Article in journal (Refereed) Published
Abstract [en]

As reflected in the concept of Global Englishes, English mediates global communication, where English speakers represent not merely those from English-speaking countries like United Kingdom or United States but also global people from a wide range of linguistic backgrounds, who speak the language with diverse accents. Thus, to communicate internationally, cultivating a maximized listening proficiency for and positive attitudes toward global Englishes speakers with diverse accents is ever more important. However, with their preference for American English and its popular culture, it is uncertain whether Swedish youth learners are developing these key linguistic qualities to be prepared for the globalized use of English. To address this, we randomly assigned 160 upper secondary students (mean age = 17.25) into six groups, where each group listened to one of six English speakers. The six speakers first languages were Mandarin, Russian/Ukrainian, Tamil, Lusoga/Luganda, American English, and British English. Through comparing the six student groups, we examined their listener intelligibility (actual understanding), listener comprehensibility (feeling of ease or difficulty), accentedness perception (perceiving an accent as native or foreign), and accentedness acceptance (showing a positive or negative attitude toward an accent) of diverse English accents. The results showed that the intelligibility scores and perception/attitude ratings of participants favored the two speakers with privileged accents–the American and British speakers. However, across all six groups, no correlation was detected between their actual understanding of the speakers and their perception/attitude ratings, which often had a strong correlation with their feelings of ease/difficulty regarding the speakers accents. Taken together, our results suggest that the current English education needs innovation to be more aligned with the national syllabus that promotes a global perspective. That is, students need to be guided to improve their actual understanding and sense of familiarity with Global English speakers besides the native accents that they prefer. Moreover, innovative pedagogical work should be undertaken to change Swedish youths’ perceptions and attitudes and prepare them to become open-minded toward diverse English speakers.

Keywords
Global Englishes, Swedish youth learners, listener intelligibility, listener comprehensibility, accentedness perception, accentedness acceptability, implications for language education
National Category
Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-16510 (URN)10.3389/feduc.2021.651908 (DOI)000667266500001 ()2-s2.0-85108585119 (Scopus ID)
Projects
BUV pilot study
Available from: 2021-06-10 Created: 2021-06-10 Last updated: 2022-09-15Bibliographically approved
Elgemark, A. & Jeong, H. (2019). Swedish youths as listeners for diverse English accents: Discussing the method. In: : . Paper presented at L2 Pronunciation Research Symposium, November 6-7, 2019 at the University of Jyväskylä, Finland.
Open this publication in new window or tab >>Swedish youths as listeners for diverse English accents: Discussing the method
2019 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The Swedish youth have received recognition for having high proficiency in English and for being highly motivated in learning English (Norrby, 2015). However, their accent preference and listening input are skewed towards certain Inner Circle Englishes, especially American English (AE) (Cabau, 2009), while it is not known if they are willing and/or capable of understanding a wide range of accents in globalised communication. Our study, to be commenced in early 2020, seeks to address this gap by investigating how Swedish youths are as listeners for diverse English accents. In this poster presentation, we will discuss the method of our study.

The method is experimental. We operationalise listener intelligibility (LI), listener comprehensibility (LC), accentedness perception (AP) and accentedness acceptance (AA), adapted from previous studies (e.g. Kennedy & Trofimovich, 2008; Munro & Derwing, 1995; Tulaja, 2019), as well as listener variables found to have influence on the listener perception (e.g. Kang & Rubin, 2014). The stimulus will be the recordings of five university lecturers (one AE L1 and four L2 speakers) reading the same texts – adapted from previous Swedish national English 6 tests and the 40 true/false sentences from Munro and Derwing (1995). Listeners will be five classes of high school students, and each class will listen to one of the five speakers’ readings. We will administer tests to determine LI, LC, AP, and AA, and a questionnaire to identify individual variables. The analysis will target the LI, LC, AP and AA for different speakers, their relationships, interaction between the effects of speakers and listener variables, and speakers’ phonetic features compromising LI. At this stage of the research process, we welcome feedback, particularly on the justification of speaker selection, instruments for measuring the four constructs and for identifying individual variables and ways to remove training effect in test administration.    

References

Cabau, B. (2009). The irresistible rise and hegemony of a linguistic fortress: English teaching in Sweden. International Multilingual Research Journal, 3(2), 134-152. doi:10.1080/19313150903073786

Kang, O., & Rubin, D. (2014). Listener expectations, reverse linguisticstereotyping, and individual background factors in social judgments and oral performance assessment. In A. Moyer & J. M. Levis (Eds.), Social dynamics in second language accent account (pp. 239-253). Berlin: De Gruyter Mouton.

Kennedy, S., & Trofimovich, P. (2008). Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Canadian Modern Language Review, 64(3), 459-489.

Munro, M., & Derwing, T. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73-97. doi:10.1111/j.1467-1770.1995.tb00963.x

Norrby, C. (2015). English in Scandinavia: Monster or mate? Sweden as a case study. In J. Hajek & Y. Slaughter (Eds.), Challenging the monolingual mindset (pp. 17-32). Bristol: Multilingual Matters.

Tulaja, L. (2019). Pronunciation errors by German L2 Danish learners: Ratings in accentedness, comprehensibility and acceptability. Paper presented at the The New Sounds, Waseda, Japan.

Keywords
English as a globalised language, listening competence for diverse English accents, attitudes towards diverse English accents, Swedish youths
National Category
Languages and Literature Educational Sciences
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14740 (URN)
Conference
L2 Pronunciation Research Symposium, November 6-7, 2019 at the University of Jyväskylä, Finland
Projects
BUV Project: the Swedish Youth as Listeners for Diverse English Accents
Note

The paper is part of a research project funded by BUV. 

Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0775-2411

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