Trends in the study of Modern languages in Swedish lower secondary school (2000 – 2018) and the impact of grade point average enhancement credits

Granfeldt, Jonas; Sayehli, Susan; Ågren, Malin

doi:10.1080/20004508.2020.1790099

Cited by 7 publications

(9 citation statements)

References 4 publications

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“…Planteamos como hipótesis que los docentes sin titulación no se hayan sentido motivados o interpelados para participar en la encuesta. Existen diferencias regionales en cuanto a las lenguas extranjeras preferidas por los alumnos, observadas por Granfeldt et al (2020) en un estudio basado en estadísticas nacionales y municipales. Tanto el francés como el español son más populares en contextos urbanos o cercanos a una zona urbana.…”

Section: Titulación Del Profesorado De Español Como Lengua Extranjera O Segundaunclassified

Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia

Österberg

2021

Journal of Spanish Language Teaching

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El primer estudio europeo sobre competencias lingüísticas (European Survey on Language Competences) mostró cifras alarmantes sobre el bajo nivel de español LE/L2 de los alumnos suecos en contraste con su alto dominio del inglés. El proyecto de investigación TAL (Teaching, Assessment, Learning) (2015-2018) surgió para investigar estos resultados en el contexto de la enseñanza de segundas lenguas. El presente estudio muestra las experiencias y opiniones de los docentes de español LE/L2 desde la óptica de su perfil laboral y formativo en el contexto escolar sueco. 114 docentes de español LE/L2 participaron en la encuesta del proyecto. Los resultados constatan la escasez de profesionales cualificados y una actitud indiferente hacia el aprendizaje de la lengua, en comparación con el inglés, por parte de los estudiantes y de la sociedad circundante. Algunas de las necesidades identificadas para mejorar la situación laboral de los profesionales del español en Suecia son: reducir el número de estudiantes por clase, eliminar la precariedad laboral, junto con la situación de pluriempleo, y crear una oferta formativa específica sobre la enseñanza del español. Los resultados obtenidos se comparan con el estudio global sobre los profesionales del español de Muñoz-Basols, Rodríguez-Lifante y Cruz-Moya (2017).

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Section: Titulación Del Profesorado De Español Como Lengua Extranjera O Segundaunclassified

Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia

Österberg

2021

Journal of Spanish Language Teaching

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“…While roughly 80% of students begin learning a LOTE in grade 6 or in grade 7 (at the CEFR A1 level), motivation tends to wane (Henry, 2012). Despite the enhancement to the grade point average that is generated by studying a LOTEa measure instigated by the Swedish government to promote plurilingualismby grade 9 (CEFR A2 level) the number of students learning an additional foreign language falls to some 70% (Granfeldt et al, 2020).…”

Section: Study and Settingmentioning

confidence: 99%

“…Currently, only a fraction of secondary students in Sweden (around 1.5%) learn a second FL (Statistics Sweden, 2020). Although the low uptake of a second FL can reflect a general lack of interest in learning modern languages (Granfeldt et al, 2020), this may not be the whole story. Together with a shortage of qualified language teachers, timetabling constraints mean that creating space for an additional FL can be logistically challenging.…”

Section: School Policymentioning

confidence: 99%

Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context

Henry

2020

International Journal of Multilingualism

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Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based study in a Swedish secondary school setting, the ideal multilingual self is explored as 'a system functioning in context'. Focusing on the ways in which multilingual identities and the social contexts of multilingualism co-evolve, analyses show how the school environment shapes and is shaped by emergent identities. The importance of multi-scalar designs is highlighted, and the contribution of motivation research to sustainable multilingual education is discussed.

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“…Moreover, the number of municipalities in the country without registered pupils in French in lower secondary school has seen a dramatic increase in the same period. In 2000, there were no such municipalities, whereas this number was 41 (out of 290) in 2018 (Granfeldt et al 2020;Granfeldt and Ågren 2019) (see below for discussion).…”

Section: Introductionmentioning

confidence: 99%

Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities

Hahlin

Granfelt

2021

Languages

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Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.

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Trends in the study of Modern languages in Swedish lower secondary school (2000 – 2018) and the impact of grade point average enhancement credits

Cited by 7 publications

References 4 publications

Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia

Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia

Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context

Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities

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