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  • 1.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Digital literacy and sustainability: a field study in EFL teacher development2016In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 14-19Conference paper (Refereed)
    Abstract [en]

    This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.

  • 2.
    Berggren, Jan
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    En gemensam resa eller skilda resor: talet om kärnämnen i gymnasieskolan 1990-20092012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 39-60Article in journal (Refereed)
    Abstract [en]

    A travel in common or separate travels – policy texts on core subjects in the Swedish upper secondary school 1990 to 2009. In this article eight policy texts from the period of 1990 to 2009 are analyzed with reference to their attention to core subjects on different programs. Questions asked to the texts are: Are students on various programs to receive the same teaching in core subjects? How are the expressed intentions legitimized? Using concepts from Lilie Chouliaraki and Norman Fairclough's (1999) critical discourse analysis (CDA) and Basil Bernstein's (2000) concept of classification, it is concluded that during this period a shift takes place in policy, from keeping form and content of core subject teaching on different programs in common, into making a difference in the form and content of core subject teaching on different programs. Furthermore, the legitimization process and consequences of the analyzed discursive drift in policy to the positions of pupils on different programs are discussed.

  • 3.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Engelskundervisning i gymnasieskolan för mobilisering av ungdomars livschanser2013Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    Berggren, Jan (2013). Engelskundervisning i gymnasieskolan för mobilisering av ungdomars livschanser. (English teaching in upper secondary school and mobilization of young people's life chances). Linnaeus University Dissertations No 156/2013, ISBN: 978-91-87427-64-0. Written in Swedish with a summary in English.

    English is a school subject which every Swedish upper secondary student is required to take. The selection and dissemination of knowledge among students attending upper secondary programmes carries the intention of social integration as well as specialization. The aim of this dissertation is then to show how perspectives on education in English elicited from teachers’ and students’ responses in interviews as well as Swedish education policy (SOU, directives, propositions) contribute to the conditions for the selection of knowledge and teaching, on and between programmes.

    Inspired by Basil Bernstein’s theories of educational sociology (1990, 2000) and Fairclough och Chouliaraki’s critical discourse analysis, CDA (1999), albeit adjusted to the aim of this study in pedagogics, the focus is on teachers’ and students’ views on teaching and knowledge in English classes on four vocational and academic programmes, establishing varying discourse practices on the different programmes. Moreover, perspectives on upper secondary teaching in Swedish education policy texts are analysed following the same methodology.

    Results indicate that education policy texts at the time of the interviews strive for adjustment of course content in English teaching to the programme (termed ‘infärgning’ in Swedish). Reflecting this trend in education policy, teachers and students on programmes speak of aspirations for English teaching as being either adapted for mainly academic purposes, or vocational and everyday-life purposes. On the basis of these aspirations it is argued that teachers and students establish either academically oriented discourse or vocational and everyday-life oriented discourse as the dominant pedagogical discourse on the individual programme. Thus, education policy as well as teachers and students reflect each other in striving for knowledge to be adapted for the programme. The two discourses contribute to a movement in favour of differences between programmes, though some of the vocational students complain on not being offered possibilities to analyse and discuss current problems in society. This is to say they complain that they do not receive an education in line with the academically oriented discourse, which is offered to students on academic programmes. At the same time, vocational students are dissatisfied in not gaining adequate knowledge in vocational English.

    Finally, these perspectives indicate discursive conditions for the selection of knowledge and the organization of teaching in English classes on different programmes. In the last chapter of the dissertation these varying perspectives on programmes concerning the selection of knowledge are analysed but now with a focus on the relationship between programmes. Consequences of the varying dominant pedagogical discourses on the programmes are discussed with regard to how they can be understood to mobilize life chances of young people differently, creating conditions for social integration and differentiation.

     

    Keywords: Selection of knowledge, upper secondary education, English, education policy, critical discourse analysis, sociology of education, social integration, social differentiation

  • 4.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Projekt Digital Literacy: utveckling av ungdomars språkbruk och digitala färdigheter i engelskundervisning2016Report (Other academic)
    Abstract [sv]

    Datorn har sedan flera år tillbaka haft en självklar roll i skolan. Språkundervisningen har liksom andra ämnen kommit att inkorporera datorn som ett hjälpmedel för skrivande, informationssökande och i någon mån som presentationstekniskt hjälpmedel. Ett alltmer utbrett användande av internet och olika datorprogram i arbetsliv,utbildning, liksom i andra samhällssammanhang har också inneburit att digitala färdigheter måste uppnås genom skolundervisningen. Hittills har lärare dock saknat ett systematiserat och akademiskt språk för att beskriva dessa moment i undervisningen liksom en sammanhållen, vetenskapligt grundad beskrivning av de färdigheter som eleverna behöver utveckla i engelskundervisningen. 

    Mot denna bakgrund är syftet med projekt Digital Literacy att engelsklärare i ett kollegialt lärande ska få tillgång till och gemensamt använda ett vetenskapligt grundat språkbruk gällande integrering av digitala färdigheter i engelskundervisning. I ett andra steg ska lärarna arbeta med att utvidga sin undervisningsrepertoar vad avser engelskundervisning i förening med digitala färdigheter, och nå tillämpningsbara redskap när de ska förbereda elever för yrke, vidare utbildning samt en aktiv medborgarroll i ett demokratiskt samhälle. Genom projektet Digital Literacy fann lärarna att de på ett positivt sätt fick möjlighet att tillsammans tillägna sig begrepp, m a o ett professionellt språkbruk, som kan användas i fortsatt kollegialt lärande. De fick även vidareutveckla sin undervisningsrepertoar med aktiviteter där datorn utgör motiverat redskap. I fokussamtalet efter genomförda aktiviteter uttryckte lärarna att de uppfattat att datorn kan ge elever inspiration som uppmuntrar till fortsatt lärande i engelska, liksom att datorn ger elever möjligheten att visa färdigheter och kunskaper i engelska på fler sätt än en traditionell undervisning erbjuder. Dessutom såg lärarna att betydelsen av att kunna tillämpa källkritik, att kunna anpassa språket som kommunikationsmedel i olika sammanhang, samt att inneha interkulturell kompetens, blev tydligt för många elever via genomförd undervisning.

  • 5.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Klintberg, Johan (Contributor)
    Linde, Emilia (Contributor)
    Johansson, Susanne (Contributor)
    Sjötång, Angelica (Contributor)
    Projekt History hunt: bedömning av digitala projekt i engelskundervisningen2017Report (Other academic)
    Abstract [sv]

    Digitalisering av ämnesundervisning såsom i engelska är en process som kommit att fokuseras i skolutveckling de senaste åren. Samtidigt har gymnasielärares vardag i Sverige sedan Lpf 1994 präglats av att läraren har att verka för att på lämpligt sätt bedöma elevers kunskapsprogression mot bakgrund av defiierade mål i nationella styrdokument. Det är i denna skärningspunkt mellan ämnesundervisningens digitalisering och bedömningen av elevers kunskapsprogression som detta projekt tar sin utgångspunkt.

    Den aspekt som uppmärksammas i projekt History hunt är engelsklärares arbete med en formativ undervisning och bedömning avett gruppbaserat digitaliserat projektarbete. Denna rapport ger en beskrivning och analys av ett initiativ att utveckla en bedömningspraktik för gruppbaserat digitaliserat projektarbete i avancerad språkundervisning i en teknologiskt väl utvecklad skola, med en vetenskaplig grund i det ramverk för digital literacy som formulerats av Dudeney, Hockly och Pegrum (2013).

  • 6.
    Berggren, Jan
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    The assessment of digital project in the EFL classroom2017In: CALL in a climate of change: adapting to turbulent global conditions, short papers from EUROCALL 2017 / [ed] Kate Borthwick, Linda Bradley, Sylvie Thouësny, Voillans France: Research-publishing.net, 2017, p. 46-50Conference paper (Refereed)
    Abstract [en]

    This paper reports on a project aiming at describing professionalpractice in the assessment of collaborative digital projects among a group of inserviceEnglish as a Foreign Language (EFL) teachers within the context of asingle workplace, a technologically well-resourced upper secondary school inSweden. In a previous project (Allen & Berggren, 2016), teachers were providedwith an overview of the digital literacy concept as described by Dudeney,Hockly, and Pegrum (2013) as part of an initiative to better integrate informationcommunication technology into their classroom practice. The current studyaddresses the need expressed in previous projects for developing assessmentpractices among the teachers working with digital projects, making use of apractical overview of the assessment of digital projects (Dudeney et al., 2013)trying out an assignment. Afterwards, a focus group interview was conductedfocusing on teachers' experiences of digital project assessment. The resultsindicate that while the teaching and assessment of collaborative digital projectsare not aligned, the teaching of digital literacy making use of digital resource mayaugment ‘traditional’ assessment. Following this conclusion, a necessity of furthercollaboration among EFL teachers appears, aiming at developing the assessmentof the collaborative aspect of digital projects.

  • 7.
    Berggren, Jan
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Då, nu och sen – nyanlända elever i gymnasieskolans introduktionsprogram: Förutsättningar, kunskapsutveckling och utmaningar i det flerspråkiga gymnasieklassrummet2020In: Article in journal (Refereed)
  • 8.
    Berggren, Jan
    et al.
    Kalmarsunds gymnasieförbund, Sweden.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Knowledge I brought with me could not be used, it was not in Swedish2019Conference paper (Refereed)
    Abstract [en]

    In recent years the Swedish education system has experienced a rise in the number of newly arrived students speaking different languages and with different school backgrounds. A newly arrived student is according to school legislation (Skollagen, 2010:800) a student under 18 years of age, who has migrated to Sweden lacking basic skills in the Swedish language.

    This paper aims to shed light on a group of newly arrived students’ perspectives on conditions for learning in the Swedish upper secondary education system. Using Bourdieu’s concept of capital we critically discuss organisational and pedagogical responses in the education system as experienced by 19 newly arrived students.

    Findings indicate that students’ performances using Swedish for academic purposes and being able to analyse Swedish culture are crucial skills. Simultaneously, unsuccessful students have to remain in Language introduction focusing on learning Swedish. Some students show resistance to current demands in mainstream teaching, which can be traced in students who resent not being able to make use of their previous learning and skills in different languages without using Swedish. As individuals, they are left with an experience of deficit, having no or little knowledge about Swedish culture and language. This is expressed by one student saying that sometimes knowledge from her native country cannot be used because it is in another language and that subject teaching often stipulates knowledge about Swedish history and Swedish kings.

    At stake is newly arrived students’ educational careers, and their chances in society. “Education is my passport”, one student says. The authors argue for acknowledging students’ various language knowledge and cultural backgrounds in teaching, thereby improving students’ opportunities to receive recognition of their existing cultural capital while offering them a gateway to continued education and social inclusion.

  • 9.
    Berggren, Jan
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Järkestig Berggren, Ulrika
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Education is my passport: Experiences of Institutional Obstacles among Immigrant Youth in the Swedish Upper Secondary Educational System2020In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680Article in journal (Refereed)
1 - 9 of 9
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