State Control and Governance of Schooling and Their Effects on French, German, and Spanish Learning in Swedish Compulsory School, 1996-2011

Autor/in	Tholin, Jörgen
Titel	State Control and Governance of Schooling and Their Effects on French, German, and Spanish Learning in Swedish Compulsory School, 1996-2011
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 3, S.317-332 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1375004
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); French; Spanish; German; Second Language Instruction; Modern Languages; Educational Policy; Federal Government; Public Policy; Governance; Language Planning; Failure; Politics of Education; Educational Change; Administrative Organization; National Curriculum; Modern Language Curriculum; Student Interests; Decision Making; Academic Achievement; Language Teachers; Teacher Attitudes; Time Factors (Learning); Teacher Qualifications; Mastery Learning; Difficulty Level; Sweden + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Spanisch; Deutscher; Fremdsprachenunterricht; Gegenwartssprache; Politics of education; Bildungspolitik; Bundesregierung; Öffentliche Ordnung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Sprachwechsel; Bildungsreform; Studieninteresse; Decision-making; Entscheidungsfindung; Schulleistung; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrqualifikation; Schwierigkeitsgrad; Schweden
Abstract	In Swedish compulsory school, students can choose to study a modern language in addition to English, i.e., French, Spanish, or German. Since 1994, instruction time for modern languages has been extended, the learning objectives have been made more attainable, and national assessment materials have been introduced. The government made these changes so that more students would study modern languages and achieve the syllabus goals. Existing statistics, however, indicate that these changes have been ineffectual compared to earlier years. Sixteen modern language teachers were interviewed about why state policies have failed. The results suggest that political intentions have not been realized for several interacting reasons. First, the state lacks a central school administration to translate political intentions into concrete goals. Second, teachers have not perceived the reforms as important. Third, government actions are not aligned with research explanations of why students do not choose to study modern languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01