scholarly journals Perspectives on written L1 in Swedish CLIL education

2021 ◽  
Author(s):  
Elisabeth Ohlsson
Keyword(s):  
Language Arts ◽  
Academic Writing ◽  
Subject Area ◽  
Corpus Linguistic ◽  
School Subjects ◽  
Upper Secondary ◽  
L1 Use ◽  
Linguistic Methods ◽  
The Impact ◽  
Upper Secondary Schools

This article presents a longitudinal investigation of texts written by students in upper secondary schools in Sweden. The texts are collected at three different schools implementing Content and Language Integrated Learning, CLIL, where school subjects are taught in a second or foreign language, L2, in this case English. CLIL research with an L1 focus in the Swedish context is rare. The present study explores and compares vocabulary use in texts written in L1 Swedish by students attending schools where English is used as the medium of instruction to various degrees, thereby representing diverse CLIL models. One school uses English in practically all subjects except in language arts (subject area of Swedish and optional German/French/Spanish). The other two schools use L2 English in some lessons but not all, thus representing other CLIL models. The data comprises 306 pieces of texts that were analysed using quantitative and corpus linguistic methods to examine the vocabulary use including linguistic variables connected to academic writing. The texts were written at four different occasions during a period of three years, Results indicate that the L1 vocabulary use concerning specific word variables show no substantial diversifications between the three CLIL schools despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on students’ L1 is sometimes raised as an apprehension against CLIL education in Sweden. The results regarding productive written academic vocabulary of the present study indicate that there are no grounds for such concerns.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

scholarly journals The effects of school closures on SARS-CoV-2 among parents and teachers

2021 ◽  
Vol 118 (9) ◽  
pp. e2020834118 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena B. Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

scholarly journals How is information content distributed in RA introductions across disciplines? An entropy-based approach

2022 ◽  
Vol 10 (1) ◽  
pp. 63-83
Author(s):  
Wei Xiao ◽  
Jin Liu ◽  
Li Li
Keyword(s):  
Social Sciences ◽  
Information Content ◽  
Academic Writing ◽  
Natural Sciences ◽  
Linguistic Features ◽  
Corpus Linguistic ◽  
Research Article ◽  
Based Instruction ◽  
Linguistic Methods ◽  
Interest In Research

Recent years have witnessed a growing interest in research article (RA thereafter) introductions. Most previous studies focused on the macro structures, rhetorical functions and linguistic realizations of RA introductions, but few intended to investigate the information content distribution from the perspective of information theory. The current study conducted an entropy-based study on the distributional patterns of information content in RA introductions and their variations across disciplines (humanities, natural sciences, and social sciences). Three indices, that is, one-, two-, and three-gram entropies, were used to analyze 120 RA introductions (40 introductions from each disciplinary area). The results reveal that, first, in RA introductions, the information content is unevenly distributed, with the information content of Move 1 being the highest, followed in sequence by Move 3 and Move 2; second, the three entropy indices may reflect different linguistic features of RA introductions; and, third, disciplinary variations of information content were found. In Move 1, the RA introductions of natural sciences are more informative than those of the other two disciplines, and in Move 3 the RA introductions of social sciences are more informative as well. This study has implications for genre-based instruction in the pedagogy of academic writing, as well as the broadening of the applications of quantitative corpus linguistic methods into less touched fields.

scholarly journals A Comparative Study of CLIL Trajectories in the Polish Education System

2019 ◽  
Vol 16 (2) ◽  
pp. 63-76
Author(s):  
Piotr Romanowski
Keyword(s):  
Foreign Language ◽  
Education Reform ◽  
Comparative Study ◽  
Bilingual Education ◽  
Language Education ◽  
School Subjects ◽  
Upper Secondary ◽  
Curricular Models ◽  
New Education ◽  
Upper Secondary Schools

This paper aims to present a comparative study of the existing curricular Content and Language Integrated Learning (CLIL) models as used by teachers in Polish lower- and upper-secondary schools in the system of education which ended in 2017 when the New Education Reform was implemented. The article reveals the details pertaining to general language education in Poland and bilingual classrooms focusing on CLIL. The main goal is to analyse which languages are most frequently employed in bilingual education as the medium of instruction, the school subjects whose content is imparted through the medium of a foreign language as well as the four major curricular models developed and implemented for the needs of bilingual provision in Poland.

scholarly journals Design-based research in economic education

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Dieter Euler ◽  
Michèle Collenberg
Keyword(s):  
Research Design ◽  
Urban Economics ◽  
Subject Area ◽  
Economic Education ◽  
Central Research ◽  
Design Based Research ◽  
Upper Secondary ◽  
Specific Performance ◽  
Research Questions ◽  
Upper Secondary Schools

This article describes the phases of a design-based research (DBR) process using the example of an economic education project. The project was carried out in the "urban economics" subject area for economic education in upper secondary schools (15-18 years). The research questions, research design, and central research results are described in detail. Finally, the experiences from the project are incorporated to reflect the DBR's specific performance characteristics.

scholarly journals School closures and SARS-CoV-2. Evidence from Sweden’s partial school closure

2020 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closure ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools

AbstractTo reduce the transmission of SARS-CoV-2 most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper secondary schools moved to online instruction while lower secondary school remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections [OR 1.17; CI95 1.03–1.32]. Among lower secondary teachers the infection rate doubled relative to upper secondary teachers [OR 2.01; CI95 1.52–2.67]. This spilled over to the partners of lower secondary teachers who had a higher infection rate than their upper secondary counterparts [OR 1.29; CI95 1.00–1.67]. When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

scholarly journals The impact of the COVID-19 school closure on adolescents' use of mental healthcare services in Sweden

2021 ◽  
Author(s):  
Helena B Svaleryd ◽  
Evelina Bjorkegren ◽  
Jonas Vlachos
Keyword(s):  
Mental Health ◽  
Secondary Schools ◽  
Secondary Students ◽  
Mental Healthcare ◽  
Healthcare Services ◽  
School Closure ◽  
Behavioral Disorder ◽  
Upper Secondary ◽  
The Impact ◽  
Upper Secondary Schools

Background School closures used to contain the COVID-19 pandemic may have negative impacts on students' mental health but credible evidence is scarce. Sweden moved upper-secondary students to remote learning but, as the only country in the OECD, kept schools at lower levers open throughout the pandemic. Methods Using nationwide register data, we estimate the difference in the use of mental healthcare services between upper- and lower-secondary students during the pandemic, and relate this to the same group difference prior to the pandemic. For the main analysis, this difference-in-difference approach is applied to the period April-June 2020 when upper-secondary schools were fully closed. We also study the periods July-December 2020 when upper-secondary schools were largely open, and January-March 2021 when they were partially closed. We study the impact on all contacts with hospitals and specialist psychiatric care due to mental and behavioral disorder, as well as prescriptions for antidepressants, insomnia, and ADHD drugs. Findings Compared with expected rates, the use of mental healthcare services among upper-secondary students fell by -3.71 [CI95 -5.52 to -1.91] cases per 1000 during April-June 2020, largely due to a reduction in depression and anxiety-related diagnoses (-1.49; CI95 [-2.36 to -0.63]) and prescriptions (-1.80; CI95 [-2.93 to -0.68]). This reduction in the use of mental healthcare services corresponds to a 4.36% CI95 [-6.47 to -2.25]) decrease compared to the level prior to the pandemic. The decrease compared to expected rates persists through July-December 2020 (-3.55%; CI95 [-5.38 to -1.71]) and January-March 2021 (-5.23%; CI95 [-7.24 to -3.21]). The reduction is stronger among students in the 2nd (-5.06%; CI95 [-8.02 to -2.09]) and 3rd (-4.86%; CI95 [-8.19 to -1.53]) year of upper-secondary school. The decrease is concentrated to students who was not in contact with mental healthcare services earlier in the academic year (-16.70%; CI95 [-22.20 to -11.20]). The relative reduction is largest for unplanned care (-13.88%; CI95 [-19.35 to -8.42]) and care at emergency units (-18.19%; CI95 [-26.44 to -9.92]). Interpretation Closing upper-secondary schools in Sweden reduced use of mental healthcare services. There is no indication of this being due to reduced accessibility. In a setting with no strict lockdown, moving to online teaching for a limited period did not worsen mental health among students in upper-secondary schools.

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