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Literary Form in the Swedish Upper-Secondary ESL Classroom: Policy and Practice: A Critical Study of the National Syllabus for English in Relation to Practical Teaching and Student Learning
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
2015 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

This thesis presents a critical study of the Swedish national syllabus for upper-secondary English in relation to practical teaching and student learning as pertains to one specific aspect of the central content for English 5 and 6: literary form. Proceeding from the observation that this aspect is conceptually vague, the study investigates how teachers approach it in their teaching, and what student experiences indicate about the learning outcomes of that teaching. Hence, the study uses a qualitative method, albeit with a quantitative element, basing its analysis and discussion on the results of questionnaires distributed to teachers and students at one Swedish upper-secondary school.

The results show that literary form is indeed taught – but it seems to be so to varying degrees, with varying underlying conceptualizations (especially as pertains to the relation between form and content), with varying principles of assessment, and with varying learning outcomes. It is taught largely in terms of genre as a primary principle, yet largely not in terms of genre pedagogy with an eye on productive skills, but rather focusing on receptive skills (that is, fostering a deeper ability to appreciate literary texts); thus, in practice, upper-secondary English in Sweden is not taken simply as a language-acquisition subject.

However, the results also indicate that the vagueness of the syllabus results in a lack of shared vision among teachers, which together with factors such as gaps in teachers’ practical theories very probably adversely affects course and programme alignment as well as educational equivalency between classes, programmes, and schools.

Place, publisher, year, edition, pages
2015. , p. 47
Keywords [en]
literary form, upper-secondary school, English, pedagogical alignment, educational equivalency, policy, practice
National Category
General Literature Studies
Identifiers
URN: urn:nbn:se:lnu:diva-39730OAI: oai:DiVA.org:lnu-39730DiVA, id: diva2:786177
Subject / course
English
Educational program
Supplementary educational programme, 90 credits
Supervisors
Examiners
Available from: 2015-07-20 Created: 2015-02-04 Last updated: 2015-07-20Bibliographically approved

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WinnbergEngLitDid(672 kB)155 downloads
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File name FULLTEXT01.pdfFile size 672 kBChecksum SHA-512
4e14066d6be85c84c65195928452756b603d178a138f18924ba90f6799fbf6e85890eef7e1fb05e8ce4b14b58e939d3f9ea2eea596756520ae83a8f2188e971e
Type fulltextMimetype application/pdf

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Department of Languages
General Literature Studies

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf