Swedish as a second language

Transcription

1 SVA Swedish as a second language The subject of Swedish as a second language gives students with a mother tongue other than Swedish the opportunity to develop their communicative language skills. A rich language is the precondition for acquiring new knowledge, succeeding in further studies, and taking an active part in societal and working life. It is also through language that we express our personality and interact with other people in different situations. The subject helps students strengthen their multilingual identity and confidence in their own language skills, at the same time as they gain greater respect for the language of others, and how they express themselves. Aim of the subject Teaching in Swedish as a second language should aim at helping students to develop skills in and knowledge of the Swedish language. Students should also be given the opportunity to reflect on their own plurilingualism and their capacity to master and develop a functional and rich second language in Swedish society. Teaching should provide students with ample opportunity to meet, produce and analyse spoken and written language. Fiction, different kinds of texts, films and other media should be used as a source of insight into the experiences of others, their thoughts and conceptual worlds, and give students an opportunity to develop a rich and varied language. The content should be chosen so that students' previous experience and knowledge are taken into account. Plurilingualism is an asset for both the individual and society, and by comparing language skills and experiences with others, students should be given the opportunity to develop a better understanding of the function of language in communication, thinking and learning. Teaching in the subject of Swedish as a second language should give students the opportunities to develop the following: 1) The ability to communicate in speech and writing and to adapt language to subject, purpose, situation and recipient. 2) The ability to use a rich vocabulary in a way that is relevant to the context. 3) Knowledge of the structure and norms of the Swedish language. i.e. how words, phrases and sentences are built up and how they interact. 4) The ability to structure, refer to, assess and critically examine the content of spoken and written language. 5) The ability to read and reflect on texts of different kinds. 6) The ability to read and reflect on fiction in different forms and from different parts of the world. 1

2 7) Knowledge of language and language variation, and the ability to reflect on use of language and attitudes to different kinds of language use. 8) The ability to compare the Swedish language with their mother tongue and other languages in which they are skilled, as well as ability to reflect on their own language learning. Courses in the subject Swedish as a second language 1, which builds on knowledge from the compulsory school or equivalent. Swedish as a second language 2, based on the course Swedish as a second language 1. Swedish as a Second Language 3, based on the course Swedish as a second language 2. 2

3 SVASVA01 Swedish as a second language 1 The course Swedish as a second language 1 covers points 1 8 under the heading Aim of the subject. Core content Teaching in the course should cover the following core content: Oral presentations and oral narratives for different recipients. Strategies for understanding and making oneself understood in talks and discussions. Participation in conversations and discussions where language, content, and structure are adapted to subject, purpose, situation and recipient, and where argument is used to clarify one's own point of view and to respond to the arguments of others. Writing of texts for communication and reflection. Strategies for writing different types of texts that are adapted to subject, purpose, situation and recipient. Text structure, text patterns and language features especially in narrative, descriptive and argumentative texts. Techniques and guidelines for summaries and referencing quotations and different sources. The vocabulary and structure of the Swedish language in different communicative situations. Reading and discussion of texts used in daily, societal, studying and working life. Reading and discussion of modern fiction written by both men and women that provide insights into different cultures, universal human themes and Swedish frames of reference. Language variation in Sweden and the Swedish language with emphasis on how language variation is related to origin, place of residence, age, gender and social background. Attitudes to language variation. Differences between formal and informal language and between spoken and written language. Comparison between the Swedish language and the student's mother tongue. Reflection on how language learning with an emphasis on how oral situations and texts can be used to build up vocabulary and develop the language. 3

4 KNOWLEDGE REQUIREMENTS Grade E Students can discuss subjects related to everyday life, society, studies and work, and adapt to some extent their language to subject, purpose, situation and recipient. Students can make oral presentations where the context is easy to follow. Students can write different kinds of texts that are coherent and comprehensible, and essentially follow the norms for the type of text selected. Vocabulary, pronunciation and command of grammar are sufficiently good so that written and oral communication will not be impeded other than in exceptional cases. Students can in basic terms report the main content of oral and written communications that are found in daily life, society, studying and work. Students can assess and critically examine content in a simple assessment. Students can in basic terms give an account of the content of simple texts of various kinds and of modern fiction. Students can adapt their reading to the type of text and through examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty use the texts of others as a model for their own language production. Students can make simple reflections on how language variation is related to speaker, purpose and communication situation, and also how language can have different kinds of status in different situations. Students also give examples of language features that are typical of spoken and written language. In addition, students can in basic terms describe the similarities and differences between Swedish and their own mother tongue. Students can make simple reflections on their own use of language and can with some certainty use different strategies to develop their own learning. Grade D Grade D means that the knowledge requirements for grade E and most of C are satisfied. Grade C Students can discuss subjects related to everyday life, society, studies and work, and adapt to some extent their language to subject, purpose, situation and recipient. Students can make oral presentations where the context is easy to follow. In these students can give prominence to the main idea and support it with examples. Students can write different kinds of texts that are coherent, comprehensible and well structured, and essentially follow the norms for the type of text selected. Students can to some extent adapt style to the type of text. Vocabulary, pronunciation and command of grammar are sufficiently good so that written and oral communication will not be impeded. When their vocabulary is insufficient, students can show evidence of some strategy for expressing themselves in a different way. Students can in basic terms and with important details report the main content of spoken and written communications that occur in daily life, society, studies and work. Students can assess and critically examine content in a simple assessment. Students can in basic terms give an account of the content of simple texts of vari- 4

5 ous kinds and of modern fiction. Students can adapt their reading to the type of text and by means of examples, show and explain with these as the starting point, the differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty adapt the texts of others as a model in their own language production. Students can make well grounded reflections on how language variation is related to the speaker, purpose and communication situation, and also how language in different situations can have different kinds of status. Students also give examples of language features that are typical of spoken and written language. In addition students can in detail give an account of the similarities and differences between Swedish and their own mother tongue. Students can make well grounded reflections on their own use of language, and can with some certainty use different strategies to develop their own learning. Grade B Grade B means that the knowledge requirements for grade C and most of A are satisfied. Grade A Students can discuss complex subjects related to everyday life, society, studies and work, and can to a great extent adapt their language to subject, purpose, situation and recipient. Students can make oral presentations where the context is easy to follow. In these, students can give prominence to the main idea and support it with examples. Students can write different kinds of texts, also about complex subjects that are coherent, comprehensible, rich in detail and well structured, and which essentially follow the norms for the type of text selected. Students can to some extent adapt style to the type of text and the reader. Vocabulary, pronunciation and command of grammar are sufficiently good so that written and oral communication will function well. When their vocabulary is insufficient, students can show evidence of different strategies for expressing themselves in a different way. Students can using important details and shades of meaning describe the main content of oral and written communications found in daily life, society, studies and work. Students can evaluate and critically examine content in a balanced assessment. Students can give an account of the content of simple texts of various kinds and of modern fiction and also relate the content to their own experiences and to universal human and social conditions. Students can adapt their reading to the type of text and by means of examples, show and explain with these as the starting point, the differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with certainty use the texts of others as a model for their own language production. Students can make well grounded and balanced reflections on how language variation is related to the speaker, purpose and communication situation, and also how language in different situations can have varying status. Students also give examples of language features that are typical of spoken and written language. In addition, students can in detail and in a balanced way give an account of the similarities and differences between Swedish and their own mother tongue. Stu- 5

6 dents can make well grounded and balanced reflections on their own use of language, and can with certainty use different strategies to develop their own learning. Students also use these to draw conclusions about how language is used. 6

7 SVASVA02 Swedish as a second language 2 The course Swedish as a second language 2 covers points 1 8 under the heading Aim of the subject. Core content Teaching in the course should cover the following core content: Oral investigative and argumentative presentations in and before a group. Strategies for understanding and making oneself understood in talks, discussions and presentations. Participation in conversations and discussions where language, content, and structure are adapted to purpose and recipient, and where argument is used to clarify personal points of view and to respond to the arguments of others. Written communication of investigative and argumentative texts. Strategies for writing different types of texts that are adapted to subject, purpose, and recipient. Text structure, text patterns and language features especially in investigative and argumentative texts. Techniques and guidelines for summaries and referencing quotations and different sources. The vocabulary and structure of the Swedish language in different communicative situations. Reading and discussion of texts used in daily, societal, studying and working life. Reading and discussing literature authored by both women and men from different cultures and periods which provides a basis for developing language, and talking about narrative structures, universal themes and common literary ideas. Language variation in Sweden and in the Swedish language. Language relationships and changes in languages. The position and status of Swedish, immigrant languages, minority languages, sign language and dialects. Comparison between Swedish, students' mother tongue and other languages the student uses. 7

8 KNOWLEDGE REQUIREMENTS Grade E Students can discuss subjects related to everyday life, society, studies and work, and adapt to some extent their language to purpose, subject and recipient. In their discussions, students respond to the arguments of others, and put forward their own views supported by facts and examples. Students can make oral presentations that are well structured and where the message is clear. Students can write investigative texts with references to different sources. Vocabulary, pronunciation and command of grammar limit only in exceptional cases written and oral communication. Students can in basic terms describe the main content of lectures and texts, and check their understanding of details using strategies and different aids. Students can assess and critically examine content in a simple assessment. Students can in basic terms give an account of the content and basic narrative structure of literary texts from different cultures and different periods, and also give examples of some key themes and ideas. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty use the texts of others as a model for their own language production. Students can make simple reflections on their own and others' use of language and with some certainty use different strategies to develop their own learning. In addition, students can in basic terms give an account of the language situation in Sweden, and give examples of variations in language, changes in language and the relationship between Swedish and other languages. Grade D Grade D means that the knowledge requirements for grade E and most of C are satisfied. Grade C Students can discuss subjects related to everyday life, society, studies and work, and adapt to some extent their language to purpose, subject and recipient. In their discussions, students respond to the arguments of others with relevant counter arguments, and their own views supported by facts, examples and explanations. Students can make oral presentations that are well structured, where the message is clear and the content is well adapted to the audience. Students can write well structured investigatory texts with references to different sources. Vocabulary, pronunciation and command of grammar limit only in exceptional cases written and oral communication. Students can in detail describe the main content and important details in lectures and texts, and check their understanding of details using strategies and different aids. In addition, students can in basic terms give an account of the speaker's or author's plan and attitudes to the content. Students can assess and critically examine content in a simple assessment. Students can in basic terms give an account of the content and basic narrative structure of literary texts from 8

9 different cultures and different periods, and also give examples of some key themes and ideas, and discuss these in basic terms. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty use the texts of others as a model for their own language production. Students can make well grounded reflections on their own and others' use of language, and with some certainty use different strategies to develop their own learning. In addition, students can in basic terms give an account of the language situation in Sweden, and give examples of and, with these as a starting point, in basic terms give an account of variations in language, changes in language and the relationship between Swedish and other languages. Grade B Grade B means that the knowledge requirements for grade C and most of A are satisfied. Grade A Students can discuss complex subjects related to everyday life, society, studies and work, and to a great extent adapt their language to subject, purpose, situation and recipient. In their discussions, students respond to the arguments of others in a spontaneous and unrestricted way with relevant counter arguments, and their own views supported by detailed factual information, illustrative examples and explanations. Students can make oral presentations that are well structured, where the message is clear and the content is well adapted to the audience. Interruptions and questions are handled freely and spontaneously, and students can use emphasis and intonation to convey shades of meaning. Students can write well structured investigated text that highlight well founded conclusions, and have references to different sources. Vocabulary, pronunciation and command of grammar limit only in exceptional cases written and oral communication. Students can report the main content, important details and implicit contexts in lectures and texts, and check their understanding of details through the use of strategies and different aids. In addition, students can in basic terms give an account of the speaker's or author's structure and attitudes to the content. Students can evaluate and critically examine content in a balanced assessment. Students can give an account of the content and the basic narrative structure of literary texts from different cultures in different periods, and also give examples of some key themes and ideas, and discuss these in detail. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with certainty use the texts of others as a model for their own language production. Students can make well grounded and balanced reflections on their own and others' use of language, and with certainty use different strategies to develop their own learning. In addition, students can in basic terms give an account of the language situation in Sweden, and give examples of and, with these as a starting 9

10 point, in basic terms give an account of variations in language, changes in language and the relationship between Swedish and other languages. 10

11 SVASVA03 Swedish as a second language 3 The course Swedish as a second language 3 covers points 1 6 and 8 under the heading Aim of the subject. Core content Teaching in the course should cover the following core content: Oral communications incorporating investigatory and argumentative aspects for different recipients. Strategies for understanding and making oneself understood in talks, discussions, debates and addresses. Factors which make an oral presentation interesting and convincing, and how presentation aids can be used to support and improve oral presentations. Participation in conversations and discussions where language, content, and structure are adapted to purpose and recipient, and where argument is used to clarify personal points of view and to respond to the arguments of others. Disposition, language characteristics and rhetorical devices used in different types of oral communications. Written communication of investigative and argumentative texts of a scientific nature. Strategies for writing different types of texts that are adapted to subject, purpose, situation and recipient. Text structure, textual patterns and language features. Techniques and guidelines for abstracts and basic knowledge of source criticism. The vocabulary and structure of the Swedish language in different communicative situations. Reading and discussing text of different kinds, with emphasis on structuring, referencing and critically examining larger amounts of text, and discussing the structure, language and style of texts of a scientific nature. Reading and discussing literature authored by both women and men from different cultures and periods, with an emphasis on summarising, interpreting, assessing and making references to the texts. Language variation and the use of language, with emphasis on how gender, social background and cultural affiliation affect how people talk and write, and how language can be used to express power relations. Differences in use of language between the majority in society and various minorities. Reflections on language learning, with emphasis on developing strategies for further learning. 11

12 KNOWLEDGE REQUIREMENTS Grade E Students can discuss subjects related to everyday life, society, studies and work, and adapt to some extent their language to subject, purpose, situation and recipient. In their discussions, students respond to the arguments of others, and put forward their own views supported by facts and examples. Students can make oral presentations that are well structured, where the message is clear and different views are developed by the use of examples and arguments. Students can use presentation aids and simple rhetorical devices in a relevant way. Students can write texts of a scientific nature which to some extent are adapted to subject, type of text, recipient and situation. Vocabulary, pronunciation and command of grammar limit only in exceptional cases written and oral communication. Students can in basic terms give an account of the main content of scientific texts, and check their understanding of details using strategies and different aids. Students can assess and critically examine content in a simple assessment. Students can structure, abstract, assess, examine and summarise, orally and in writing, texts about familiar subjects, and transform their summary into an oral or written summary that is to some extent adapted to the type of text and recipient. Students can in basic terms give an account of contents, themes, ideas and narrative devices in longer works of fiction from different cultures and different periods. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty adapt the texts of others as a model in their own language production. Students can make simple reflections on how language use and use of language affect how people speak and write, and how language can be used to express relations of power. Students can give examples of learning opportunities that occur in daily life and the teaching situation, and in basic terms describe strategies and methods for developing their own learning. Grade D Grade D means that the knowledge requirements for grade E and most of C are satisfied. Grade C Students can discuss complex subjects related to everyday life, society, studies and work, and to some extent adapt their language to subject, purpose, situation and recipient. In their discussions, students respond to the arguments of others with relevant counter arguments, and their own views supported by facts, examples and explanations. Students can make oral presentations that are well structured, where the message is clear, and different views are developed by the use of examples and well grounded arguments. The content of the presentations is adapted to the audience. Students can use presentation aids and rhetorical devices in a relevant way and bring their speech to an appropriate conclusion. Students can write well structured investigative and argumentative texts of a scientific nature that are adapted to subject, type of text, recipient and situation, and 12

13 with certainty use stylistic features that are typical for the type of text. Vocabulary, pronunciation and command of grammar limit only in exceptional cases written and oral communication. Students can in basic terms give an account of the main content, important details and structure in text of a scientific nature, and check their understanding of details using strategies and different aids. Students can assess and critically examine content, both explicit and implicit in terms of ideas, with simple assessment. Students can structure, abstract, assess, examine and summarise, orally and in writing, extensive texts about different subjects and transform their summary into an oral or written summary that is adapted to the type of text and recipient. Students can in detail give an account of contents, themes, ideas and narrative devices in longer works of fiction from different cultures and different periods. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with some certainty use the texts of others as a model for their own language production. Students can make well grounded reflections on how language use, and use of language affect how people speak and write, and how language can be used to express relations of power. Students can give examples of learning opportunities that occur in daily life and the teaching situation, and in basic terms describe and use strategies and methods for developing their own learning. Grade B Grade B means that the knowledge requirements for grade C and most of A are satisfied. Grade A Students can discuss complex subjects related to everyday life, society, studies and work, and to a great extent adapt their language to subject, purpose, situation and recipient. In their discussions, students respond to the arguments of others in a spontaneous and unrestricted way with relevant counter arguments, and their own views supported by detailed factual information, illustrative examples and explanations. Students can make oral presentations that are well structured, where the message is clear and different views are developed by the use of examples, supporting themes and well grounded and balanced arguments. The content of the presentations is adapted to the audience. Students can use presentation aids and rhetorical and stylistic concepts in a relevant way and introduce and conclude their presentations in an appropriate way. Interruptions and questions are handled with ease and spontaneously, and students can use emphasis and intonation to convey shades of meaning. Students can write well structured investigative and argumentative texts of a scientific nature that are adapted to subject, type of text, recipient and situation, and use with certainty and precision idiomatic expressions and stylistic features that are typical for the type of text. Vocabulary, pronunciation and command of grammar do not limit written and oral communication. Students can in basic terms give an account of the main content, important details and structure in texts of a scientific nature, and check their understanding of 13

14 details with the help of strategies and different aids. Students can evaluate and critically examine content, both in terms of explicit and implicit ideas, with balanced assessment. Students can structure, abstract, assess, examine and summarise, orally and in writing, extensive texts about different subjects, both concrete and abstract, and transform their summary into an oral or written summary that is adapted to the type of text and recipient. Students can in detail give an account of contents, themes, ideas and narrative devices in longer works of fiction from different cultures and different periods. Students can adapt their listening and reading to the type of text and situation, and by examples show differences between narrative, descriptive, reproductive, instructive and argumentative features. Students can with certainty use the texts of others as a model for their own language production. Students can make well grounded and balanced reflections on how language use, and use of language affect how people speak and write, and how language can be used to express relations of power. Students can give examples of learning opportunities that occur in daily life and the teaching situation, and in detail describe and use strategies and methods for developing their own learning. 14