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  • 1.
    Andersson, Agnes
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Conceptualizations of grammar teaching as a means for revitalizing Swedish research on L1 grammar education2020In: ASLA-symposiet 2020: Abstraktsamling [The ASLA Symposium 2020 : Book of Abstracts], Göteborgs universitet, 2020, p. 12 (78)-Conference paper (Refereed)
    Abstract [en]

    At present, Swedish law requires that teaching rest upon science and proven experience. These demands, conjoined with the fact that Swedish research on L1 grammar education is scarce, renders a vitalization of the field important. This paper seeks to do so by examining international research in relation to existing Swedish research.

    This paper accounts for a systematic literature review (Gough, Oliver & Thomas, 2017; EPPI-Centre, 2006) of peer-reviewed studies from English language international journals, concerning L1 grammar education published between 1999 and 2019. The aim of the review is to identify conceptualizations of grammar teaching in L1 education and, thus, offer guidance to future Swedish research on grammar education. The articles (n=33) are thematically analyzed in search for patterns within the field.

    Preliminary findings reveal that the prominent theoretical perspectives on grammar teaching are the descriptive, rhetorical and contextual, where grammar is conceived as a meaning making resource that fosters metalinguistic knowledge. Also, findings indicate that verbalized metalinguistic activity and procedural activity in the writing process are closely connected. Furthermore, teachers’ conceptualizations of grammar are mainly prescriptive, hence, studies stress the importance of cooperation between teachers and linguists.

    Finally, findings indicate that Swedish research tends to focus on whether or not grammar should be taught, whereas international research rather seeks to identify what poses as the key foundation of grammar education, namely metalinguistic activity. Drawing upon the results, recommendations for Swedish research include a shift in focus in order to explore other aspects of L1 grammar education.

  • 2.
    Andersson, Agnes
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Svenskläraren - den ofrivillige deskriptivisten2019In: Svenskläraren, ISSN 0346-2412, no 3, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Design för kontextualiserad grammatikundervisning2021In: NNMF8 2021: Abstractbok, Uppsala: Uppsala universitet, 2021, p. 223-223, article id 4E-4Conference paper (Other academic)
    Abstract [sv]

    De senaste åren har en kontextualiserad, deskriptiv och utforskande grammatikundervisning fått genomslag i forskning inom förstaspråksämnet (Kabel & Bjerre, 2020; Myhill, Watson & Newman, 2020). Den här presentationen rapporterar om ett projekt där en design för kontextualiserad grammatikundervisning skapades, testades och utvecklades i iterativa cykler tillsammans med verksamma svensklärare (jfr McKenney & Reeves, 2019). Syftet med studien är att bidra med kunskap om hur design för grammatikundervisning, som syftar till att utveckla elevers metalingvistiska förståelse, kan gestaltas och vad som kan vara betydelsefullt i undervisningen för att ge elever möjlighet att utveckla sådan förståelse. I analysen står lärarnas iscensatta undervisning och elevers representationer i fokus, liksom det undervisade innehållet. Ett par övergripande frågeställningar är därför: Vilka förutsättningar skapar designen för att utveckla elevers metalingvistiska förståelse? Vilka föreställningar rörande grammatikens ’varför’ kommer till uttryck i lärarnas reflektioner och vilka didaktiska implikationer kan dessa medföra?

    Studien genomfördes tillsammans med sex svensklärare på en gymnasieskola. Datamaterialet består primärt av fokusgruppssamtal med de deltagande lärarna under hela designprocessen, men också videoinspelningar av några elevgruppers metalingvistiska aktiviteter under designens tre cykler. I presentationen visas och diskuteras några exempel på hur ett designteoretiskt perspektiv kan fungera när forskare och lärare samverkar kring en kontextualiserad grammatikundervisning (Sandoval, 2014; Selander & Kress, 2010).

    Kabel, K., & Bjerre, K. (2020). Kontekstualiseret grammatikundervisning – hvad er det? Viden om Literacy 27, 20–28.

    McKenney, S. & Reeves, T.C. (2019). Conducting educational design research. (Second edition). London: Routledge.

    Myhill, D., Watson, A., & Newman, R. (2020). Thinking differently about grammar and metalinguistic understanding in writing. Bellaterra Journal of Teaching & Learning Language & Literature, 13(2), e870–e870.

    Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the learning sciences, 23(1), 18–36.

    Selander, S. & Kress, G. 2010: Design for lärande. Ett multimodalt perspektiv. Stockholm: Norstedts.

  • 4.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    En del i helheten: En studie av kontextualiserad grammatikundervisning i gymnasieskolan2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute with knowledge about grammar teaching in L1 education through a design-based research project where a researcher and teachers create, implement, and evaluate contextualized grammar teaching in Swedish upper secondary school. The aim is also to illuminate how it can be used and understood. Shulman’s (1986; 1987) theory on pedagogical content knowledge (PCK) and the process of transformation is used as a theoretical framework in the thesis frame. The thesis includes four articles that investigate different perspectives of the educational design. The empirical data used consist of peer-reviewed articles, audio-recorded focus group discussions with the six participating teachers, video recordings of the students’ metalinguistics activities, field notes by the researcher, and a student questionnaire. The results show how contextualized grammar teaching, with the goal of developing students’ meta­linguistic understanding, can be implemented and used through a set of interacting design elements, namely inductive tasks, discussions, visualizations, and integra­tion. Furthermore, the results illuminate different strategies that students use when analyzing syntactical components in a literary text and their pedagogical (dis)advantages. The thesis further shows that using authentic texts when teaching grammar encourages students to discover the interrelationships between different levels of language, such as grammar and pragmatics. However, using authentic texts can also hinder students from discovering grammatical structures and, by extension, the hierarchical structure of language, due to the complexity that characterizes them. Based on the overall findings, the importance and complexity of the contextualization of grammar and its relation to traditional grammar teaching from a theoretical and practical perspective is discussed. In the light of teachers’ pedagogical content knowledge and the conditions of practice, the results indicate the need to recapitulate what grammar teaching is and can be within the framework of L1 education in general and the Swedish subject in particular.

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  • 5.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Grammar coming alive: Swedish L1 teachers’ reflections on using authentic texts when teaching grammar2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    As teachers’ experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they adopted contextualized grammar teaching in their classrooms. The results show that, according to the teachers, using authentic texts can create connections between grammar and language in use, which motivates the students to learn grammar. However, due to the complexity that characterizes authentic texts they also seem to complicate the instruction of a grammatical phenomenon. The conclusion of the study is that if the teachers have something to connect the grammatical content to, both manipulated and non-manipulated linguistic materials remain relevant in making a grammatical phenomenon comprehensible to the students.

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  • 6.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    “It's all about making the students see the Matrix” – Teachers' reflections on teaching grammar in context in an educational design research project2022Conference paper (Refereed)
    Abstract [en]

    As it has been found that contextualized grammar teaching enhances students' literacy skills (e.g., Myhill et al., 2012), grammar is conceptualized as mainly a tool for writing in the current L1 grammar teaching discourse. As a result, other potentially meaningful reasons to teach grammar in context, such as the intrinsic values of grammar teaching, has received little or no attention (cf. van Rijt & Coppen, 2021). 

    This paper accounts for an educational design research project (cf. McKenney & Reeves, 2019), in which a contextualized grammar teaching was developed and tested in Swedish upper-secondary school. Drawing upon a contextualized conceptualization of grammar (Myhill, 2021), the aim of the present paper is to explore teachers' reflections on reasons for teaching grammar in context. The data consists of recorded design conversations with the participating teachers throughout the design process, which is analyzed using reflexive thematic analysis (following Braun & Clarke, 2019). The following research questions will be addressed: i) what conceptions concerning the purpose of grammar teaching are expressed? and ii) what didactic implications may they entail? 

    Preliminary results show that the teachers do not necessarily conceptualize the purpose of grammar teaching as being a dichotomy between procedural and declarative knowledge. Rather, they are seen as a mutually constituting relationship. However, findings also indicate that teachers find it easier to draw on grammar as a tool for writing when motivating students, and therefore an instrumental perspective tends to become the starting point for some teachers. Implications for the teaching of grammar in L1 education will be discussed, linking back to previous research on contextualized grammar teaching. 

  • 7.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    ”Man demystifierar som språket för eleverna”: Lärares erfarenheter av en kontextualiserad grammatikundervisning2022Conference paper (Other academic)
  • 8.
    Strandberg, Agnes
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Representations of Grammar Teaching in L1 Education – A Literature Review2022In: Språklig mångfald: Rapport från ASLA-symposiet i Göteborg, 23–24 april 2020 / [ed] Stina Ericsson; Inga-Lill Grahn; Susanna Karlsson, ASLA, Svenska föreningen för tillämpad språkvetenskap , 2022, p. 196-216Conference paper (Refereed)
    Abstract [en]

    This article reports a literature review of peer-reviewed studies of L1 grammar teaching, published in international English-language journals from 1999 to 2019. The review generates interpretative themes of representations of L1 grammar teaching and thus offers guidance for teachers and future research on grammar education. The articles (n=31) were analyzed using reflexive thematic analysis to generate interpretative themes concerning representations of grammar teaching within the field. The results show that grammar teaching is described as challenging, mainly due to differing perceptions of grammar between linguists and teachers. In addition, the second theme captures grammar teaching as something that aims to foster metalinguistic understanding. Finally, contextualized grammar teaching is discernible which is carried out through reflective interaction and experimentation. This study suggests that future research should reconceptualize grammar teaching building on these findings using practice-based research approaches where teachers are offered agency in the research process. 

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  • 9.
    Strandberg, Agnes
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Lundström, Stefan
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Dagen då Halliday mötte Nussbaum2022In: Språk och litteratur - en omöjlig eller skön förening?: 15:e nationella konferensen i Svenska med didaktisk inriktning, Lund, 2022, Vol. 15, p. 31-32Conference paper (Refereed)
    Abstract [sv]

    I gymnasieskolan är svensklärares uppdrag såväl att utveckla demokratiska medborgare som att arbetamed litteraturanalys och att lära eleverna upptäcka språkets struktur. En förening av dessa kan te sigsom en utmaning, särskilt mot bakgrund av hur läroplanen delar in kunskapskraven. För att förstå dentransformeringsprocess som äger rum när litterär och språklig analys förenas medvärdegrundsuppdraget i undervisningspraktiken måste lärarperspektivet inkluderas (jfr Shulman, 1987).Syftet med det här föredraget är därför att presentera hur lärare i praktiken kan hantera denna föreningsamt de didaktiska möjligheter som där finns.Utifrån Hallidays systemisk-funktionella grammatik har Myhill et al. (2020) utvecklat pedagogiskaprinciper för en kontextualiserad grammatikundervisning som tar sin utgångspunkt i exempelvisskönlitterära texter. I en sådan undervisning kan grammatisk analys förenas med andra kunskapskrav. Iföredraget kommer en undervisningsutvecklande designstudie att presenteras, där forskare och läraretillsammans har iscensatt en kontextualiserad grammatikundervisning i gymnasieskolan. Iundervisningsdesignen arbetade eleverna med olika språklaborationer vid läsningen av en roman, därockså litteraturens möjligheter att utveckla kritiskt tänkande och demokratiska förhållningssätt togstillvara (jfr Nussbaum, 2020). Datamaterialet som utgör grunden för presentationen är ljudinspeladefokusgruppsamtal med de deltagande lärarna under designprocessen.Av resultaten framgår att den dissekering av den skönlitterära texten som språklaborationerna delvisinnebär också gör att eleverna djupare engagerar sig i romanens innehåll på det sätt som Nussbaummenar att litteraturen har potential för. Utifrån resultaten diskuterar vi studiens implikationer försvenskämnet, där litteratur och språk ur ett lärarperspektiv är oundvikligt förenade. Det finns behov avatt lärare explicitgör hur detta går till i undervisningspraktiken och därför behöver lärare i störreutsträckning inkluderas i forskningsprocessen. Avslutningsvis diskuteras implikationer för lärarutbildningoch vikten av att ta hänsyn till undervisningspraktiken för att möten mellan språk och litteratur ska kunnahanteras.

  • 10.
    Strandberg, Agnes
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Lundström, Stefan
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Design för kontextualiserad grammatikundervisning2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 2, p. 53-77Article in journal (Refereed)
    Abstract [en]

    This article draws on an educational design research project in which researchers and teachers have designed and implemented contextualized grammar teaching. The opportunities for working with upper secondary students’ metalinguistic understanding provided by the design elements inductive tasks, discussion, visualization, and integration are analyzed. The data comprises focus group discussions with the participating teachers, student questionnaires and observation notes by the researcher. A qualitative content analysis shows that inductive tasks can be beneficial for discussing form and function but at the same time, the approach challenges the role of the teachers as transmitters of knowledge. Visualizing structures using colors function as a metalanguage when students developed metalinguistic understanding. Finally, the result shows that integrating grammar into other content areas within the L1 subject can create a holistic perspective on language and the L1 subject.

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  • 11.
    Strandberg, Agnes
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Toropainen, Outi
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    ”Det bygger liksom på att man vet sammanhanget”: Elevers resonemang om syntaktisk (o)fullständighet i en skönlitterär text2022In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 8, no 1, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Within the framework of a contextualized view of grammar teaching, this paper explores and analyzes metalinguistic activities in which Swedish upper secondary school students (aged 15–17) discuss a fictional text (Stina Jackson’s novel The Silver Road) and its syntactical components. In order to shed light on the students’ reflections about syntactical (in)completeness, an inductive content analysis was carried out. The findings show that the students primarily used rules of thumb and semantic associations in their reflections, which can complicate the recognition of syntactically (in)complete sentences. However, when they considered the sentences as linked together textually, they succeeded in recognizing syntactic (in)completeness. While using semantic associations can make the identification and explanation of grammatical structures more difficult, the results indicate that students’ reflections about syntactic (in)completeness can be facilitated by considering both syntactical and semantic cohesion in texts. Finally, the present study shows the potential of a contextualized grammar teaching, as it explores how fictional texts and syntactic (in) completeness can function as starting points for grammar teaching and thus support a descriptive approach to linguistic structures and conventions in the first language classroom

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