Swedish Press Sample Feb 2017 Vol 88:01

[

]

Swedish Press N Y A

S V E N S K A

P R E S S E N

www.SwedishPress.com

Sweden: the up-and-coming education destination

E S T . 1 9 2 9

February 2017 Vol 88:01 $4.95

01 2017

Nobel Education Interview with Agneta Rising Learn Swedish Faster

Grennaskolan erbjuder en trygg, idyllisk och internationell miljö med undervisning i toppklass. Här når du goda studieresultat, erbjuds en meningsfull fritid och bygger nätverk över världens alla hörn - ovärderliga för din framtid!

*IB Diploma Programme

*Ekonomi

*Samhällsvetenskap

*Summer School

INTERNATIONAL BOARDING SCHOOL OF SWEDEN

Grennaskolan Box 95, 56322 Gränna tel: +46(0)390-33208 / fax: +46(0)390-33201 / mail: info@grennaskolan.se

www.grennaskolan.se

Swedish Press is the world’s leading magazine on all good things Swedish.

An authority on design, business, culture and travel since 1929, Swedish Press delivers insightful news and commentary in a visually striking format. With a nod to the past, and a peek to the future, Swedish Press is your go-to source for updates and inspiration from Sweden.

SWEDISH PRESS (ISSN 0839-2323) is published ten times per year (Feb, Mar, Apr, May, June, July/Aug, Sept, Oct, Nov, Dec/Jan) by Swedish Press Inc, 862 Peace Portal Drive, Suite #101, Blaine WA 98230 for $39 per year. Periodical postage paid at Blaine, WA 98230-9998 (No. USPS 005544).

US POSTMASTER: Send address changes to Swedish Press, PO Box 420404, San Diego, CA 92142-0404 OFFICE: 9040 Shaughnessy Street, Vancouver, BC V6P 6E5 Canada US MAILING ADDRESS: PO Box 420404, San Diego, CA 92142-0404 WEBSITE www.swedishpress.com E-MAIL info@swedishpress.com TEL +1 360 450 5858 TOLL FREE +1 866 882 0088 PUBLISHER Claes Fredriksson Claes@swedishpress.com EDITOR-IN-CHIEF Claes Fredriksson Claes@swedishpress.com ART DIRECTOR Joan Law Joan@swedishpress.com COPY EDITOR Alisha Fredriksson Alisha@swedishpress.com REPRESENTATIVES Calgary: Carin Pihl +1 403 931 0370 Thunder Bay: Elinor Barr +1 807 344 8355 Toronto: Gunilla Sjölin +1 905 751 5297 Winnipeg: Laurel Anderson-McCallum +1 204 255 5224 Los Angeles: Birgitta Lauren +1 310 201 0079 New York: Timothy Lyons +1 732 685 3747 San Diego: Sue Eidson +1 858 541 0207 ADVISORY COMMITTEE Björn Bayley, Peter Ladner, Brian Antonson, Christer Garell, Anders & Hamida Neumuller SUBSCRIPTION rates per year $39, 2 years $69, 3 years $99, 1 year abroad $105. Digital edition $28. Subscribe Toll Free at 1 866 882 0088 or at www.swedishpress.com.

VISA and Mastercard accepted.

ADVERTISING visit www.swedishpress.com/advertise-us for advertising rates. Call +1 360 450 5858 or +46 725 607800.

SweMail TRANSLATIONS to English of the Swedish parts of Swedish Press are available free of charge every month. Visit http://members.shaw.ca/swemail1/

[

]

Swedish Press N Y A

S V E N S K A

P R E S S E N

E S T . 1 9 2 9

CONTENTS ( February 2017 ) 4 Letters to the Editor

5 From the Editor’s Desk Swedish Headlines 6 Headline News – Sweden prepares for attack by Russian IT spies 6 News at a Glance 7 Swedes in the News 10 Landskapsnyheterna Business 8 Business News 9 Company File: Storytel Road to Community 11 Min resa från Vancouver till Göteborg Feature 12 Learner Lingo: Language materials matter Interview 14 Annika Hedås Falk – Nobel Center’s noble commitment to the youth of the world Global Swedes 16 Putting Sweden on the Map – Abroad: Agneta Rising

Lifestyle 18 Top Sju 19 Film: First Contact Hemma hos 20 Design: Arctic Sustainable Art & Design – New summer school program 21 Treats à la Johan Magnusson Heritage 22 Lär Dig Svenska 23 The history of higher education in Sweden Swedish Press Connects 24 SCA – Swedish Council of America 25 SI – Swedish Institute 26 SACC – Swedish-American Chambers of Commerce In the Loop 27 Canada, US & Beyond 28 Calendar and Events 29 Ads and Info 30 Sista Ordet: Leksand’s Pearls Cover image: School programmes provided by the Nobel Center. Photo: Alexander Mahmoud.

Below: Public space south of the Nobel Center. © David Chipperfield Architects

© ALL RIGHTS RESERVED Reproduction in whole or in part without written consent of Swedish Press is strictly prohibited. Unsolicited material is welcome, but never the publishers responsibility. Enclose stamped self-addressed envelope for return. Statements and opinions expressed by the writers and claims in the advertising are their own and do not necessarily represent Swedish Press.

CANADIAN PUBLICATIONS MAIL AGREEMENT No. 40010214 Return Undeliverable Canadian addresses to Swedish Press, 9040 Shaughnessy Street, Vancouver, BC V6P 6E5 Canada We acknowledge the assistance of the Government of Canada through the Canada Periodical Fund of the Department of Canadian Heritage.

PRINTED IN CANADA NEXT ISSUE DEADLINE: FEBRUARY 10

[]

Swedish Press | February 2017 3

Learner Lingo:

Language materials matter

By Jean Hanslin

By Jean Hanslin

L

earning a language is never quick nor easy.

Even while children acquire their first language, years pass by before they develop reading and writing skills.

With all the accessible technology and expertise in both educational theory and practice, plus abundant knowledge about learning styles and personalities, educators should by now have been able to devise a failproof method of painless and speedy language acquisition. Alas, what we have instead are even more options, while the learning process remains – as always – long and challenging.

In language acquisition, the processing, and not the answer finding, is most essential. There is no shortage of thinking in language

[ ]

Swedish Press | February 2017 12

classes. Language learning requires processing and repetition, in order for the brain to form connections between new words and old concepts. Another option is to rely on translations, seemingly a cinch with all the websites available, but these are often inaccurate and easily forgotten. If learners wrestle with the original vocabulary and usage, looking for clues in context, they are more likely to remember what they learn. More effort is required up front for a more effective, long-lasting result. Immediate gratification occurs repeatedly as each success is experienced – not from merely finishing a chapter, filling in all the blanks in an exercise, or managing to complete a test. If materials are put away and students can converse with one another, or write dictated questions and supply answers, then learning from the direct practical application of the language has occurred.

Many recently published language materials focus on resources to promote learning. For example, if I can look up every word I don’t know,

have fifteen ways to say hello, or am immediately exposed to myriad grammar rules regarding both nouns and verbs, something will stick! This random, spiral approach may suit Swedish (as a second language) classes in Sweden full of young students who have an urgency to master Swedish because they have relocated to Sweden, are fully focused on acquiring language, are exposed to its use twenty-four hours a day, and study in a classroom from ten to thirty hours per week.

Materials used in these classes are entirely in Swedish, so a second book must be purchased that offer translations in the language of choice. These materials have

an inclusive, international bend, appealing to all cuisines and cultures.

They are Swedish publications, intended for use in Sweden, directing learners to interact in Swedish with native speakers.

These resources from Sweden, however, are not suitable for Englishspeaking learners who are studying Swedish in other countries. The materials often cost around $200 and take up to three years to complete within one 90-minute class per week.

And a Swedish enthusiast in the US hardly needs to learn about foods – such as falafel, lasagna, and latte – that are featured in the internationally focused curricula. Moreover, when a language class is limited to once a week for an hour or two, far from any immersion exposure, and taken for pleasure, not for urgency, the overwhelming amount of material in each chapter of these resource books is beyond reach and actually limits the amount of retention.

Materials matter. What is an appropriate format for one group of learners may not work at all for another. Materials should be customized for both private students and groups, considering class size, level, scheduling, motivation, and goals. For the average five to twenty member beginner classes, a consistent and focused curriculum is best for laying a foundation for building practical and functional language ability. All four language skills – reading, writing, listening and speaking – should be incorporated, if possible. If Swedish learners can finish the lesson with a ‘tack’ and ‘jag förstår!’ they will, on their own, be able to repeat, practice and review to be ready for progression in the next lesson. If learners miss a class or two, they should be able to approach the curriculum on their own.

Regardless of the language learning approach or curriculum, a three-step format to each segment of the lesson is essential. Instructors present (introducing vocabulary, grammar and pronunciation, often with English explanations), students practice (using oral and written drills with prompts), and finally, everyone produces (using what’s been learned in a natural and personal exchange).

These skills are built up, expanded upon and reinforced, again and again.

The text should lay out a digestible, simple, and orderly amount of new material per lesson. Some amount of routine is helpful to everyone, while the methods of presenting, practicing, and producing can vary tremendously.

With this in mind, I have revised the material that my husband and I first wrote when I started teaching gifted and talented elementary aged children in a three-week, intensive summer program. It’s entitled Kort Kurs (Short Course), and is specifically geared towards English speakers outside of Sweden who want to learn basic, functional Swedish language and culture. The eleven brief chapters each focus on two children conversing about an event or topic, which is pictured. Children as main characters help lighten the overall tone and keep the authentic interaction simple. Word lists provide support, and the exercises are limited to and aligned with those words. An English explanation and comparison to a single specific grammar point is included in each chapter. Related songs, rhymes, a map, and varied review exercises follow the eleven chapters. Everything is included in one 60-page book that can be opened flat and written in.

The learner response to this curriculum has been delightful.

Students are able to remember and

use the Swedish covered in each lesson. They often work in pairs to minimize stress and intimidation.

And best of all, we personalize the subject matter, talking about ourselves instead of the characters in the text. We generate phrases and questions that will be useful when next speaking to a Swede. It’s just a start, but it builds that all-important foundation, and gives learners a sense of accomplishment and gratification, instead of frustration.

The road to fluency in another language remains long and challenging. It’s worth the time and effort, however, when learners suddenly begin to use the target language without translating from English, expanding their personas into broader dimensions. Making new friends along the way in an environment of support and camaraderie under the guidance of a happy teacher is just a bonus.

For more information about Kort Kurs i svenska, contact Jean at jhanslin@gmail.com

[ ]

Swedish Press | February 2017 13

E X C L U S I V E

I N T E R V I E W

W I T H

A N N I K A

H E D Å S

F A L K

Nobel Center’s Noble Commitment to the Youth of the World

By Sofie Kinnefors Swedish Press: Please tell us a little bit about your background.

Hedås Falk: I grew up in a household filled with music in Hedemora, Dalarna. After high school I spent time in Stockholm and Uppsala working in hospitals, as well as studying music and Swedish at the University of Uppsala, the Royal Academy of Music and Stockholm University.

Annika Hedås Falk. Photo: Björn Tesch

Annika Hedås Falk is convinced that every child has the right to a quality education and that each school should strive to be the very best possible. Her passionate ideals have been strengthened by many years as a teacher and headmaster.

Today as Head of Educational Programmes at Stockholm’s new Nobel Center, she is confident that the Nobel Center will also be a catalyst for education and understanding. It will become a world center, “where students are encouraged to learn, think, reflect, explore, and engage.”

[ ]

Swedish Press | February 2017 14

As a girl what kind of student were you?

I liked school a lot when I was a child (like many others, who have chosen the teaching profession). I remember that I used to long for more difficult homework! I was so excited when I started high school and was able to study Latin, philosophy and psychology. I also did a special project on Pär Lagerkvist, who was my favorite author.

Since I didn’t experience any difficulties in school, I remember those days as being filled with ease.

At the same time, I recognized that everyone’s experience was different.

Some had difficulty learning, others didn’t receive any help from home, others were bullied and some skipped out on most of their classes. My mission as an adult is to ensure that all children receive a solid education regardless of their background.

Tell us about the exciting new concepts you are developing at the Nobel Center.

Pupils and teachers are important to the Nobel Center. Every day, 300 school children between the ages of 6-20 will be working with school programmes at the center.

School programmes given at the center, as well as digital learning resources and an ambitious approach to teacher training and teacher networks, enables the Nobel Center to become an important platform, from which teachers can learn about research and best practices.

An extensive after-school programme is going to provide children and young people with the opportunity to participate in the center’s science club, peace club and literature club, just as easily as the local soccer club or swimming club.

The Nobel Center will hopefully become a model for how these activities can be organized both by the Nobel Center, but also through nonprofit leaders around the country who are going to receive support from the Nobel Center’s expertise.

Will Nobelists participate in any way?

Of course, allowing the children to meet with Nobel prize winners is going to be one of our strengths. Our

H E A D

O F

E D U C AT I O N A L

students will get to know our Nobel Prize winners through exhibits, programmes and stories, but also through personal encounters at the Nobel Center. My task is to develop digital solutions and Internet-based programmes and activities so that schools around the world can learn more about the Nobel Prize.

Name others you are collaborating with.

The educational concept of the Nobel Center has been created in collaboration with the Nobel Museum, several universities and a large number of teachers and principals.

You’ve mentioned that one of your main tasks is to teach students about the Nobel Peace Prize. How will you accomplish that?

All of us at the Nobel Center understand that so many young people are inspired by our peace prize winners.

Fantastic people, like Malala, Dag Hammarskjold and Mother Teresa have proven that every person has the ability to make the world a better and safer place.

We are going to offer school programmes, in which our students are encouraged to consider, question and debate. These are key ingredients, which they will need in life. We hope that people walking out of the Nobel

P R O G R A M M E S

AT

N O B E L

C E N T E R

Center will feel as if they are one step closer to contributing to a better world.

The Nobel Center received a large donation in October, which has been earmarked to focus on children/youth education. How will you use the money?

Since the start of our project in December 2011, the objective has been to finance the construction of the Nobel Center through donations.

In 2013, we received two large donations, each of 400 million SEK from the Erling-Persson Family Foundation and the Knut and Alice Wallenberg Foundation.

We have since collected nearly 300 million SEK. The latest donation came from one of the largest foundations in Denmark, A.P. Møller og Hustru Chastine Mc-Kinney Møllers Fond til almene Formaal, who chose to donate 50 million SEK to the Nobel Center.

These generous donations will benefit young people, not only in Scandinavia, but throughout the world.

Why do you think the Swedish educational system is so successful?

What are some of its strengths?

The best thing about the Swedish school system is that we focus on everyone’s equal value. I love our School Act, which establishes our school’s mission, knowledge and values. It also states that teaching must be adapted according to our students’ needs and that our schools need to firmly establish respect for human rights.

The best teachers are those who manage to support weaker pupils and challenge the academically motivated without dividing their class. These teachers plan based on the heteroge-

neity of the class and see differences as a strength.

They work with tasks that can be solved at multiple difficulty levels, they vary methods, give the students major influence, use modern digital tools and create friendly working environments, camaraderie and focus.

Who inspires you in your work?

Some of Dr. Martin Luther King’s words are probably what inspire me the most: “Darkness cannot drive out darkness; only light can do that.”

“Hate cannot drive out hate; only love can do that.”

In my job as a headmaster I have met with a lot of upset/angry people.

I sometimes play a little game called “snällast vinner”, “the nicest person wins”. I try to face angry people with kindness. It is sometimes difficult, but I find that in most cases the kindest person actually does win. It usually turns out that fear, sadness and anxiety lie behind the anger.

Like Alfred Nobel, I try to accomplish things that makes the world a better place. Nobel’s goal was to honor people who had made the greatest amount of good to mankind.

School programmes will take place in the Nobel Center. Photos: Alexander Mahmoud

[ ]

Swedish Press | February 2017 15

Hope you enjoyed this sample of Swedish Press.

To read more, please click the link

https://swedishpress.com/ subscription to subscribe.