Profiles

Christine Lalander

Christine Lalander

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Email christine.lalander@isd.su.se
Visiting address Universitetsvägen 10 E
Postal address Institutionen för språkdidaktik 106 91 Stockholm

About me

Licentiate in Education in Languages and Language Development.

Working mainly with school placement,  at partner schools of the university.

Research

Christine Lalander, 2014. Diagnostiskt läsförståelseprov i början av lärarutbildningen med inriktning mot språk. A diagnostic reading comprehension test at the beginning of teacher education, specializing in languages.

  The aim of this study is to describe, analyse and discuss the reading comprehension of language teacher students at the beginning of their university studies through a diagnostic reading comprehension test as a prognosis of their ability to manage their studies.

  The research questions are:

-  What form has the diagnostic reading comprehension test of the development project used in the beginning of the teacher education for language teacher students

-  What does the diagnostic reading comprehension test in the beginning of the studies indicate about the success in the reading comprehension of academic course literature of the language teacher students?

-  What do the language teacher students’ reflections show about the reading comprehension test and about their insight into their own reading comprehension of academic course literature?

-  To what extent can a connection be shown between the results of the diagnostic reading comprehension test and the study results of the language teacher students?

The research study represents a mixed method strategy and is a descriptive case study. A diagnostic reading comprehension test has been given to a group of language teacher students at the beginning of their first term. The students were also asked to reflect on the test and their reading ability.

According to the study the diagnostic reading comprehension test used in the development project, and analysed in this study, must be altered to meet desired claims before used again. For example should the test include more reflective questions and more people should be included in the test process.

  This research contributes to new knowledge about teacher students’ comprehension of academic texts as well as new knowledge about a reading comprehension test.

Research interests

​The setup of the Teacher Training and its consequences from different perspectives.

 

 

 

 

Publications

A selection from Stockholm University publication database
  • 2014. Christine Lalander (et al.).

    The aim of this study is to describe, analyse and interpret the reading comprehension of language teacher students at the beginning of their university studies through a diagnostic reading comprehension test as a prognosis of their ability to manage their studies.

    The research questions are:

    1. What form has the diagnostic reading comprehension test of the development project used at the beginning of the teacher education for language teacher students?

    2. What does the diagnostic reading comprehension test at the beginning of the studies indicate about the success in the reading comprehension of academic course literature of the language teacher students?

    3. What do the language teacher students’ reflections show about the reading comprehension test and about their insight into their own reading comprehension of academic course literature?

    4. To what extent can a connection be shown between the results of the diagnostic reading comprehension test and the study results of the language teacher students?

    The research study represents a mixed method strategy and is a descriptive case study. A diagnostic reading comprehension test has been given to a group of language teacher students at the beginning of their first term. The students were also asked to reflect on the test and their reading ability.

    According to the study the diagnostic reading comprehension test used in the development project, and analysed in this study, must be altered to meet desired claims before used again. For example should the test include more reflective questions and more people should be included in the test process.

    This research contributes to new knowledge about teacher students’ comprehension of academic texts as well as new knowledge about a reading comprehension test.

Show all publications by Christine Lalander at Stockholm University

Last updated: January 21, 2019

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