Vad avses med språkinlärning? : En kvalitativ studie om GERS påverkan på synen av kunskap i ämnesplanerna i främmande språk i Sverige och Berlin

• Main Author: Da Lio, Giulia
• Format: Others
• Language: Swedish
• Published: Stockholms universitet, Institutionen för språkdidaktik 2018
• Subjects: Educational Sciences; Utbildningsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190438

The aim of this work is to analyse the influence of CEFR, the Common European Framework of Reference for Languages, on how language learning is presented within the current curricula for upper secondary high school in the subject area of foreign languages in Sweden and in the federal state of Berlin (Germany). The focus is on the notion of knowledge and how the notion of knowledge from CEFR has been translated within the curricula from two different EU school authorities. The method is based on qualitative content analysis. The results are discussed in the light of curriculum theory and the goal is to better understand the connections between (international) education policies and language education. The current curriculum from the federal state of Berlin literally reproduces CEFR´s notion of language learning by reproducing the same system of knowledge and skills aimed at developing different competences. On the other hand, together with the definition of different language competences, among which communicative competence is of paramount importance, the curriculum outlines also the thematic content that Berlin schools must follow. The current Swedish curriculum focuses on the learning of different forms of linguistic knowledge and skills aimed at developing proficient communicative skills.  These notions are presented in relation to the different school systems and to how language learning is organised within them. The choice of focusing on competences rather than skills and vice versa is discussed in terms of education policy.