Differing Attitudes of Children Learning English in a ...216060/FULLTEXT01.pdf · Differing Attitudes of Children Learning English ... including covert prestige and overt ... Approach

Lucy Nero Differing Attitudes to Foreign Language Learning December 2005

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Differing Attitudes of Children

Learning English in a Swedish

Elementary School

Författare: Lucy Nero Handledare: Dr Michal Anne Moskow

Enskilt arbete i/Examensarbete Engelska 10 poäng, fördjupningsnivå 1

10 p Uppsats

Institutionen för Individ och Samhälle


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©Lucy Nero, December 2005 1. Introduction and Rationale of the Problem

Foreign language teaching in global education systems plays an important part in today’s

school curriculum. The introduction of first foreign languages varies from country to

country. In Sweden, schools can choose between introducing English in Grades 3 or 4 (see 7.

Definitions), ie the year the children turn 9 or 10 years old respectively (Sundin). However,

this is seen by many Swedish and international school critics as being too delayed. Their

view is that second languages should be introduced as early as lower elementary school and

Grade 1, ie the year they turn 7.

English was first suggested as being part of the Swedish curriculum in 1946. It was

eventually introduced to what was then called Enhetsskolan and Grades 5 and 6 during

1952. It is now introduced in Grades 3 or 4, depending on individual schools’ preferences,

and according to the present Swedish National Curriculum (Lpo 94), 480 hours per year are

allocated to the English language (Skolverket – Appendix 1).

In the 1970s, a programme of early first foreign language teaching, EPÅL (Engelska

på Lågstadiet), was introduced. At the same time, a similar programme called French from

Eight was launched in England. Lack of interest in EPÅL was largely due to the fact that

teachers didn’t consider themselves well trained enough to teach English. They had their

own English education from compulsory and upper secondary school, but did not feel it was

sufficient to use as a basis for teaching young school children. For this reason, the National

Board of Education provided an “in‐Service Teacher Training” course called Junior English

Teaching (JET) (Sundin 151).

Despite a final report from Lars Holmstrand, researcher in pedagogics at Uppsala

University, who pointed out that there are no negative effects with the early introduction of


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English in Grade 1, the implementation of EPÅL in Swedish schools ceased. It wasn’t until

much later in the 1980s that a new interest in early foreign language introduction started to

grow (Sundin 151). The view that language experiences like these would give children an

extra three years of second language learning, with innumerable benefits, still held. Now,

countries across Europe are introducing foreign language programmes involving a varied

range of European languages (ECML).

The Swedish National Curriculum of 1995 emphasises the importance of

communicative skills in English. Although written skills are also vital for a sound

knowledge of English, being confident enough to speak the language first was the prime

objective of these curriculum amendments. A positive side effect of these changes is also

shown in an earlier intercultural understanding (Sundin 154).

This study will show how children who learn foreign languages from an earlier age

develop more positive attitudes to foreign language learning. In turn, these attitudes

improve self‐confidence levels not only in languages but other subjects too, which enhance

their learning aptitude, and therefore give higher rates of success and achievement.

Research of this type is useful for education authorities and schools alike. It can be

used as a guide or pilot study reference when discussing second language teaching

programmes and whether or not to introduce them as early as lower elementary school.

2. Research Questions/Statement of the Problem

The foreign language in focus in this study is English. Two groups of children of the same

age will were interviewed and observed to find out if their attitudes to foreign language

learning are more or less positive than the other group. The groups in question have had

English introduced at different times during their school careers.


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The main objective with earlier introduction is to have the children begin using

English before they start to read and write it in Grade 3 or 4. Moreover, if the atmosphere

encourages playing with the language in an environment that is fun, the children will be

more confident in just speaking English in front of a class and in simple discussions together

with their teacher.

This also parallels the learning of the native language in that children learn to

understand and speak before they learn to read and write. They are already too old to

entirely follow the natural model, but still young enough to mimic. Presenting the language

in situations involving play also seems a more natural way for young children to learn and

is certainly in line with Swedish philosophy of education. The empirical theories of the child

psychologist Jean Piaget are applicable here but will be explained later in section 3.3.

Swedish children are highly motivated and curious to learn foreign languages,

especially English, through their early exposure through television, films, music and

computer games. Learning a new speech code is exciting from both linguistic and semantic

view points (Sundin).

If this method can be shown to be beneficial, then we shall see that English or other

foreign languages certainly should be introduced as early as possible to enhance learning

and positive attitudes to different languages and cultures.


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3. Literature Review

The secondary sources referred to in this study are numerous and varied. The relevant parts

of books and other literature used are split into the following five categories:

3.1 Linguistic terms and theories

3.2 Approaches to foreign language learning

3.3 Second language acquisition

3.4 Attitudinal studies

3.5 A selection of academic opinions on teaching English to young learners

3.1 Linguistic terms and theories

Linguistic background for the analysis of the recordings of the children’s speech comes from

the following works: These are Introducing Linguistics by Rajend Mesthrie, Joan Swann,

Andrea Deumert & William L. Leap; Language Its Structure and Use by Edward Finegan;

Language and Gender: A Reader (Chapter 16) edited by Jennifer Coates; and Psycholinguistics:

Language, Mind and World by Danny D Steinberg, Hiroshi Nagata and David P Aline.

The relevant sections of these texts used to analyse the children’s recordings can be

divided into three parts. They are: firstly code switching including covert prestige and overt

prestige (Mesthrie 2004:92, 99, 148; Finegan 2005:330, 332); secondly social meaning and

affective meaning (Finegan 2005:181) and epistemic modality (Coates 1997:226); and thirdly

second language strategy (Steinberg 2001:236). Code switching is when we use different

types of speech depending on who we are talking to. For example, the speech used when

talking to a university professor would not be used when talking to a child. Overt prestige is

when we change our speech to sound like someone from a higher social class or in this case,

a group of more educated people. Covert prestige is when we change our speech to sound

like people from a lower class or a less educated group. Social meaning is how we transmit


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clues about our social background through speech. Our views and opinions are expressed

through word and grammatical choice which in turn reflects our class or indeed educational

background. Affective meaning is when emotional connotations are expressed through

language choice, for example a dislike of something. Hesitancy in assertions and confidence

in one’s assertions or in one’s speaking of English can be shown through epistemic modality.

This is reflected through the use of expressions like, “I think” and “maybe”(Coates 1997:226).

Second language strategy occurs when a learner applies the rules already learnt in the

second language to new sentences which he or she forms on their own. However, the

information they have to make these new sentences is incomplete, causing the learner to

make grammatical errors.

3.2 Approaches to foreign language learning

The Natural Approach to foreign language teaching was developed in 1977 and is based on

four goals as described in Richards & Rodgers. These can be split into two parts – basic

personal communication skills and academic learning skills and again into basic oral and

written, and academic oral and written. The focus of each of these goals is the provision of

enough input or teaching material to keep motivation and interest high. The main method of

the four goals is to teach target languages as if they are acquired and not formally learnt (The

Natural Approach 184). Steinberg et al label this method induction which can be read about in

section 3.3.

Learner Autonomy, as described by Risholm & Wessman, is a learning system that

was developed through the Council of Europe. Its arrival in Sweden and subsequent

introduction to the Swedish National Curriculum in the 1980s and 90s was welcomed by

many teachers who were then trained through various seminars and courses to include this

method in their own teaching. Learner Autonomy creates a desire and an ability in the


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student to take responsibility for their own learning. The student chooses how they would

like to work, and with what materials, in order to achieve their own personal goals (Wessman

and Risholm 10).

3.3 Second language acquisition

Theories of second language acquisition are reviewed as specifically related to the learning of

English by Swedish speakers and second language acquisition more generally.

Firstly, word order and verb formation in English and Swedish, as outlined by

Strömqvist, share several similarities. Strömqvist maintains that because of this, English is

fairly easy for Swedish speakers to learn compared to other Indo‐European languages (see

Appendix 3). Exercises illustrating these points can be found in Appendix 4 and attitudinal

reflections from the children can be found in Findings.

Secondly and also relevant to language learning are Piaget’s development stages which

are discussed by Jörgensen in Barnspråk och ungdomsspråk. He explains how Piaget’s theories

are based on empiricism and that learning comes through experience (22). If speech or an

action gives the desired result, the child will repeat it.

Piaget’s four theories of childhood development are sensorimotor, preoperational,

concrete operational and formal operational. Language development occurs during the

preoperational stage and is applicable to children between the ages of 2‐7. This is also when

children’s phonetic ability develops and they are able to string several phonemes together

rather than expressing themselves with single syllabic words (Jörgensen 22). Jörgensen

goes on to explain how students will have an increased learning capacity if the teacher uses

material they can identify with. This factor coupled with who speaks the target language

makes a larger impression on students and gives higher success rates in language learning

than other factors such as age, intelligence or language aptitude (149).


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Steinberg et al tell how languages are learnt through explication and induction.

Explication is when the rules and structures of the target language are explained to the

learner. Induction is when the learner figures out certain rules for themselves, based on the

information he/she already has. Explication is seldom used in mother tongue acquisition.

Instead, children learn by induction and being immersed in the language. They recognise

errors instantly, despite not being able to explain why grammatically (170).

The cut‐off age for successful second language learning, ie fluency as in native

speakers, seems to vary largely based on the individual student’s aptitude for languages,

both in childhood and adulthood. However, there are some recommendations for optimal

second language learning in childhood.

Steinberg discusses the age of 15 as being the limit for acquiring grammar without

having to analyse rules and structures as learners beyond 15 would do (188). On the other

hand, the earlier the introduction to a second language, the quicker the child will be able to

converse uninhibitedly, as in the case of an American girl who moved to Japan at the age of

five years. It took her less time to learn Japanese than it did her mother tongue and after

only a year, she was translating for her parents in a variety of every day situations. She

learnt her new language through playing and interacting with other children, and also

because she was totally immersed in the language. She was able to identify herself with the

other Japanese children through play and by acknowledging its specific role as a means of

communicating with her friends. Without her mastering of Japanese, she would be in total

isolation, which is something that she obviously did not want (178).

Attitudes to languages are discussed in the next sub‐section.


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3.4 Attitudinal studies

As explained in part 1 Introduction, this study will show how children’s learning of foreign

languages earlier in their school careers assists in developing more positive attitudes to

foreign language learning. The results of the questionnaires completed by the 2 groups were

largely either positive or negative. These results enabled me to assess their overall attitudes

to early foreign language learning and which are quite probably an accurate representation

of attitudes of many children in this age group.

Fishbein and Ajzen define attitude as “a learned predisposition to respond in a

consistently favourable or unfavourable manner with respect to a given object” (6). They

continue to explain how a system of single‐response measures can be used to define

attitudes. These are based on bipolar and unipolar scales (55)(see Definitions and Appendix

4). Questions of this type can be either qualitative or quantitative related, the former being

relevant to my study. Attitudinal studies are best measured by using a bipolar scale. This is

because with unipolar scales, the varying degrees are named and therefore do not allow the

reader to answer with a reflection of their own views (53).

Fishbein and Ajzen argue that the more reliable the scales, the more useful the results

are. This means that if the questions are aimed at the same object, the answers will support

each other confirming their validity with a term called convergent validity. Convergent

validity is when the same results are found, for example, by different researchers or using

other measurements, ie the results support each other (109). Discriminant validity occurs

when different dimensions yield different results (110), eg the church and supersonic

transports (111). As the focus of this study is solely attitudes to the early introduction of

foreign languages, convergent validity could be applied here (109). All of the questions


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asked to the children are related to this one subject, the results of which show either their

positive or negative attitudes to it.

Convergent validity is proven using two different types of measurement scales. This

means that either a 5 point or 7 point scale is used consistently throughout the

questionnaires, but that the questions have different sets of answers to choose between. For

example, answers can be based using opposites like true‐false and likely‐unlikely (110; see

Appendix 4).

If measurements used are unreliable in any way, the results will also be unreliable

and therefore invalid (113). This means that the choice of questions has to be carefully

thought out and that the answers given are appropriate, and that they match the questions

and results intended by the researcher.

Dahl explains how attitudes affect our view of certain languages and dialects. Some

can be seen as being better or richer than others (95). The fact that we have an emotional

relationship to our mother tongue is not surprising. This language is usually acquired from

our families in a positive and patient environment. Furthermore, it enables us to use it as a

reference point to other dialects and languages (96). Through being exposed to different

language dialects, the learner realises that there are other parts of the country or world

where this language is spoken. This increases both geographical and intercultural awareness

and promotes learning a second language (99).

Application of the learned language is also important. The student must be able to

identify themselves with what they are learning and know what role it can play (281). This

creates positive attitudes towards the language and a desire to use it.

The attached diagram (Appendix 2) shows how language is learnt through horizontal

and vertical transference (35). The main vertical language influence is through parents and


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grandparents, followed by teachers and other adults. The main horizontal influence is

through our contemporaries and through mixing with people of the same age.

3.5 Opinions on teaching English to young learners

In this section, a selection of academic opinions taken from both the internet and printed

literature is considered.

Kerstin Sundin, who was a senior lecturer in foreign language methodology at

Uppsala University, was involved in a foreign language programme as mentioned in Part 1

of this study. In a document An Early Start: Young Learners and Modern Languages in Europe

and Beyond written together with eighteen other participants from various European

countries, she discusses a new European interest in early foreign language introduction. She

stresses however that the main focus of any language learning has to be based on what the

learners can identify with. That means starting with the children themselves, classroom

items and aspects of every day life. Once a sound base is developed, the language can then

be spread into other subjects such as mathematics, arts, etc (156). She maintains that if the

learning focus is based on “meaning rather than form and grammatical accuracy”, the

potential for reinforcing the children’s learning process is enormous.

The authors of Elevplanerad Engelska, (Student planned English) Birgitta Risholm and

Karin Wessman, have taught English in Swedish schools for many years and have developed

their own teaching methods through Learner Autonomy. Many of Sundin’s points are

reiterated in this document and even though Sundin writes of her experiences of them from

the 1970s, Risholm and Wessman find that they are still applicable today. They explain how

these theories of Learner Autonomy encourage children to set up and achieve their own

goals in language learning. At the same time, teachers are required to follow the Swedish

National Curriculum, and help the children achieve national goals (10).


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One of their suggestions for Learner Autonomy is for the children to keep a personal

diary in English telling what they have done during the day (12). Others include organising

simple research tasks and the setting up of questions to help the children discover more

about various school projects. They also encourage their students to help each other and to

try to solve language problems together rather than asking the teacher first. Fellow students

can often explain things to each other in different ways which helps not only other students’

understanding but also confirms their own comprehension (22).

In addition, Risholm and Wessman asked their children to answer questionnaires to

help them in their own evaluation tests. They asked the children how they learn English,

what methods they used to find out about various aspects of the language and how they

thought these methods worked when studying in groups and on their own. These

questionnaires were sent back to each child with suggestions for future projects (20).

As Dahl mentions in section 3.4, horizontal transference is something that Wessman

and Risholm also encourage in their book. They were keen for their students to assist each

other with their language difficulties and wanted to find out if they had helped each other

and if so, how they had gone about it (22).

In her article for Language Learning Journal, Winter 2000, Dr Cynthia Martin, lecturer in

modern foreign languages education at Reading University, explains how a new interest in

early foreign language learning has grown and various programmes have been implemented

in schools in England. She splits them up into 3 parts: language competence programmes,

sensitisation/encounter programmes and language awareness programmes (5). She goes on

to say how important continual language teaching is. Missed years through lack of funds or

interest from consecutive teachers means that children will lose valuable knowledge learned

up until that time (5).


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Languages can also be taught when teaching other subjects which saves teachers’

time and reinforces the second language (7). She finishes off her article by suggesting some

activities that can be used in second language teaching, for example vocabulary puzzles

focused on language similarities and patterns (7), and also how awareness of other

nationalities within schools can increase (7).

4. Methods

Data was collected for this research during the Autumn term 2005. Questionnaires, tests and

discussions have been conducted with two groups of children as outlined in the next section,

Setting, Background and Participants. The results have been compared to see how and

where the linguistic theories mentioned in section 3.1 can be applied. Both groups were

interviewed homogenously on separate occasions.

The questions used are based on the 7‐point bipolar scale method as explained by

Fishbein and Ajzen (3.4 of this study). The labels of these scales are “named” using a happy

face at one end and a sad face at the other, and also a thumbs up and thumbs down symbol.

These symbols are used to express both positive and negative attitudes to each question.

Throughout 8. Findings, I refer to answers as being either positive or negative.

Unfortunately, time does not allow for any detailed explanation of exactly what positive or

negative means in terms of the children’s answers. However, a short explanation of how I

have interpreted the bipolar scales will follow here.

If a child has answered a question marking the scales between points 1 and 4, then I

regarded this as negative or positive, depending on the position of the happy or sad face, or

the thumbs up or down symbol. The same method was applied to answers marked between

points 4 and 7. Point 4 was sometimes interpreted as being either “don’t know” or “no

opinion” but these answers were dependent on the content of the question.


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An excerpt of a film (approx 25 minutes) Labyrinth was shown to Groups A and B on

separate occasions. The actors and actresses starring in this fantasy film come from both the

US and England. The monologues, dialogues and actions of the film, although fairly

complicated as a non‐subtitled film shown to non‐native speakers, were at a level I thought

group A would be able to understand without too much difficulty. Both groups were told to

listen carefully as questions would be asked afterwards to see how much they had

understood (Appendix 5).

The discussions were recorded and transcribed. Copies of these together with the

questionnaires and tests are attached as an Appendix (see section 11).

5. Setting, Background and Participants

The setting for this study is a school, with roughly 400 pupils, in a small village on the west

coast of Sweden which has approximately 3000 inhabitants.

This school has taught English at Grade 0 since January 2002. At that time, there

were 4 different classes in this age group. Two of these 4 teachers were interested in

teaching their young students English and so employed me to sing and play with their

children for 40 minutes a week.

As a consequence of this, these two teachers teach English to all children at

elementary level at this school. The youngest are taught 30 minutes per week and the oldest

children in Grade 2 have 1h 20 minutes tuition per week. The materials and activities they

use are varied ranging from games to dictionary work. The lessons the younger children

are taught are based on items that they can identify with, ie themselves, classroom items and

every day activities. The older children are not only involved in this type of learning but

also work with words and vocabulary. For examples of activities I have successfully used,

see Nero (2005). Neither teacher has had any formal training for English tuition. I, acting as


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the researcher, am a native English speaker and have lived in Sweden for nearly 10 years. I

do not have any teacher training qualifications.

As only half of the children in Grade 0 have had English from 2002, the research

opportunities of comparing the two groups’ attitudes to learning a foreign language are

optimal. It is a selection of these children who are the focus of this study and who are now

in Grade 4 (10 year olds).

For the sake of simplicity, the children that have had English tuition from Grade 0

will be called Group A and the children that have had English tuition from Grade 3 Group

B. From the original 15 children in Group A, only 9 are being used in this study. This is due

to two of them moving away from the area, two having an English speaking parent, one

having lived in England for several years before joining this school and one having joined

the class in Grade 1. The 3 children used in Group B are of average competence in the

subject for their age and grade.

In the transcriptions found in 8. Findings, Group A children will be referred to as A1,

A2, A3, etc; Group B children as B1, B2, B3; and I, the researcher, as R.

6. Delimitations and Limitations

As comparisons of comprehension have been carried out during the past 2 years between

Group A and B, both are familiar with me. Furthermore, I taught group A from Grade 0,

who are therefore very relaxed and confident in speaking English to me.

The materials and activities used to teach these two groups are varied, ranging from

games to reading exercises. Group A have had three extra years of listening to and

speaking English before they started to read and write the language. In Grades 0, 1 and 2,

Group A was taught using lessons based on items that they could identify with, ie

themselves, classroom items and every day activities. Games encouraged them to speak to


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each other working both individually in front of the class and in groups. In Grade 3 they

used a text based exercise book, learning to read and write in English for the first time.

Now, in Grade 4, they are using a similar book based largely on text and comprehension

which is also being used by Group B. Visual lessons are given to both groups in the form of

short films in English.

School personnel and parents of these two groups have differing opinions regarding

the early introduction of English tuition at this school which has been reflected through

overall willingness to participate in this research. In Group A, the nine children who were

relevant for this study were all granted permission to take part, but in Group B, out of the 25

children who were relevant, only three were granted permission to participate in the

research. A9 was absent from some of the interviews leaving a total number of 8 children

interviewed on one of the two occasions.

As so few children were able to participate in this study, I do not feel that the

attitudes of these three properly represent or reflect the attitudes of the group as a whole.

However, as they are of average competence and have neither general ease nor difficulty in

learning English, their attitudes can still be analysed. Nevertheless, it would have given this

research more weight if more children could have been interviewed and their opinions

compared and contrasted with each other.

These recordings were made with a tape recorder that was placed on a table in the

middle of the groups being interviewed. Some children felt inhibited by this and said less

than they would have done in non‐research conditions (A2, A8, and B3). Unfortunately,

some of the recording is of poor quality and in some places the speech is indecipherable.

There are therefore blank spaces on the transcriptions (Appendices 6 and 7).


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One of the hindrances many teachers experience regarding foreign language tuition

in elementary school is, as outlined by Sundin (1. Introduction), their own self‐confidence

and how competent they feel they are in the language. Even if their levels of English are

fairly good, they still feel that in order to teach the language to children, albeit beginners,

that they need more supplementary English courses during or after their teacher training

(Sundin). This is not only applicable to the subject of English but to all subjects taught in

schools. If the teacher does not feel competent in what they are teaching, the children will be

receptive to this through the way it is communicated. Two of the four teachers of grades 0

and 1 in this school do not feel confident enough to include English in their teaching

activities.

7. Definitions

Affective meaning: when emotional connotations are expressed through language choice (Finegan 2005:181).

Bipolar scale: a question based on two factors, eg hot and cold, where the reader has to

indicate on an inner unnamed scale the degrees of hot or cold: hot, ‐‐‐, ‐‐‐, ‐‐‐, cold.

Code switching: the adaptation of spoken language depending on who is being addressed

and when (Finegan 2005:330, 332; Mesthrie 2004:171‐182).

Covert prestige: when we change our speech to sound like people from a lower class or a

less educated group (Mesthrie 2004:92, 99).

Epistemic modality: how speakers convey their attitude towards the truth or reliability of

their assertions (Finegan 2005:200).

Learner Autonomy: a desire and ability to be responsible for one’s own learning (Risholm

Wessman 2001:10)


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Overt prestige: Overt prestige is when we change our speech to sound like someone from a

higher social class or in this case, a group of more educated people. (Mesthrie 92, 99).

Although covert and overt prestige are usually applied to class differences, they can

also be applied to higher or lower levels of education (Moskow 051124).

Reliability: dependence on with confidence and assurance; statistical term indicating enough

information that an experiment or study can be replicated.

Social meaning: the identification of social characteristics through language choice (Finegan

181). In the case of this study, it refers to educational background.

Swedish School Grade System: Grade 0 – enrolled the calendar year the child turns 6, ie a

child who turns 6 between 1st January and 31st December will start school in the

Autumn of that year. Grade 1 – the children turn 7; Grade 2 – the children turn 8;

Grade 3 – the children turn 9; Grade 4 – the children turn 10.

Unipolar scale: (NB not used in this study) a question based on the above but with named

degrees: hot, slightly hot, warm, slightly cold, cold.

8. Findings

The following analyses have been based on transcribed discussions which can be found in

Appendices 6 and 7. Most answers apart from a few spoken and written ones are given in

Swedish which I have then translated into English.

The initial observation made when reading through both transcriptions was that

Group A spoke much more spontaneous English than Group B. They like to speak English

and feel confident in their ability to do so. A7 also chose to write their questionnaire

answers down in English compared to Group B where out of the three children, only two

wrote a single answer “yes” to question 26.


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The first question both groups were asked was, “Can you speak English?” Group

A’s immediate reaction was positive, sitting up straight in their chairs with a strong and

happy “Yes!” They then slunk back into their chairs saying,

A1 ‐ “No, not like you anyway. And I can’t speak

English as well as my teacher.”

It was explained to them that it can take many years of learning English to be as

“good” as a teacher, if they ever finish learning themselves, but they were asked to think

about the years that they had been learning English, could they do that bit well, to which

they all answered “Yes”.

Their first reaction can be explained by affective meaning. Groups A’s reaction

showed that English was something they enjoyed and had positive associations to. After a

few seconds of thinking about the question however, they changed their minds, comparing

their knowledge to that of an adult and a native speaker. They regarded themselves as being

on a lower level of competency than that of myself and retracted their answers. When the

question was explained further, and that their answer should focus only on the period they

had learnt English, they again seemed perfectly happy with what they had achieved and all

agreed that they could in fact speak English.

Group B’s answer was completely different. First of all, at the start of the interview,

there was very little verbal dialogue as the three children concentrated on their

questionnaires. This could be due to feelings of nervousness at participating in this study

and because they are not as familiar with me as Group A are. B2 answered using epistemic

modality by saying, “I don’t know.” After the same explanation of their being

competent at their level of English, they changed their answer to a higher position from 5 to


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6, and also choosing to answer in English saying B3 – “Yes, very good.” All three

children answered 5 or higher on a bipolar scale of 7.

Question 3 was about whether they thought they could use another language and if

it was worth learning another language. B1, aiming his comment at me personally,

explained how Swedish can be used in Sweden, meaning that if you are living abroad it is

important to be able to speak the native language. In fact, all children gave positive answers

to this question.

When asked if it was important to know another language (question 5), both groups

gave positive answers along with descriptions of situations when they thought they could

use English.

B1 ‐ “Because … mmm … if you travel abroad to

another country and become ill like. Then you must

be able to call for like an ambulance. If you are

ill in bed and need to order pizza.”

Here, B1’s expectance of being able to communicate problems was important.

Through application of their future knowledge of English and affective meaning, the child is

able to discuss a situation where being able to communicate abroad would be very valuable.

This point is reiterated by A1 and A7:

A1 ‐ “Yes! You can’t understand each other if

you can’t speak other languages.”

A7 ‐ “So I can talk with other people in other

countries.”

Another child A4 took their reasoning one step further saying:


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A4 ‐ “Yes, so you can understand. But the most

important is that you can understand most of what

is being said.”

A4 explains how they think it is more important to be able to understand the gist of

what is being said rather than being able to understand every word or speak perfect

English. This reasoning is reflected through social meaning in terms of an extended

exposure to the English language and an extra 3 years English tuition. They have come to

the conclusion that it is more important to communicate with confidence even if individual

words are not understood. This is in fact the main objective of the changes to the Swedish

National Curriculum of 1995 which emphasises the importance of being able to

communicate well verbally.

Group A’s confidence in the English language has been built up gradually by using

material they could identify with. This point is made by several researchers as explained in

part 3 of this study. Also, as Steinberg points out, the younger the child the less inhibited

(178) they are to communicate in a new language and if this is done through games and play

which the child can understand, the learning capacity is increased (Jörgensen 149).

Both groups were asked if they would like any other subjects to be taught in English.

Their responses were positive. This discussion goes on for some minutes and can be read in

full in Appendices 6 and 7. Most of the subjects that the children thought would work in

English were practical such as textile crafts, woodwork and physical education (PE).

R – “Textiles in English then?”

B1 – ”No, I don’t think so.”

R – ”Why not?”

B1 – ”Yes, it would. Textiles is good fun.” […]


22

B1 – “PE, that would work. That’s good fun.”

Geography and history were also mentioned, but rather than have lessons in spoken

English, they expressed a desire to learn more about English geography and history.

B1 – “Geography would be ok in English.”

B2 – “You can take geography in England.”

R – “But would you like to do geography in

English here in Sweden?”

B1 – “No.” […]

B2 – “History’d be ok.”

R – “But would you like to do it in English?”

B2 – “Yes, old stories about English history

would be ok.”

R – “What about reading aloud then?”

B1 – “We do do that sometimes. PE is good fun.

That’s my highest.”

Group A saw different opportunities in being taught other subjects in English

reacting favourably towards mathematics:

R – “Maths?” […]

A6 – “Yes, that would work. […] It would be

more fun working with numbers in English. […] For

example, if you say two plus one, what is that, for

example.”

Group A also thought keeping a diary in English would be fun in contrast to Group B:

B3 – “I don’t have a diary.”


23

R – [...] Do you think it would be a good idea

to keep a diary in English?”

B1 – “A bit.”

All children in Group A, with the exception of one, thought that learning English

was easy (question 9). They all gave a high score on the bipolar scale of 7. However, this is

not the case of Group B. B1 gave a score of 4, B2 gave a score of 5 and B3 gave a score of 7.

Both groups thought that early introduction of English was a good thing and Group B

admits that they would have liked English earlier than in Grade 3 (Question 10).

R – “If you had had the chance to learn English

before, would you have taken it?”

B1 – “Maybe a bit earlier, like in Grade 2.”

R – “B3. B2. Were you going to say something?”

B2 – “Maybe like in Grade 1.”

R – “In Grade 1? Why in Grade 1?”

B2 – “Because we could have learnt more.”

B3 – “I would have learnt at nursery school. […]

I tried to teach myself. I watched a horror film

together with my dad and so then I tried to learn

as much as I could.”

B3’s early interest in English is reflected in their score to question 10. They would

have liked to understand more English due to an early exposure to English through hobbies

and free time activities.

Another important part of foreign language study is the influence and awareness of

other cultures mentioned in Martin’s article (section 3.5). Both groups were asked if they

could identify where the speakers in the Labyrinth came from. This was easier for Group A


24

to identify than Group B, who called the American woman British and the British man

American.

B1 – “The girl comes from England and the Goblin

King comes from America.”

B2 – “Ja.”

In contrast, Group A were able to identify their nationalities by their dialects.

R – “Which country does Sarah come from?”

A6 – “America.”

Some tests were done comparing the similarities between English and Swedish, a

description of which can be found in Barnspråk by Sven Strömqvist (106). A selection of

sentences was read by the children who were asked if they were grammatically correct or

not. Group B had more difficulty particularly with negation and adjective placement.

R – “Next, has it neck a short. [pause]. Which

word goes first?

B2 – “It has a neck. […] It has a neck short?

[…]

R – “Muzzy is short not. Is the word order

correct? […]”

B2 – “No.”

R – “What should it be?”

B2 – “Mmm.”

B1 – “Do you know?”

B2 – ”No.”


25

In contrast, Group A found these exercises very easy putting the words in the

correct SVO order and changing verb endings appropriately. A7 discovered that one of the

word groups could be organised as both a statement and an answer:

A7 – “Should it be like this: ‘has it a short

neck’ or ‘it has a short neck’?”

Here, A7 is able to reason with their knowledge of English making two sentences.

The syntax of the first sentence is not entirely correct, but using second language strategy

based on what they know already, A7 sees the possibility of being able communicate the

words in a different way. Should they have asked this question in an English speaking

environment, the hearer would have understood what they were trying to ask. This is

something that A4 expresses earlier on in this section. Neither A4 nor A7 are inhibited in

using the English they have learnt, viewing communication and being understood more

important factors than possibly making mistakes.

Group A assist each other with problems in English a lot and are not shy of asking

for help. More than half of this group ask a friend first before going to ask their teacher:

A3 – “Sometimes I ask my teacher and sometimes

I ask a friend.”

A8 – “I ask a friend [first].”

A6 – “I usually ask my neighbour.”

As Wessman and Risholm have encouraged their students to assist each other,

Group A have asked each other for help and are able to give relevant assistance with their

English problems. In his diagram showing horizontal transference of languages (Appendix

2), Dahl also shows that fellow students and contemporaries play an important part in the

learning of languages, whether it be mother tongue or a target language.


26

Group B expressed how they would try themselves first but used epistemic modality

in their answers showing an uncertainty in whether they would in actual fact ask their

teacher to help them.

B1 – “Try myself and then maybe ask my teacher

or...?”

None of Group B had helped another classmate with a problem but B1 tells how they

help each other with electronic games.

R – Have you helped anyone else? Has anyone

else asked you for help with their English?”

B2/3 – “No.”

B1 – “In that case with games.”

When the children were asked question 25, what they could do best in English, both

groups gave different answers. Group A said that they could speak English best whereas

Group B said that they could read English best.

R – “What can you do best then?”

A6 – “Speak.”

A9 – “Speak English. […]”

A5 – “[…] speak.”

B2 – “Read.”

B1 – “Read English.”

B3 – “Read.”

These reactions may be considered obvious when I have already said how Group A

has had more practice in speaking English than Group B. However, it also shows that

earlier introduction of English or other foreign languages in elementary school increases

self‐confidence in speaking another language which was the main aim of this study and

indeed the project started at this school in 2002. Group A view English as a way of


27

communicating rather than as a compulsory school subject which has been reflected

throughout their attitudes and opinions taken from the various questions each group has

been asked.

9. Conclusion

This study shows that children exposed to foreign languages at an early age do have

positive attitudes to the target language. This early introduction has also made them aware

of other cultures and nationalities which is increasingly more important as we travel and

move around the world more than has ever been possible before. Also, interaction with

other cultures and nationalities is available to us 24 hours a day through the internet.

Although it is important to take into account the delimitations and limitations as

outlined in section 6, the overall acceptance of English, ease of communication and desire to

learn more is clearly more positive in Group A than in Group B. This is my overall

impression of how most of Group B would react to interviews and research of this type,

although they were not all included in this study.

As already discussed, Group A were more spontaneous in their use of English

throughout this research. Their utterances in both English and Swedish came naturally to

them as they recalled the fun they had had in learning English from Grade 0. Using the

right material is also of great importance. Teaching environments where the child is met at

their level of competency with ideas, games and activities that they find interesting and can

relate to will create the optimal learning conditions. The child’s shyness to communicate in

the target language will be replaced by an enhanced self‐confidence encouraging them to

actively take part in language lessons, something that many adults and teachers feel

inhibited to do.


28

If teachers are given more training in teaching foreign languages to young children,

whose learning aptitude is at a maximum, a lot of inhibitions and prejudices usually

developed in later years could be suppressed or even removed, creating a wider acceptance

of all cultures around the world.


29

10. Works Cited

Bucknell University, Moore Ave., Lewisburg, PA 17837, America; Linguistics Department. Proto‐Indo‐European Chart; James E. Lavine, Assistant Professor

http://www.departments.bucknell.edu/linguistics/pie2.html 20051208. Coates, J. (Editor); (1997) Chapter 16, Gossip Revisited: language in all‐female groups, Language

and Gender: A Reader. Oxford, England; Blackwell Publishers. Dahl, O., (2000) Språkets enhet och mångfald. Studentlitteratur; Denmark, Narayan Press. Finegan, E. (2004) Language Its Structure and Use; Boston, Massachusetts, USA; Thomson

Wadsworth, 2005. Fishbein, M. and Ajzen, Icek (1975). Belief, Attitude, Intention and Behaviour. Philippines:

Addison‐Wesley Publishing Company. Henson, J. (1994). Labyrinth. The Jim Henson Company. Video Archive. Dec 2005. Jörgensen, Nils. (1995) Barnspråk och ungdomspråk Lund: Studentlitteratur Martin, Cynthia. (2000). Modern foreign languages at primary school: a three pronged

approach? Language Learning Journal, Winter 2000. No 22. 5‐10. Google Scholar 051019. Mesthrie, R., Swann, J., Deumert, A., and Leap, W.L., 2000 Introducing Sociolinguistics;

Bodmin, Great Britain; Edinburgh University Press; 2004. Nero, L. (2005) Learn with Lucy, engelska för de yngsta. Skällinge: Beta Pedagog. Richards, Jack C and Rodgers, Theodore S. (2001; 9th Printing) Approaches and Methods in

Language Teaching. New York: Cambridge University Press. Risholm, B. and Wessman, K. (2001). Elevplanerad Engelska. Stockholm: Natur och Kultur Skolverket – Compulsory School: School and course curriculum and timetables http://www.skolverket.se/sb/d/374/a/1215#paragraphAnchor0; 051128 Steinberg, Danny D; Nagata, Hiroshi and Aline, David P. (2001 Second Edition)

Psycholinguistics: Language, Mind and World. Harlow, England: Pearson Education Ltd. Strömqvist, Sven. (1984). Barnspråk Malmö: Liber förlag. Sundin, Kerstin. (2000) English as a First Foreign Language for Young Learners, in Nikolov

M. and Curtain H. (eds.), An Early Start: Young Learners and Modern Languages in Europe and Beyond, Strasbourg: Council of Europe Publishing, pp. 151‐158. http://www.ecml.at/documents/earlystart.pdf]


30


31

11. Appendices

1. Skolverket: Information from the Swedish School Curriculum 1952 and 1994

2. Horizontal and Vertical Language Transference

3. Indo‐European Language Chart (Proto)

4. Questionnaires

5. Film questions

6. Transcription of Group A

7. Transcription of Group B


32

Appendix 1 (page 1 of 4) http://www.skolverket.se/sb/d/374/a/1215#paragraphAnchor0; 051128 Du är här: Startsida / Om skolväsendet / Faktabladen Skolan i Sverige / Faktablad på engelska / Compulsory School

Startsida Om skolväsendet Faktabladen Skolan i Sverige Faktablad på engelska The Swedish School System Preschool activities Preschool class Child care for schoolchildren Compulsory School Upper Secondary School Adult education Education for those with learning disabilities Special education and special schools Education for students of non-Swedish background Assessment and grading Democracy and Fundamental Values Publikationer Kontakta oss

Compulsory School In Sweden, all children between the ages of 7-16 must attend school. If the parents wish, a child can start school one year earlier, at the age of six. Municipalities have an obligation to provide a place for all 6-year-olds in a preschool class. Included in compulsory schooling are the regular compulsory schools, Sami school, special school, and compulsory school for the learning disabled. Education is compulsory and free of charge. Normally, students or their parents are not charged for teaching materials, school meals, health services and transport. Content on this page:

• School and course curriculum and timetables

• Timetable

• Subjects

• Profiling and choice of school

• Goal- and achievement-related grading

• Special School

• Compulsory School for pupils with learning disabilities

• Sami School

School and course curriculum and timetables The most recent curriculum for compulsory education (Lpo 94) entered into effect in 1994. A common curriculum is used for regular compulsory school, Sami school, compulsory school for the learning disabled and special school. This curriculum was amended in 1998 to include also the preschool class


33

Appendix 1 (page 2 of 4)

and leisure-time centres. The curriculum states the school’s fundamental values and basic objectives and guidelines. There are also nationally approved syllabi for the individual subjects.

Every municipality shall adopt a local school plan showing how the schools in that municipality are to be organized and developed. The curriculum, syllabi and school plan then allow the principals, teachers and students of individual schools the flexibility to adapt content, organization and work methods to local conditions. The planning of these elements are laid out in the school’s work plan.

The minimum number of guaranteed teacher-directed instruction hours for subjects in compulsory school are given in a general timetable.

Timetable Number of compulsory school teaching hours (= 60 minutes) for subjects, subject groups and in total:

Subjects Arts 230 Home economics 118 Physical education and health 500 Music 230 Textiles and Wood- and metalwork 330 Swedish 1490 English 480 Mathematics 900 Geography, History, Religion- and Civics (combined) 885 Biology, Physics, Chemistry, Technology (combined) 800 Language options 320 Student options 382 Total guaranteed hours of instruction 6665 Whereof school option 600

The number of hours for a subject or group of subjects given in the timetable may be reduced by at most 20 percent to accommodate school options.

Profiling and choice of school The hours given in the timetable for student options are intended for the individual student to conduct more advanced study in one or more subjects. A school may also, within the stated limits, dedicate more hours to a subject than stated in the timetable. This enables the school to give its education a distinctive profile or specialization.

Most schools in Sweden are municipally run, and most children attend a municipal school near their home. However, students and their parents do have the right to choose another municipal school, or a privately run (independent) school.

Independent schools are open to everyone and must be approved by the National Agency for Education. The independent school receives a grant from the municipality in which the student resides, the amount of which is determined by the school’s enrolment and the needs of its students. The education of independent schools shall have the same basic objectives as municipal schools, but may have a profile that distinguishes it from the municipal school. If an independent school does not comply with applicable regulations, the National Agency for Education may withdraw its approval. Independent schools often have a specialization that differs from municipal compulsory school, e.g., a particular educational approach (such Montessori or Waldorf), linguistic or ethnic orientation, or have a specific religious character.

Goal- and achievement-related grading When the school and course curriculum were introduced, a new grading system also came into effect. The new system awards grades on a 3-point scale, with the possible grades of: Pass (G), Pass with Distinction (VG) and Pass with Special Distinction (MVG).


34


Special School Most hearing-impaired children and almost all vision-impaired and physically disabled children receive their education in compulsory schools. Deaf children and children with severe hearing impairments, however, attend special schools. Special school is a 10-year program that corresponds as far as possible to the education children receive in regularcompulsory schools.

There are also special schools for deaf and hearing-impaired children with learning disabilities.

Compulsory School for pupils with learning disabilities Children with learning disabilities attend a special program for pupils with learning disabilities comprising 9 years in either compulsory- or training school. Children with less severe learning disabilities attend the compulsory school, and students with more severe disabilities, such that they are unable to benefit from the education given in compulsory school for pupils with learning disabilities, attend training school. Children attending compulsory school for pupils with learning disabilities are entitled to a 10th year of school.

Sami School Sami children can receive education in Sami School that covers grades 1-6. This schooling corresponds to the first 6 years of compulsory school. Up

Print Last reviewed: 21 February 2005 Published by: Informationsenheten Skolverket, 106 20 Stockholm Visitingaddress: Alströmergatan 12 Phone: 08-527 332 00 Fax: 08-24 44 20 Email: [email protected]


35

Appendix 2 (1 page) Horizontal and Vertical Transference

horizontal transference

Figure 1.1: Model for cultural information transference (35) Reproduced by kind permission of Östen Dahl; from Språkets enhet och mångfald (the original text is in Swedish)

grandparents

parents

vertical transference

of the same age

other adults

teachers


36

Appendix 3 (1 page)

Bucknell University, Moore Ave., Lewisburg, PA 17837, America; Linguistics Department.

Proto‐Indo‐European Chart; James E. Lavine, Assistant Professor http://www.departments.bucknell.edu/linguistics/pie2.html 20051208


37

Appendix 4 (page 1 of 5) 1. Can you speak English?

inte mycket 2. Vad betyder det – att man kan prata Engelska? .................................................................................................................................................................... .................................................................................................................................................................... 3. Kan man använder att annat språk?

inte alls mycket 4. Hur kan man använda ett annat språk? .................................................................................................................................................................... .................................................................................................................................................................... 5. Är det viktigt att kunna ett annat språk? Varför? .................................................................................................................................................................... .................................................................................................................................................................... 6. Var lärde du dig Svenska? .................................................................................................................................................................... 7. Var det lätt?


38

Appendix 4 (page 2 of 5) 8. Var det svårt?

9. Hur är det att lära sig Engelska?

10. Ska man börja tidigt med att lära sig Engelska?

11. Would you feel confident enough to say something in English or answer a question

based on the knowledge that you already have?

12. Is it more fun when you can choose what to work with than being told what to use?

13. Does the way Sarah speaks mean that she is more clever, or does the Goblin King

sound more clever?

14. What if Sarah was the Goblin Queen?


39

Appendix 4 (page 3 of 5) 15. Would you like to learn other subjects in English? Svenska ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Matte ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ PA Pass ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slöjd ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Geografi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Historik ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Gymnastik ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Högläsning ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 16. What would you like to learn about in English? Naturen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min hobby ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min dagbok ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Mig själv ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min familj ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Världen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Min omgivning ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Skön litteratur ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 17. Where have you used English other than in the classroom? 18. What did you think of English when you started to learn it?

19. What did you do when you had a problem? try yourself first? ask a friend? ask the teacher?

20. What was the result? ‐ ‐ ‐ ‐ ‐

21. Have you helped anyone? ‐ ‐ ‐ ‐ ‐


40


22. What was the result? ‐ ‐ ‐ ‐ ‐

23. Have you learnt lots of English? ‐ ‐ ‐ ‐ ‐

24. What have you learnt most? speak English read and understand listen to English read aloud write English new words 25. What can you do best? ……………………………………………………………………………………………………….. 26. Why am I asking you these questions? Can it help you? ………………………………………………………………………………………………………..

Kryss ut de meningarna som är fel för bilden.

The flower is pink.

This is a white ten on a black background.

It is twelve o’clock.

This arrow is pointing down.

It is quarter to six.

He is looking through a pair of binoculars.


Nero – Differing Attitudes 1

Appendix 4 (page 5 of 5) Skriv om meningarna i rätt ord följd. Är de sanna? Skriv ja eller nej efter meningen.

giraffe – this – a – is ………………………………………………………………………. has – it – neck – a – short ………………………………………………………………………. is – an – elephant – this ………………………………………………………………………. big – eyes – the giraffe – has ……………………………………………………………………….

Är de här meningarna rätta? Skriv ja eller nej. I went to school tomorrow. I am tired this morning. The sun are yellow. Give book me. Her name is Mikael. You am my friend. Muzzy is short not. He like chocolate. I can English speak.



Appendix 5 (1 page) Film questions on the Labyrinth Some of these questions were asked in Swedish. 1. Did you understand the story? Tell me what happened. 2. What is the dog’s name? Merlin 3. What time was it when they ran home? 7 o’clock 4. What is the girl’s name? Sarah 5. What is the baby’s name? Toby 6. What is the bear’s name? Lancelot 7. What did the goblins say? Listen, shhhh 8. Do you hear different dialects? UK, USA 9. Who took Toby? The goblin king 10. What gift does the goblin king have? a crystal 11. What does Sarah want back? her brother 12. What does the goblin king say? Turn back before it’s too ‐‐‐‐ late 13. How many hours does Sarah have to rescue her brother? 13 14. What is the troll’s name? Hoggle 15. What did the fairy do to her hand? bit it 16. What does she think fairies should do? grant wishes, be kind 17. How many fairies has Hoggle squirted? 60 18. Which way does Hoggle ask her to go? Left or right 19. What did the caterpillar say? He is a worm – Come inside and meet the Mrs, Come inside and have a nice cup of tea 20. What does Sarah say when she hears the baby crying? I’m coming Toby!



Appendix 6 (page 1 of 12) Transcription Group A 051205 Questions asked after the film showing The underlined utterances were made in English. The bold utterances are examples of epistemic modality. Some of the questions were not asked due to time constraints. R: What was the dog’s name? Vad heter hunden. A7: Hon pratar så otydligt så att jag hörde knappt det. R: Det var flickan då som var lite otydligt. Du missade hunden. B: Jag hörde inte allt vad hon sa.... A6: Det var väl när han hon skulle säga nåt så började han skällar. R: Ska jag säga vad hunden heter då? A1/2: Ah, ah R: Merlin. A1/2: Jaaa. Ah just det. R: Känner du igen det? A5: Ah, det gör jag. A3: Ja! R: Vilken tid var det när flickan skulle springa hem? A3? A3: Sex. R: Ok. A1? A1: Sju. R: Seven o’clock. A7? A7: Seven o’clock. R: Vad heter flickan? A3? A3: Sarah. R: A6? A6: Sarah. R: Är ni överens? Flickan kommer hem, vad händer sen? A7: Unclear R: Och hur är hon bemött då, av sin styvmor? A1: Hon tycker inte om sin styvmorsan. R: Det är alldeles riktigt, hon är arg för att hon kommer hem sen. Varför är de

arga? A7? A7: För att hon skulle [...]. R: Just det, exact. Vad heter barnet? Bebisen? A7: Toby. R: Toby, Toby. Det är en förkortning för Tobias. Toby. Vad heter nallen som

hade försvunnit? Det såg du inte! A7: Det fanns en det fanns en som heter Lancelot. R: [...] Vad sa goblinarna när när um .... goblinarna pratar i mun på varandra.

Vad är det de sa till henne? ? Unclear R: Precis. ”Listen. Shut up!” Hörde ni en skillnad mellan hur Sarah pratade och

kungen? A? Ah. R: Vi pratade om dialekter förra veckan och var tror ni att de kommer ifrån?



Appendix 6 (page 2 of 12) Transcription Group A 051205 ? Unclear R: Ok, kan vi säga så här då, var det en som låter som jag? Vad det Sarah eller

Kungen som lät som mig? A1: Cool. R: [laughter], är jag cool? When I speak English I sound like this. Hur lät Sarah?

Vilket land kommer hon ifrån? A1: England. R: Kommer Sarah från England? A1: Nej, Afrika. R: Eller..... A4: Belgien. R: Prata de engelska i Belgien? Nej. A4: Men du kommer väl från Belgien? R: Nej, jag har bott där men jag kommer från England. A4: Men de kan ju prata engelska. R: A1. [laughter] A1: Det kom ju med på bandet. R: Nej men det gör ingenting, det är bara roligt! A1: [...] ont i magen! R: Vilket land kommer Sarah ifrån? A6: Amerika. R: Right, thank you. A1: Men Afrika är nästan nära. R: Nej, Afrika ligger väldigt långt borta från Amerika, du kan titta på kartan sen!

[laughter]. A1: Men det låter lika. R: Vad hade kungen i sin hand? In English now. A6: Krystal. R: Crystal. A3? A3: Krystal. R: Vad sa du? A3: Jag sa crys‐tal! [laughter] R: Crystal? A3: Crys‐tal! [laughter] R: Vad sa Goblin Kungen då? Shh shh det kom med på band.. A4: [...] labyrinten... A3: 14 timmar [...] R: 14 timmar. Vad sa kungen då, han var inte så angelägen att hon skulle gå dit

och söka. A7: Unclear R: Ja, precis, han sa ”Turn back before it’s too late!”. Den där roliga mannen då

som stod där vid – ?: Unclear R: Ah precis! Vad heter han då? A7: Hoggle. A4: Ho‐Ho.



Appendix 6 (page 3 of 12) Transcription Group A 051205 R: Såg du den? Vad sa du? A6: Jag tror att han heter Hayhon. R: Att den börja på /t/, vad sa du? ? Unclear The recording was turned off when a teacher came into the room. R: What was his name, that little man? A1/4/7/9: Ho, Hog, Hag…… R: Hoggle. A1/4/7/9: Hoggle [laughter]. R: Hoggle. A1/4/7/9: Hoggle. R: What did the fairy do to her hand? A4: Bite her. R: Yes. A1: Cool, cool, cool! R: What did Sarah think fairies should do? A7? A7: Be nice. R: Yes, be nice, and, A4? A4: Do good things. R: Do good things, yeah. What about a wish? What’s a wish? En önskan. ? Unclear R: Ah, precis, att hon skulle förverklig en önskan. How many fairies had Hoggle

squirted? A6? A6: Sextio eller nåt, nej! A1: Femton? R: Sixty, fifty‐nine and then sixty. What does Sarah do then? Vad gör hon då?

A4? A4: She go in the Labyrinth. R: She goes into the Labyrinth. Hoggle stalls en fråga till Sarah om hon ska dit

eller dit. [...] A1? In English, två ord, ”Which way are you going to go?” A1: Left …….and right. R: Yeah. A7? A7: Er….both. R: Yes, A4? A4: Left or right. R: Left or right. ? Unclear R: Nej, men det är jätte bra. Den här lilla krypen på...... A3: Worm! R: Worm. Vad sa han då? A7: Hon. R: Hon? Vad det en hon? Hur vet du att det var en hon? A4: Jag tycker det. R: Du tycker det. Ok. A7? Listen now.



Appendix 6 (page 4 of 12) Transcription Group A 051205 A7: Hon sa att .......... R: Nån annan som tycker att det var en tjej? A8: Nej. R: Varför tror du att det var en kille? A8: Jag vet inte riktigt. R: Om jag säger så här att masken sa ”Come inside and meet the missus!” What is

”missus”? .........Kom in och träffa frun, sa han. Så det var en man, en manlig mask. [laughter]. ”Come inside and meet the misses!”. Och vad sa masken sen? “Come inside and have a nice cup of….”?

A3: Tea! R: Sen gick Sarah eller hur. Hon tackade så hemskt mycket sen gick hon. Vad sa

masken då? A1: Bye bye! A6: Om hon hade gått den vägen skulle hon gå till slottet. R: Ah, precis, ”Ooh, never go that way, that way goes straight to the castle!” och hon

ville direkt till slottet eller hur, så det var egentligen det hon vill. Vad säger Sarah då när hon hör bebisen gråter? A7?

A7: I’m..... R: I’m....vad skulle man säga på svenska? ? Unclear R: Det här var ganska svår engelska men ni har förstått jätte mycket, eller hur?

Lyssnade ni på rösterna eller listade ni ut ganska mycket genom att titta på vad de gjorde?

? Unclear A7: Eller typ um.... R: Den lilla masken? A7: Ah, precis. 2nd transcription of recording done 051214 A2 and A4 were absent. PA Pass means Practical Work and is taught to Grades 1 and 2 at this school. Recordings of questions 1‐10 are not included in the transcription due to poor sound quality. Written answers of these questions can be seen –ON THE FOLLOWING LINK‐?? I’ll talk to the library about this. Question 11 R: Ok, nu börjar vi. Det här är klass grupp A. Första frågan är känner ni att ni

kan tillräkligt engelska att svara en fråga trots att ni inte har ordförrådet. Till exempel, om jag ställer en fråga ang ett ämne att ni inte vet så mycket om men du förstår frågan skulle du våga svara på det? Skulle du våga? A9?

A9: Jag skulle våga svara. R: Du skulle våga. A3? A3: Kanske, men då skulle jag prata svengelska.



Appendix 6 (page 5 of 12) Transcription Group A 051205 R: A1 A: Ah, jag skulle svara. R: Du skulle svara? A7? A7: Ah, jag skulle också svara. R: A6? A6: Jag skulle nog svara. The recording was turned off to check for sound quality. Question 12 R: Är det roligare att välja själv vad ni ska jobba med på engelska än att nån

säger till dig? A3? A3: Ah R: Varför? Vad tar du fram i så fall, vad jobbar du med? A3: Nånting jag tycker är roligt. R: Typ...... A3: Nåt korsord. R: Korsord ok, nån annan, A5 A5: Jag skulle har gjort det, ah det skulle jag göra. R: A7? A7: Det beror ju på vad det är. Om nån säger att jag ska göra nåt roligt då göra

jag det men annars om det inte är nåt så skulle det vara bättre att välja själv. R: Vad är det som är roligt eller tråkigt? Och vem som helst kan svara. Vad är

det som är roligt eller tråkigt? A6: Korsord är roligt. R: Crosswords […]. A1: Crosswords. A5: Det skulle vara tråkigt om nån sa så här ok vad betyder blomma på engelska

vad betyder er mmm eller nåt annat tråkigt. R: Så ni vill gärna jobba med nåt roligt uppgift som ni kan identifera med, nåt

ämne som ni tycker själv är roligt och göra det på engelska. A7. A7: Det är roligt när man ska läsa texter. Hela texten. R: Hela texten. A1. A1: Memory. […] Question 13 R: Sarah och Goblin King pratar på olika sätt eller hur. A1/3/5/6/7/8/9: Ah. R: Hur pratar dem? A1: Vad? R: Deras dialekter. A7: Sarah hon pratar ju … A6: Amerikansk vet du. A7: Nej, hon pratar hon pr nej hon pratar typ som... A3: Hon pratar som du? Question 14 was not asked.



Appendix 6 (page 6 of 12) Transcription Group A 051205 Question 15 R: Nummer 5. Skulle ni ville ha andra ämnen på engelska? Svenska? A7: Varför ska man ha svenska på engelska lektionen? R: Ah. A7: Det går inte. R: Nej. Matte A8: Nej. R: Inte matte på engelska? A5: Nej, det går inte. A6: Jo det går [...] R: Pratar inte i mun på varandra….vad var det du sa, A5? A5: Det går inte att ha matte, det blir ju typ samma som i Sverige [...]. A6: Man kan ju ha med engelska siffror då blir det roligare. A7: Alla siffror ser likadana ut fast indiska siffror och sånt där det är 1 nåt annat. A6: Till exempel, om man säger er two plus one, vad är det till exempel? R: Equals? Ah juste, det kan man. Jag vet att ni inte ha PA Pass längre men PA

Pass, skulle det funka på engelska? A3: Om man gjorde nånting på engelska då R: Mmm, till exempel….. A3: Kanske korsord eller nån lek. R: Nån lek. Nån annan. PA Pass på engelska. Slöjd på engelska. A8: Ja. R: A9. A9: Jag tycker det skulle funka. R: Varför? Vad är det nu gör i PA Pass och slöjd? Nu gör praktiska saker, eller

hur, get the scissors, cut the material, tycker ni att ni skulle lära er mycket? A1: Ah. R: Uppmaningar och så. Geografi på engelska. A5/6/7/8: Ah. R: Varför? A3: [..] otydlig. R: Nån annan? Geografi? Historik? Historia? A7: Kanske man kunde typ forska lite om Englands historia eller nåt sånt där. R: A5? A5: Det var inget. R: Du räkt din hand upp nej? A6 din hand var upp. A6: Det skulle vara roligt att forska om Englands kungar. R: Englands kungar. Mmm. A3: Det var det jag skulle säga. bra gymnastik A3: Yes. R: A1. A1: Yes. R: Varför? A1: Otydlig. A7: Man kan få instruktioner på engelska.



Appendix 6 (page 7 of 12) Transcription Group A 051205 R: Juste. [....] A3: Det var nog det som A1 sa. R: Högläsning då. A1/3: Ah. A7: Det gör vi faktiskt redan. R: Det gör ni redan. Question 16 R: Vad skulle ni vilja lära er på engelska? Naturen? A6? A6: Det skulle vara roligt att höra om Englands natur. R: Din hobby? A5: Ah, det skulle vara roligt. R: Din dagbok, att ni hade en dagbok på engelska i skolan. A3: Det skulle nog vara roligt. A6: Jag tror det. [...] A9: Det skulle vara ganska roligt att skriva om engelska saker. R: Och en dagbok, det skulle man inte skriva så mycket eller hur? Kanske ett par

meningar och det skulle vara ok. The recording was turned off while more questions were handed out. R: Kryssa ut dem meningarna som är fel på bilden. The flower is pink. A3. A5: Det kan vara rätt. A1: Jo, men den är ju vit. R: Vad är det för färg? A1: Vit. R: Är det rätt då? A5. Nej. R: The arrow is pointing down. (The recording was turned off while I explained

how they should do the exercises.) This is a white ten on a black background. A6: Yes. R: It is quarter to six. A7: Wrong. R: A7 sa wrong. It is 12 o’clock. A9: Yes. R: A9 said yes. He is looking through a pair of binoculars. Binoculars, kikare. A5: Jag gör en bock för dem som är rätta. R: Titta på bilden. Är det en pojke eller en flicka? A5: Nej, det är en tjej. R: Läs meningen igen då. A7: Ah fel, det är inte lätt. A6: Sa du fel? A7: Ah, jag tänkte inte på att det var en tjej. R: Nu pratar ni i mun på varandra. Vad skulle det vara? Vad bör det vara?



Appendix 6 (page 8 of 12) Transcription Group A 051205 A3: She istället för he. R: Nån annan, är ni eniga? A1/3/6/7: Yes. R: Skriv om meningarna i rätt ord följd. Är de sanna, skriv ja eller nej efter

meningen. A7: Altså ska stå så här has it a short neck eller it has a short neck? R: A7, tar den första. A7: It has, men den har jag redan gjort. R: Yeah I know, men vi har inte den på band. Giraffe this a is, vad bör det vara? A5: This is a giraffe. R: Det var A5. A7 vad sager du? A7: This is a this is a giraffe. R: Nästa, has it neck a short. Vad bör det vara? (Inspelning stängs av pga andra

barn som kom in i studierummet.) Is an elephant this. Hur blir det med meningen där? A7?

A7: This is an elephant. This is an elephant. A5: This is a elephant. R: Nån annan. A1. A1: This is a an elephant. R: xxxxxx. Jag menar A3. A3: This is an elephant. R: Varför sa ni an elephant och inte a elephant. A3: [...] vokalerna. R: Big eyes the giraffe has. A5. A5: The giraffe has big eyes. R: Bra. Är dem här meningarna rätta. Skriv ja eller nej. Och ni får gärna

förklara varför om ni kan. I went to school tomorrow. A7: Jag gick till skolan imorgon. A5: Hur låter det? R: A7. Jag gick till skolan imorgon. Är det rätt. Varför? A7: För att jag gick till skolan imorgon, då har det inte hänt än. R: Nej. Så man kan inte använda gick med imorgon. Bra. I am tired this

morning. A9: Vad betyder det? R: 9, 7? A7: Jag är trött den här morgonen. R: Kan man säga så? A7: Mmm. R: The sun are yellow. A9. A9: Solen är gul. Det är rätt. A7: Men det kanske ska vara is. R: Det är bra A7. Give book me. A8: Det var fel. R: Varför sa du nej, varför skrev du nej 8. A8: Ge bok mig kan man inte säga. R: Nej, vad ska man säga istället?



Appendix 6 (page 9 of 12) Transcription Group A 051205 A8: Ge mig boken. R: Hur sager man det på engelska? A8: Give me the book. R: Good. A7: Men ska det vara is yellow? R: Yes. The sun is yellow. Yes. Her name is Mikael. A3. A3: Det skulle vara his name […]. R: Ah, för att Mikael är maskulint eller hur, och her ... har det pojkar att göra?

Her? A6: Den är fel. R: Mmm ok, den (inte ”Her name is Mikael.”) är ju rätt. A5: Den är ju rätt. R: You am my friend. 7. A7: Man ska saga you are my friend. R: Nån annan Muzzy is short not. A5: Det ska var Muzzy is not short. R: He like chocolate. A1: No R: Why? Det är rätt, det ska var nej men varför? A1: Mmmm, jag vet inte [...] R: He like chocolate. Är det rätt eller fel? [...] A5: Det är rätt. R: I can English speak. 5? A5: I can speak English. A7: I can speak English […] Jag kan engelska tala. R: Hur vet ni att ord följden är fel då? Vad gör ni för att lista ut det? A7: För att er om man översätta det till svenska då bli det ju jag kan eng prata. R: Om ord följden är samma på engelska och svenska då, vad kan man säga om

både språken? A7: Jag fattar inte. R: Om ord följden på svenska är samma som det är på engelska, vad betyder

det? Finns det nån likhet mellan svenska eller engelska? A7: Ah, vissa ord som typ er bus och buss och liksom typ er ah vissa saker. Men

svenskan kommer ju egentligen från engelskan tror jag eller så. R: Men ord följden då. A7. Det måste inte vara samma, det brukar inte vara för att på vissa skulle säga till

exempel er för till exempel de säger this is a giraffe. Då säger man ju det här är en giraffe liksom och det är nån typ av [...] The recording was turned off.

Question 18 R: Vad tänkte ni om engelska när ni började läsa det? Tyckte ni om det, tyckte ni

att det var tråkigt? A5: Tråkigt. R: Tråkigt. A7: Jätte tråkigt. R: Ja, jag vet det! A5: Det var ju så sumpigt.



Appendix 6 (page 10 of 12) Transcription Group A 051205 A3: Menar du i förettan eller i ettan? R: I förettan eller ettan. Vad tyckte ni om engelska när ni började läsa det? A6: Så där. A3: Det var inte så roligt tror jag fast det var roligt att sjunga sånger och göra

lekar. A7: Jag tyckte inte som det var roligt förrän vi började i 2:an. Jag började tycka

om det i slutet av 3:an. R: Mmm, A1? A1: Jätte tråkigt. R: När du började läsa engelska? A6: Det var inte jätte roligt. Det var roligt att göra lekar och så. R: Varför var det roligt att göra lekar? A3 du sa också lekar. Varför var det

roligt att göra lekar? A3: Jag vet inte, man lärde sig mycket eller så. R: Det var saker och ting som ni kunde på svenska, kanske, lekar? A3: Ah, lek. R: A5, ville du säga nåt annat? A5: Det var jätte sumpigt. R: Sumpigt, vad betyder sumpigt? A5: Gö tråkigt. R ah ha. A5: Punk: R: Punk, vad är punk? A5: Jag läste igår i en tidning att det var en som frågade det här, ”Vad är punk?”

och då sparkade han på soptunnan och då sa han, ”Det här är punk.” Och sen sparka den här på den andra soptunnan och så sa han så här, ”Är det här punk?” och då sa han, ”Nej, nu är det trend.” Och då är punk en sak som man bara göra en gång.

R: Lite rebel. Lite rebelaktig. Question 19 R: Ok, när ni har ett problem på engelska, vad gör ni? Försök först själva, fråga

en kompis eller fråga läraren? A7: Vad menar du liksom, när man började eller nu? R: Nu, om ni har nånting som är svårt på engelska, vad gör ni? A3: Menar du med dig eller menar du med våran nu lärare? R: Med din nu lärare. A8: Fråga en kompis gör jag ju. [skratt]. R: Om du har ett problem, försöka du själv först, fråga en kompis eller fråga

läraren? A3: Fråga en kompis. R: Fråga kompis. Mmm. A3: Eller fråga xxxxxx. R: Säg inte hennes namn igen. Säga läraren. A1: xxxxxx. R: Eller du kan säga engelska läraren. A9?



Appendix 6 (page 11 of 12) Transcription Group A 051205 A7: Jag tycker inte att jag behöver nån så, men om jag ska fråga nån så frågar jag

nog – mmm inte kompisar för att de kan ha fel och om man försöka själv så kanske det också är fel men läraren vet ju så hon kan man ju fråga.

A6: Jag brukar fråga min bordskamrat. R: Din bords kamrat. A3. A3: Ibland fråga jag min engelska lärare och ibland en kompis. A1: Ibland fråga jag läraren ibland fråga jag ... The recording was turned off because the class teacher came into the room. Due to lack of time, questions 20, 22 and 26 were not asked. Question 21 R: Har ni hjälpt nån annan? A7: Jätte mycket, typ hela tiden. R: Nån annan, har ni hjälpt nån annan? A3? A3: Ibland. R: Nån annan, 7? A7: Jo för att när jag gick i nollan och ettan och så då hjälpte jag ingen men annars

så .... Question 23 R: Har ni lärt er mycket engelska? 9? A9: Ah, ganska mycket. R: 3? A3: [...] Question 24 R: Vad har du lärt dig mest? Lyssna nu, vad har ni lärt er mest, prata engelska,

läsa högt, läsa och förstå, lyssna till engelska, skriva engelska eller nya ord. Vad har ni lärt er mest? 3?

A3: Nya ord. A1: Lyssna till engelska. R: Listen to English. A7: Speak English, write English, och new words. R: Nån annan. 9? A9: Speak English. Read English, vad är det? Läsa? R: Läsa. Mm. A5: Jag kan inte förstå allt jag läser men jag kan läsa! Question 25 R: [...] Vad kan ni göra bäst på engelska? Läsa, prata, skriva? A6: Prata. A3: Läsa. A5: xxxxxx Speak. R: A7, vad har du sagt? A7: Alltihopa. R: Läs den för mig. A7: Speak English, read aloud, new words, listen to English, read and understand,

write English.



Appendix 6 (page 12 of 12 ) Transcription Group A 051205 A5: Men vad kan du gör bäst utav dom? [...] Unclear. A7: Nej, det är inte iordning, jag bara skrev allting. [...]Unclear. END To listen to this recording, or for any further information, please contact me at: [email protected]



Appendix 7 (page 1 of 11) Transcription Group B 051208 Frågor efter filmen The underlined utterances were made in English. The bold utterances are examples of epistemic modality. R: Förstod ni berättelsen? B2: Nej. B1: Lite. R: Vad var det som händer? B2: Det handlade om en tjej som skulle in på en labyrinth R: Varför skulle hon in i en labyrinth? B2: För att hämta hem bebisen. R: Och varför försvann bebisen? B2: Kanske för att hon var dum. R: Varför hade hon varit dum? B3: Jag vet inte. R: What was the dog’s name? Vad heter hunden? B1: Minns du? B2: Nej R: Vilken tid var det när de sprang hem? Hunden och flickan. B1: 12 nånting R: Vad heter flickan B1: Det vet jag inte. R: Vad heter bebisen? B3: Minns inte. R: Kom igen nu, bebisen. Nalle då som hon saknade från sitt rum. Vad heter nallen. B1: Vad var det? R: Det var en nalle, hon gick in i sitt rum och då saknades en nalle från henne hylla.

Vad heter nallen? B1: Sa hon det? R: Ja. B2: Jag vet inte. R: Ok, nästa, då går vi vidare. Vad sa goblinarna? B2: bläää eller typ liksom rädda världen..... B1: Yä, rädda världen. R: Hörde ni olika dialekter när flickan och goblin king pratade engelska? B1: Ja. B2: Ja. R: Vad kan ni berätta för mig om det? Vilka länder kom de ifrån då? B1: typ England och en måste vara Amerikan. R: Jätte bra. Vem kom från England och vem var Amerikansk? B1: Tjejen kom från England och goblin king kom från Amerika. B2: Ja. R: Ok. Vem tog bebisen? B1: Goblin king. R: Goblin king hade ett present med sig. Vad var det? B1: [....] en krystal [....]



Appendix 7 (page 2 of 11) Transcription Group B 051208 R: Vad vill flickan har tillbaka? B1: Bebisen. B2: Bebisen. R: Vad säger Goblin King, han säger ”Turn back before it’s too ...” B2: Late. R: Hur många timmar har Sarah på sig att hämta tillbaka sin bror? B1: 20 väl. R: Det finns inga fel svar, jag vill bara att ni prata på. Vad heter trollen? B1: Goblin. R: Vad gjorde den lilla fen till henne när hon plockade upp den? B2: Bet henne. R: Vad tror Sarah att fen ska göra? B2: Typ ......... R: Jätte bra. Hur många fairies fen dödade Hoggle med sprutan? B3: 60. R: Ja 3, jätte bra. Hoggle säger till henne, ”vilken väg ska du gå”. B1: Left and right. R: Bra. Vad sa ... vad heter det på svenska ... Vad sa larven? B1: Att hon skulle gå mot den väggen på Labyrinthen. R: Vad säger Sarah när hon hör bebisen gråter? B2: Att bebisen skulle vara tyst. Question 1 R: Vad betyder det att man kan prata engelska? B3, vad har du gjort för nummer ett

”Can you speak English?” Var har du dragit streck? There. ok bra. Vad skulle krävs för att du skulle göra så?

B2: Jag vet inte. R: B1, vad skulle krävas för att du skulle skrivit strecket längst ut? B1: Kunnat lite mer. R: Om vi säger så här då, att den biten som ni har lärt er om engelska, kan ni den

biten bra? B3: Visst. B1: Bra. B2: Yes, very good. R: Då tycker jag att du kan flytta strecket. Det skulle jag säger för att det ta massa

med år att lära sig engelska eller hur. Så om du är nöjd med den biten du kan då tyckerjag att ni ska göra det.

Question 2 R: Vad betyder det att man kan prata engelska? B2: Att man kan prata med resten av länder eftersom engelska är det vanligaste

språket. B1: Det finns många länder som kan prata engelska.



Appendix 7 (page 3 of 11) Transcription Group B 051208 Question 3 R: Kan man använda ett annat språk? B1: Ja, det kan man. R: B3, vad tror du? B1: I Sverige kan man använda svenska [skratta]. R: Ja, du menar som jag då som är engelsk kvinna som bor här i Sverige, då kan jag

använda ett annat språk. B1: Ja. Question 4 R: Men var kan du använda engelska? B1: Den frågan förstå jag inte riktigt. R: Om du kan engelska, hur kan du använda detta språk? B1: Prata med andra och så. R: I Sverige? B1: Ja, det kan jag och så i andra länder också typ England. B2: Finland, kanske. R: Om man inte kan finska. Kan du finska B2? B2: Nej [skratt]. Question 5 R: [...] du gör precis vad du tycker, alla svar är rätt. Är det viktigt att kunna ett

annat språk? B1: Mmm. R: Varför? B1: För mmm ... om man resa till ett annat land och bli sjuk typ. R: att bli sjuk? B1: Ah, då måste man kunna beställa typ en ambulans. B2: Eller vad är telefon numret i England typ istället för 112? R: 999. B1: Vad? R: Nine, nine, nine. B1: I fall man lägga sjuk i sängen och behover beställa pizza. R: Ah, jag visst! Det är jätte bra. B3, vad säger du? Din lilla röst hörs inte så mycket

på bandet. B2: Ah, det är en bra orsak [....] köpa mig en ny stol. R: Då ta vi nästa. Question 6 R: Var lärde du dig svenska? B3: I Göteborg [....] R: Vem var det som lärde dig, var det fröken? B3: [...] det bara kom. R: Men hur? B2: Det vara att prata. B1: Jag lärde mig från mina föräldrar. R: Men hur kommer det, varför kommer det? B1: Var är mitt papper förresten?



Appendix 7 (page 4 of 11) Transcription Group B 051208 B2: Prata med mamma och pappa. Question 7 R: Var det lätt? B2: Ah. Det var lite svårt att börja så där. R: Men det gick ganska lätt. B1: Jag sa, ”Mamma!” R: Vad händer när du ropar mamma? B1: Då kommer mamma. Hon sa att det var bra att jag kunde prata lite. R: Var hon jätte lyckligt att du hade sagt mamma som första ord eller? B1: Mmm. R: Vad händer när du ropar mamma, B3? B3: Det gjorde jag inte, jag ropar pappa hela tiden [skratt] R: Vad händer när du ropar på pappa? Prata högre snälla! B3: Jag vet inte. Jag kommer faktiskt inte ihåg. Question 9 R: Hur är det att lära sig engelska? Nu får ni drar streck på pappret. B1: Det är rätt lätt. R: Hur är det att lära sig engelska? Här B2. Så mycket, hur kan man tolka det? (till

B1). B1: Någonstans där emellan. R: Att det går upp och ner, ibland är det bra, ibland är det dåligt? Bra, B2, ritar ett

litet streck där och B3. Question 10 R: Ska man börja tidig med att lära sig engelska? B2: Nej. R: Det tycker du. B1: Jaa ibland och ibland inte. R: Om ni hade haft möjlighet att lära er engelska innan skulle ni ville ha gjort det

tror ni. B1: Kanske lite innan, typ i 2:an. R: B3. B2. Du skulle säga nånting. B2: Kanske typ i 1:an. R: I 1:an, varför i 1:an? B2: För att ha kunnat mer. B3: Jag skulle lära mig på dagis. R: Var det din fröken som kunde engelska då B3? B3: Om jag lärde mig på dagis eller? R: Ja. B3: Ah jag försökte att lära mig själv. En gång fick jag ser en engelska skreck film

med pappa så försökte jag lära mig så mycket jag kunde [...] B1: Ska man växla papper? R: Ja, och vi ta nästa. Question 11 R: Ok, då ska jag läsa det här för det här är på engelska. Skulle ni kunna er att svara

på engelska med den engelska ni kan, om jag ställer en svårare fråga som tror att ni förstå..



Appendix 7 (page 5 of 11) Transcription Group B 051208 B1: Ska man drar streck eller? R: Ja. Skulle ni ville göra det? Eller om jag ställde en frågor som ni förstod men inte

kunde svara, skulle ni försöka ändå, B2? B2: Ja, jag skulle försöka. R: Ja, vad bra. Och du skulle också det? B1: Ja. Question 12 R: Är det roligt att använda det materialet ni vill själva jobba med i engelska eller ta

magistern fram allting? Om ni fick välja, skulle ni ville välja lite egna saker? B1: Menar du bara vanligt skolarbete eller engelska? R: Till exempel det finns vissa lärare som säger att, ”Ok, jag ska försöka lära de

engelska men de kan få jobba med vad de vill. De kan välja att läsa en text eller de kan välja att skriva en pjäs eller att de kan välja göra olika saker. Skulle ni ville göra det?

B1: Ja. B2: Ja. R: Skulle du ville jobba med vad du själv vill eller tycker du att det är bra att

magistern ta fram allting? B3: Nej, jag tycker om att jobba själv. Question 13 R: Ni hörde hur Sarah och goblin king pratade. Är den ena eller den andra lite

duktigare eller klokare, clever? B1: De är lika duktiga. R: Är den ena mer intelligent än den andra? Har du själv en uppfattning om att

Amerikanska engelska är bättre än Britisk engelska eller tvärt om? B1: Nej. B2: Nej. B1: Kan man dra den på mitten då? R: Ja, då betyder det vet ej eller lagom. B1: Ungefär där? R: Jätte bra B1, tack. Question 15 R: Skulle ville lära er andra ämnen i skolan på engelska? B2: Ahh. R: Och då har jag skrivit svenska. Det går inte eller hur? B1: Svenska på engelska? Nej. Men matte. R: Kan ni dra en streck då? Det är kanske roligare på engelska. Om svaret är ja, då

kryssa du längst ut, om det är nej längst in. B1: PA Pass – vi har inte det. R: Praktiskt arbete. B2: Vi har inte PA Pass. R: Nej, jag vet det men om ni tycker att det skulle gå bra då. B1: Det hade vi i 2:an och så. Det var kul för att vi skulle kunna rita och så. Det är

rätt kul. R: Slöjd då på engelska?



Appendix 7 (page 6 of 11) Transcription Group B 051208 B1: Det går väl inte. R: Varför inte då? B1: Jo, det gör det. Slöjd är kul. B3: Det tycker jag också. R: Geografi? B1: Geografi går på engelska väl. B2: Man kan ta det i England. R: Men skulle ni ville göra det på engelska här i Sverige? B1: Nej. R: Nej, ok, då strecka du nej då, men du har gjort på allt? B3: [otydlig]. B1: Gymnastik – det går. R: Ah. B1: Det är kul B2: Historia, det går. R: Men skulle du ville göra det på engelska? B2: Ja, de gamla engelska historia går bra R: Högläsning då? B1: Det brukar vi göra ibland. Gymnastik är kul. Det har jag på högsta nästan på. Question 16 R: Vad skulle ni ville lära er på engelska? Om naturen? B2: Nej. R: Skriv nej då. Din hobby. B2: Mmm. B1: Din dagbok. B3: Jag har ingen dagbok. R: Men om skulle ni tycker att det var en bra idé att skriva en dagbok på engelska? B1: Faktiskt lite. B3: Min lilla syster kan skriva på engelska. B1: Mig själv? R: Ah juste, X ha jag på fredagar. Ah. Lära dig om dig själv. My eyes are blue. My

hair is blond. I am a boy. Typ. Sånna grejer. Familjen? B2: Ahh. B1: Det tar jag hälften på också. R: Världen? B3: Ah, då ska jag spränga oss. B1. Men då lever inte du B3. R: Du skulle åka iväg i rymdskepp först eller? B3: Ahh. R: Och trycka knappen med fjärrkontrol? B2: Min omgivning. R: Ahh. Skolan, Ljungskile, Uddevalla, stranden. B1: Jag tror jag ta hälften. Så. R: Skönlitteratur. Skulle ni ville ta hem böcker på engelska? B3: Nej! B1: Kanske, typ.



Appendix 7 (page 7 of 11) Transcription Group B 051208 R: Jätte bra, då tar vi nästa. B1: Men det finns ju en fråga där nere. R: Var har ni pratat engelska förutom i klassrummet? B1: I England. Question 17 R: Kalle, har du pratat engelska nån annanstans? B2: Ah. Hemma. R: Hur då hemma? B2: Jag pratar med mamma ibland. Question 18 R. Ok, nästa fråga nu, vad tyckte ni om engelska när ni började läsa det? B2: Svårt. R: Svårt. Men om du skriver här då, då förstår jag att det menar svårt. Har du gjort

det B3? B2: Var det för lätt för dig då? B3: Ja...mmm R: Men du gillar inte engelska nu B3 sa du. B3: Jag är van med engelska filmer. Question 19 R: Aha. Vad gör ni när ni har ett problem? Försöka ni själva först, fråga en kompis

eller fråga läraren. B1: Försök själv först och sen kanske fråga läraren eller? R: Så du tar det i tur och ordning. B1: Ja. R: Kan du skriva 1, 2, 3 då. I den ordning ni skulle göra det. Hur blev det då? Hur

blev resultatet då när ni försöka själva? B3: Joo, rätt bra. R: Då kan du skriva med tummen upp då, B3. Question 20 R: Hur blev resultat när ni försökte själva? Det blev bra? B1/2/3: Mmm. Question 21 R: Har ni hjälpte någon annan? Har någon annan bett dig om hjälp med engelska? B2/3: Nej. B1: I så fall i spel. R: I spel vilka spel. B1: Gameboy. På Fire Red. R: Ah ha. Så ni hjälpa varandra med det då? B1/2/3: Ah. B1: Jag kan klara nästan på att, även i två dagar kan jag klara den på. Question 22 R: Så resultat blev bra då? B1: Ah. Question 23 R: Ah. Har ni lärt er mycket engelska? B1: Ja det ha vi.



Appendix 7 (page 8 of 11) Transcription Group B 051208 R: Nummer 6, det har du gjort, har du lärt dig mycket engelska, B1. Question 24 R: Nummer 7 då, vad kan ni mest, prata engelska, högläsning, läsa och förstå, skriv

engelska, lyssna till engelska eller nya ord? Vad skulle ni säga mest? Prata? B3? B1: Var vad den här, mest, läsa? Var är den? R: Read aloud, högläsning. B1: Ska man ringa in? R: Ja, jätte bra. Vad har du gjort där, har du gjort den? B2? B2: Mmm? R: Vilken ha du gjort? Ah juste. Question 25 R: Vad kan du göra bäst då? B2: Läsa. B1: Läsa upp engelska. R: Mmm. Skriv det då. B1: Ska ni skriva? B2: På den strecken, ah. B3: Läsa. B1: Kan man dra en pil så? R: Jajamensan. B2: Det gick bra att läsa. Question 26 R: Varför ställa jag er de här frågorna? Kan de hjälpa er tror ni? B1: Ja, de hjälpa dig också. R: Ja. B2: Jag ska skriva yes. R: Hur kan de hjälpa er? B1: Vi kanske lära oss mer engelska. R: Ok, den sista nu. Den första, ”The flower is pink.”, Stämmer det? B1: Nej. R: “The arrow is pointing down.” B2: Nej. R: “This is a white ten on a black background. “ B1: Yeah. Oj! B3: Mmm. R: “It is quarter to six.” B2: Nej. B1: Nej. R: “It is twelve o’clock.” B1: Ah. B2: Jaha. R: “He is looking through a pair of binoculars.” B1: Vad sa du? R: He, is looking through a pair of binoculars. He. B1: Nej, där är fel.



Appendix 7 (page 9 of 11) Transcription Group B 051208 R: Vad skulle det vara egentligen? B1: She. B2: She. B3: She. R: Excellent. Nästa. Skrev om meningarna i rätt ord följd. Är de sanna? Skrev ja

eller nej efter meningen. Om ni vill ni kan bara skriva siffror på orden. This giraffe this a is.

B1: Är det inte giraffe B2: This is a giraffe. R: Yes. B2: Skulle man skriva så? R: Ja, jätte bra. Nästa, has it neck a short. [pause]. Vad tar man först? B2: It has a neck. R: It has a, [pause] B2 it has a B2: It has a neck short? R: Var kommer short in? [...] substantivet innan. Short beskriver neck. B1: Ah ha. Då skrev jag fel. Vad bra. B2: Det betyder att short är där. R: It has a short neck. Has the giraffe got a short neck? B1: Mmm, nej. R: No, så den är fel. Då kan du skriva nej. Du kan skriva siffror så att du slipper

skriva ut det. Bra B2. Nu kan du forsätta. Är de här meningarna rätta. Skriv ja eller nej.

B2: I went to school tomorrow. R: Jag gick till skolan imorgon. B2: Nähä. R: Då kan du skriv ett kryss. B2: Give book me. Nej. R: Give book me. Ge boken mig. B2: Nej. R: Muzzy is short not. Låter det bra ord följd? Låter det bra? Är orden i rätt

ordning? Muzzy is short not. B2: Nej. R: Vad bör det vara då? B2: Mmm. B1: Vet du det. B2: Nej. R: Muzzy is not is short not. Jag sa det! B1: Ja, men vad är short då? R: Short? Short, tall. B1: Är det lång? R: Short, short, tall.



Appendix 7 (page 10 of 11) Transcription Group B 051208 B1: Ah ha short betyder kort. R: Yes. B2: Muzzy är kort. Nej, det går inte. R: Det här är för dig B3. B2: Jag är trött den här morgonen, ja. [...] R: Her name is Mikael. Her name is Mikael. B1: Nej. Her name är hennes namn. R: He like chocolate. B1: Ah. B2: Nej. B1: Choklad nej. Choklad dricka eller att äta? R: Spelar ingen roll. Precis vad man vill. [...] B2: I can English speak. Jag kan engelska prata. Nej! Jag kan engelsk engelsk prata. R: Är det rätt? B1: Mmm. B2: Nej det är det inte! R: Du ser för att försöka lösa de här då översätta ni eller hur, B2? B2: Mmm? R: Till svenska. B1: Men den där ska vara borta liksom. R: Varför B1? [...] R: Ja, för att försöka lista ut om de här är grammatiska korrekta eller inte ni översätt

dem eller hur? B1/2: Mmm. R: Och vad kom ni på? Vad kom du på B2 när du översätt dem? B1: Att de var fel. B2: Att de var fel att använda det. R: Och hur kom ni på att den var fel? B2: För att jag översätt dem på svenska. R: Ah, och då var orden i fel ordning eller hur vad det ni kom det då? B2: Orden var i fel ordning. R: Fel ordning, ah juste. Så om engelska ord är på fel ordning and engelska ord är

på fel ordning, vad kan man säga om både engelska och svenska? B2: Vet inte. R: Om ord följden är fel på svenska och samma mening det är fel på engelska, vad

kan man säga om dem två språken. Är de lika eller olika? B1: Lika. R: Lika, det tycker ni. B2: Ah. R: Är det nån annan likhet mellan språken? B1: Tuschpennor. R: Tuschpennor? B1: Nej! [skratt] de ligger där ju. R: Ah ha!



Appendix 7 (page 11 of 11) Transcription Group B 051208 B1: Det är en sån, jag vet den som jag hört den i så här likadan [...] å, ä och ö men det

har inte dem. R: Nej, det har vi inte. Men istället blanda vi bokstäver till exempel ”e‐i” B1: Det är [ei]. R: Eller ”e‐a”. END To listen to this recording, or for any further information, please contact me at: [email protected]



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