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  • 1.
    Abou-Gabal, Rukaia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Allt börjar med ett val: Svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie behandlar svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammen samt hur läraren motiverar dess val av densamma. Syftet är att undersöka vilka texter och teman som lärare anger att de föredrar eller undviker vid arbete med nyanlända och varför. Studien baseras på en surveyundersökning i form av ett frågeformulär, och genom att sammanställa de författare, böcker och teman som använts mest och av flest lärare undersöks huruvida lärarnas angivna val stämmer överens med de angivna teman som föredras eller undviks eller om det förekommer en diskrepans. Resultaten visar att lärarna ser valet av skönlitteratur som en utmaning men att de i slutändan gör liknande val. Detta visar att lärare och skolor redan har olika former av böcker som de alla anser bör läsas med nyanlända och att de på så sätt kanske redan har en form av litterär kanon. Vidare visar resultaten att det finns en diskrepans mellan lärarna och deras syn på val av temat flykt. Vissa lärare anser att det är gynnande för eleverna att diskutera temat flykt medan andra anser att det bara leder till elevernas lidande. I slutändan använder sig dock de flesta lärarna av detta tema vilket anses vara problematiskt då det riskerar att reproducera stereotyper.

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    Rukaia.Abou-Gabal
  • 2.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    But first, let's think again!2018In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 21, no 5, p. 906-907Article in journal (Other academic)
    Abstract [en]

    On the basis of their review of studies, Mayberry and Kluender (2017) propose that the human language learning ability becomes severely compromised if it is not developed in tandem with brain development in early childhood, but that it functions more or less flawlessly, even in adulthood, if language acquisition had at one time proceeded according to the maturational timetable. Mayberry and Kluender therefore suggest that the critical period hypothesis (CPH) for language is unambiguously tied to the timing of L1 acquisition, but that its relevance to L2 acquisition is less clear, the implication being that the well-documented AoA effects in the SLA literature are due to non-maturational (i.e., psychological, experiential, cross-linguistic, etc.) causes.

  • 3.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Development and recoverability of L2 codas: A longitudinal study of Chinese/Swedish interphonology2003In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 25, no 3, p. 313-349Article in journal (Refereed)
    Abstract [en]

    This study deals with the development and recoverability of word-final codas in Chinese-Swedish interlanguage. The relation between consonant deletion and vowel epenthesis is investigated from both a developmental perspective and a grammatical-functional one. Longitudinal, conversational data from three Chinese beginner learners of Swedish were analyzed. First, it is shown that for these learners the acquisition of Swedish codas was U-shaped rather than linear such that they exhibited relatively high accuracy rates at early stages, lower accuracy rates at later stages, and again high accuracy rates at more advanced stages. It is also demonstrated that the epenthesis-deletion differential is closely related to second language proficiency in that the proportion of epenthesis to deletion errors increases over time. Furthermore, the data show that word-final codas that are relatively important for the retention of semantically relevant information generate lower overall frequencies of simplification and greater epenthesis-deletion proportions than codas containing information that is relatively recoverable from other segments or features in the context.

  • 4.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fonologiska aspekter på andraspråksinlärning och svenska som andraspråk2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Lindberg, Inger, Lund: Studentlitteratur, 2013, 2. uppl., p. 85-120Chapter in book (Other academic)
  • 5.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Review of David Birdsong (ed.): Second Language Acquisition and the Critical Period Hypothesis. Lawrence Erlbaum, 19991999In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 20, no 4, p. 571-575Article, book review (Other academic)
  • 6.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Some observations of child-adult differences in second language pronunciation1994In: Scandinavian Working Papers on Bilingualism, Vol. 9, p. 1-15Article in journal (Other academic)
  • 7.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Vowel ‘epenthesis’ in the L2 production of L1 Spanish speakers: puzzle or evidence for natural phonology?1997In: New Sounds 97: Proceedings of the Third Symposium on the Acquisition of Second-Language Speech (University of Klagenfurt, 8-11 September 1997) / [ed] J. Leather & A. James, Klagenfurt: University of Klagenfurt , 1997Conference paper (Other academic)
  • 8.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Erman, Britt
    Stockholm University, Faculty of Humanities, Department of English. English department, Stockholm.
    Fant, Lars
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Forsberg Lundell, Fanny
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Föremålet för inlärning [kap. 3]2014In: avancerad andraspråksanvändning: slutrapport från ett forskningsprogram / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Göteborg: Makadam Förlag , 2014, no 2, p. 20-46, article id M2005-0459Chapter in book (Refereed)
  • 9.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ligger "nästan inföddlikhet" i tvåspråkighetens natur? Om ålders- vs tvåspråkighetseffekter vid andraspråksinlärning2021In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 31, no 1, p. 108-142Article in journal (Refereed)
    Abstract [sv]

    Den relativt nyvunna insikten att den slutliga behärskningsnivån i ett andraspråk (L2) hos tidiga inlärare inte alltid (eller ens särskilt ofta) är helt och hållet jämförbar med den hos infödda talare har lett till ett ifrågasättande av inlärningsålder som orsaken till denna "nästan" (snarare än helt) inföddlika L2-behärskning. En fullt möjlig och i dagsläget mycket omhuldad tolkning är att sådana skillnader i stället uppkommer naturligt som en artefakt av jämförelsen mellan enspråkiga och tvåspråkiga individer, och att blotta närvaron av två aktiva språksystem ger oundvikliga avtryck på den språkliga representationen och processningen – på båda språken och oavsett inlärningsålder. Till samma tankegods hör antagandet att den snabba och totala förlusten av förstaspråket (L1) hos internationellt adopterade barn möjliggör en så kallad "neural nollställning", så att enspråkig, inföddliknande inlärning av det nya språket blir det givna resultatet, medan ett bevarat, aktivt modersmål (hos t.ex. invandrarbarn) däremot utgör ett "filter" genom vilket andraspråket lärs in och färgas. Ett avgörande problem med dessa teorier är dock att de i princip helt saknar stöd i empiriska studier. Mot bakgrund av dessa nya (eller nygamla?) idétrender inom andraspråksforskningen presenterar vi därför i denna artikel en nyligen avslutad studie som på ett direkt sätt angriper frågan om ålderseffekter vs tvåspråkighetseffekter.

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  • 10.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Age of onset and nativelikeness in a second language: listener perception versus linguistic scrutiny2009In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 59, no 2, p. 249-306Article in journal (Refereed)
  • 11.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Inlärningsålder och uppfattad inföddhet i andraspråket – lyssnarexperiment med avancerade L2-talare av svenska2006In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 1, no 1, p. 9-36Article in journal (Refereed)
  • 12.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Mognadsbegränsningar och den kritiska perioden för andraspråksinlärning2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Lindberg, Inger, Lund: Studentlitteratur, 2013, 2. uppl., p. 221-257Chapter in book (Refereed)
  • 13.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Age effects on language acquisition, retention and loss. Key hypotheses and findings2018In: High-Level Language Proficiency in Second Language and Multilingual Contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 16-49Chapter in book (Refereed)
  • 14.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Smeds, Helena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Is language aptitude immune to experience? Divergent evidence from bilingualism vs. blindness2023In: Language aptitude theory and practice / [ed] Zhisheng (Edward) Wen; Peter Skehan; Richard L. Sparks, Cambridge University Press, 2023, p. 176-207Chapter in book (Refereed)
    Abstract [en]

    Research articles on language aptitude, both past and recent, nearly without exception start off with a summative definition of the construct itself, declaring that language aptitude is generally considered to be a largely innate and relatively fixed talent that is relatively independent of other internal and external factors. Strangely enough, and as recently pointed out by several researchers (e.g., Chalmers, 2017; Li, 2016; Wen, Biedroń, & Skehan, 2017), this characterization of the nature and origin of language aptitude has rarely been challenged theoretically, let alone investigated empirically. In their overview, Wen, Biedroń, and Skehan (2017) contended that even though research methods have changed significantly in recent years, our knowledge about language aptitude itself “has not developed much at all since it started some 50 years ago,” summarizing that “the concept has remained intact – a relatively fixed trait that is not subject to malleability by later learning experience” (p. 6.). In other words, while empirical research on language aptitude has shifted its focus tremendously during the past 20 years, from the four-componential (black box-like) Carrollian paradigm (e.g., Carroll, 1958, 1962, 1973, 1981; Carroll&Sapon, 1959) to the more open-ended (Pandora’s box-like) “aptitude complexes” framework (e.g., Doughty, 2019; Linck et al., 2013; Robinson, 1997; 2002; Snow, 1994; Sparks et al., 2011), the traditional branding of language aptitude as a largely innate and relatively stable trait has stubbornly persisted. Unfortunately, this persistence not only runs the risk of fueling the already next-to-mystical reputation of language aptitude, but it also seems to have turned the concepts of innateness and stability into an ever-growing elephant in the room. Chalmers (2017) was right in stating that these issues have been grossly neglected, especially in the light of other developments in the field, and we agree with his conclusion that “with new ways of understanding L2 aptitude more holistically [. . .] and some researchers questioning Carroll’s original thinking [. . .], now seems an appropriate time to revisit the issues of stability and untrainability in L2 aptitude” (p. 93).

    In this contribution, we explore the question of whether there is reason to maintain the traditional view of language aptitude as a relatively fixed trait that is resistant to experience, or if it should instead be seen as a rather flexible and acquirable skill. We compare the relative experiential effects of (1) having learned an L2 and having been a long-term functional and fluent bilingual in adulthood with (2) having lived with total visual deprivation for a significant period of life. Both bilingualism and visual loss have been reported to have enhancing effects on language-related as well as non-linguistic cognition, but few studies have focused on their effects on language aptitude specifically, especially in the case of blindness. The chapter closes with a discussion on what it would mean for current views on the role of age of L2 acquisition and critical period(s) if the above-average language aptitude hitherto robustly associated with adult near-native L2 learning should turn out to be nothing but an effect of L2 learning itself.

  • 15.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Erövra ett nytt språk2022Other (Other academic)
  • 16.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. ANNAT, specificera i kommentarfältet.
    Fransk dramatik med krigsproblematik2001In: Teatertidningen, ISSN 1101-9107, no 4, p. 33-35Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Françoise Sagan och teatern2010Other (Other (popular science, discussion, etc.))
  • 18.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Images de la mort, ombres qui passent: Représentation du travail et travail théâtral, Lars Norén2007In: Alternatives théâtrales, ISSN 0774-4145, Vol. 94-95, p. 88-89Article in journal (Other academic)
  • 19.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Jungfruleken av Jean Genet - en modern klassiker2008Other (Other (popular science, discussion, etc.))
  • 20.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Molière och Tartuffe2011Other (Other (popular science, discussion, etc.))
  • 21.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Sociolinguistic belonging in relation to spatial factors: a longitudinal perspective2023In: Sociolinguistic belonging in relation to spatial factors: a longitudinal perspective, 2023Conference paper (Refereed)
  • 22.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Talat språk och bedömning2022Other (Other academic)
  • 23. Airey, John
    et al.
    Lauridsen, Karen M.
    Räsänen, Anne
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Schwach, Vera
    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?2017In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, no 4, p. 561-576Article in journal (Refereed)
    Abstract [en]

    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecific language-learning outcomes.

  • 24.
    Aktürk Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Language dominance as a factor in loanword phonology2017In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 21, no 5, p. 584-599Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to examine the role of language dominance in loanword phonology. It is investigated how onset clusters in loanwords are integrated into Turkish by two groups: English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. It is hypothesised that the bilinguals in Sweden will display significantly higher rates of cluster adoption because Turkish is not the dominant language there.

    The data were collected through an oral loanword elicitation task, a text recitation task in the second languages and a questionnaire on language proficiency and use.

    The study had 53 participants (24 in Turkey and 29 in Sweden). The material consisted of 29 loanwords from English and French, and of 50 structurally comparable words in the bilinguals’ second languages. The data were analysed auditively by the author and subjected to an interrater reliability test.

    The results confirmed the hypothesis as the bilinguals in Sweden displayed significantly higher cluster adoption rates. The difference between the groups’ medians was 36.5 percentage points. Furthermore, it was shown that in individual speakers the combination of accurate second-language pronunciation, and clearly higher proficiency in the second language (corresponding to the donor language) compared to the L1 (i.e. the recipient language) guaranteed very high cluster adoption rates.

    This paper provides the first rigorous quantitative proof for the theoretical assumption that accurate pronunciation is not sufficient for structural adoption in loanword phonology but needs to be complemented with sociolinguistic variables. Furthermore, it demonstrates in greater detail than before how societal and individual dominance are connected and through which channels they impact loanword integration.

    Self-reported relative proficiency in the donor language was shown to be a powerful predictor of the sociolinguistic incentive to adopt and could therefore be used as a quick and reliable alternative to elaborate and time-consuming attitude investigations in loanword phonology.

  • 25.
    Aktürk Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Turkish Maintenance and Bilingualism Among Second-Generation Turks in Multicultural Stockholm2017In: Migration from Turkey to Sweden: Integration, Belonging and Transnational Community / [ed] Bahar Başer, Paul T. Levin, London: I.B. Tauris, 2017, p. 122-152Chapter in book (Refereed)
  • 26.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Adoption in Loanword Phonology: Looking Beyond Linguistic CompetenceArticle in journal (Refereed)
    Abstract [en]

    This paper investigates how linguistic competence and sociolinguistic incentive contribute to the preference for adopting illicit onset clusters in established loanwords in Turkish. The participants are English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. Competence is measured through second-language pronunciation and incentive is operationalised through second-language dominance and degree of Turkish use. The data comprise French and English loanwords that are embedded in an oral fill-in-the-blanks test and that have phonetically similar counterparts in English and Swedish. The results show that the bilinguals in Sweden have significantly higher cluster adoption rates than the bilinguals in Turkey due to an overlap of high competence and high incentive in the Swedish context where Turkish is a minority language. Statistical analyses show that incentive has greater impact than competence in this sample.

  • 27.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Det flerspråkiga Konstantinopel2010In: Dragomanen: Årsskrift utgiven av Svenska Forskningsinstitutet i Istanbul, ISSN 1402-358X, Vol. 13, p. 28-35Article in journal (Other academic)
    Abstract [sv]

    Denna artikel ger en översikt över den språkliga mångfalden i Konstantinopel mellan åren 330 och 1930 samt belyser de faktorer som har påverkat flerspråkigheten i staden.

  • 28.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Vrije Universiteit Brussel, Belgium.
    Hur bra har den svenska integrationskontexten varit på att främja balanserad tvåspråkighet?2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 13, no 2, p. 107-130Article in journal (Refereed)
    Abstract [en]

    This paper investigates how good the Swedish integration context has been at promoting balanced bilingualism among adult children of Turkish immigrants. Balanced bilingualism has been one of the goals of Sweden’s multicultural language policy. An extensive comparison with corresponding groups in Rotterdam and Berlin is also presented. The data come from 430 participants in the project The Integration of the European Second Generation, of whom 133 resided in Stockholm. Balanced bilingualism is defined on the basis of the participants’ self-assessed speaking and writing skills in Turkish and their respective second languages. The results show that only a minority of the second-generation Turks were balanced bilinguals in Stockholm, which constituted the lowest rate among the cities. At the same time, the Stockholm group displayed the highest skill levels in the second language among the three cities. The analysis points out that the inclusive multi-ethnic context in Stockholm had a positive effect on second-language skills, while the Turkish group’s relatively small size and concentration coupled with the deficient implementation of mother-tongue instruction had a negative effect on Turkish skills. The other cities’ more segregated and enclavelike integration contexts seem instead to better promote Turkish skills and thereby to lead to a higher occurrence of balanced bilingualism. 

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  • 29.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Phonological Adoption through Bilingual Borrowing: Comparing Elite Bilinguals and Heritage Bilinguals2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In the phonological integration of loanwords, the original structures of the donor language can either be adopted as innovations or adapted to the recipient language. This dissertation investigates how structural (i.e. phonetic, phonological, morpho-phonological) and non-structural (i.e. sociolinguistic and psycholinguistic) factors interact in determining which of these two integration strategies is preferred. Factors that affect the accuracy of the structure’s perception and production in the donor language as a result of its acquisition as a second language are given special consideration. The three studies in the dissertation examine how the same phonological structure from different donor languages is integrated into the same recipient language Turkish by two different types of initial borrowers: elite bilinguals in Turkey and heritage bilinguals in Sweden. The three investigated structures are word-final [l] after back vowels, long segments in word-final closed syllables, and word-initial onset clusters. The main hypothesis is that adoption will be more prevalent in heritage bilinguals than in elite bilinguals. Four necessary conditions for adoption are identified in the analysis. Firstly, the donor-language structure must have high perceptual salience. Secondly, the borrowers must have acquired the linguistic competence to produce a structure accurately. Thirdly, the borrowers must have sufficient sociolinguistic incentive to adopt a structure as an innovation. Fourthly, prosodic structures require higher incentive to be adopted than segments and clusters of segments. The main hypothesis is partially confirmed. The counterexamples involve either cases where the salience of the structure was high in the elite bilinguals’ borrowing but low in the heritage bilinguals’ borrowing, or cases where the structure’s degree of acquisition difficulty was low. Therefore, it is concluded that structural factors have the final say in the choice of integration strategy.

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  • 30.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    The role of perceptual salience in bilingual speakers' integration of illicit long segments in loanwords2014In: Lingua, ISSN 0024-3841, E-ISSN 1872-6135, Vol. 143, p. 162-186Article in journal (Refereed)
    Abstract [en]

    This paper investigates how bilingual borrowers integrate originally long vowels and consonants in loanwords from Arabic and Swedish into Turkish in illicit positions. Both historical corpus data and data from an elicitation task are used. The main focus is on the role of perceptual salience and the choice between adaptation and adoption as different integration strategies. The results show that length is accurately perceived in both cases of borrowing due to the particular linguistic and extra-linguistic contexts of second language acquisition. Phonologically long Arabic vowels and consonants as well as not phonologically but phonetically long Swedish vowels with high salience are adopted as innovations by the bilingual borrowers. The latter adoption confirms that the input to loanword integration is not phonological but phonetic in nature, i.e. the surface form. Phonologically long Swedish consonants with low salience due to short duration are, instead, adapted through shortening. This adaptation is done in production through a process called filtering in with the help of feedback from perception. The paper proposes that perceptual salience plays an important role not only in monolingual but also in bilingual borrowing by concluding that high perceptual salience is necessary but not sufficient for adoption in bilingual borrowing.

  • 31.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fiorentino, Robert
    Gabriele, Alison
    Using event-related potentials to track morphosyntactic development in second language learners: The processing of number and gender agreement in Spanish2018In: PLOS ONE, E-ISSN 1932-6203, Vol. 13, no 7, article id e0200791Article in journal (Refereed)
    Abstract [en]

    We used event-related potentials to investigate morphosyntactic development in 78 adult English-speaking learners of Spanish as a second language (L2) across the proficiency spectrum. We examined how development is modulated by the similarity between the native language (L1) and the L2, by comparing number (a feature present in English) and gender agreement (novel feature). We also investigated how development is impacted by structural distance, manipulating the distance between the agreeing elements by probing both within-phrase (fruta muy jugosafruit(-FEM-SG) very juicy(-FEM-SG)) and across-phrase agreement (fresa es acida strawberry(-FEM-SG) is tart(-FEM-SG)). Regression analyses revealed that the learners' overall proficiency, as measured by a standardized test, predicted their accuracy with the target properties in the grammaticality judgment task (GJT), but did not predict P600 magnitude to the violations. However, a relationship emerged between immersion in Spanish-speaking countries and P600 magnitude for gender. Our results also revealed a correlation between accuracy in the GJT and P600 magnitude, suggesting that behavioral sensitivity to the target property predicts neurophysiological sensitivity. Subsequent group analyses revealed that the highest-proficiency learners showed equally robust P600 effects for number and gender. This group also elicited more positive waveforms for within- than across-phrase agreement overall, similar to the native controls. The lowest-proficiency learners showed a P600 for number overall, but no effects for gender. Unlike the highest-proficiency learners, they also showed no sensitivity to structural distance, suggesting that sensitivity to such linguistic factors develops over time. Overall, these results suggest an important role for proficiency in morphosyntactic development, although differences emerged between behavioral and electrophysiological measures. While L2 proficiency predicted behavioral sensitivity to agreement, development with respect to the neurocognitive mechanisms recruited in processing only emerged when comparing the two extremes of the proficiency spectrum. Importantly, while both L1-L2 similarity and hierarchical structure impact development, they do not constrain it.

  • 32.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Martin, Clara
    Anticipating information structure: An event-related potentials study of focus assignment via the it-cleft2019In: Neuropsychologia, ISSN 0028-3932, E-ISSN 1873-3514, Vol. 134, article id 107203Article in journal (Refereed)
    Abstract [en]

    The present study uses event-related potentials to investigate the role of prediction in the processing of information structure, a domain of language that belongs to the level of the discourse. Twenty-three native speakers of English read short contexts including three Noun Phrases (NPs) (e.g., Either an adviser or an agent can be helpful to a banker), followed by a wh-question that established the discourse role of each referent (In your opinion, which of the two should a banker hire?). The NP that the question was about (banker) was the Topic, and the two NPs that could fill the slot opened by the wh-question (adviser, agent) were the Focus NPs. The participants’ brain activity was recorded with EEG while they read the responses to the wh-questions, which differed along two dimensions: (1) the availability of the it-cleft construction (In my opinion, [it is] an agent…), a Focus-devoted device that makes Focus assignment predictable in the response; and (2) the discourse role of the target noun (Focus, Topic), which corresponds to the first referent in the response (In my opinion, [it is] an agent/a banker…). Crucially, we manipulated the phonological properties of the Focus and Topic nouns such that, if the Topic noun began with a consonant (e.g., a banker), both nouns that could fill the slot opened by the wh-question began with a vowel (e.g., an agent, an adviser) (counterbalanced in the overall design). This allowed us to measure effects of prediction at the prenominal article, before the integration of semantic and discourse information took place. The analyses on prenominal articles revealed an N400 effect for articles that were unexpected based on the phonological properties of the Focus nouns, but only in the conditions with the it-cleft. This effect emerged between 250 and 400 ms, with a frontal bias. The analyses on the noun revealed that violations of information structure (i.e., cases where the it-cleft was followed by the Topic noun) yielded a broadly distributed P600 effect, relative to appropriately clefted (i.e., focused) nouns. A similar (but numerically less robust) effect emerged for Topic relative to Focus NPs in the conditions without the it-cleft, suggesting that, in the absence of a constraining cue, comprehenders still assigned Focus to the first referent in the response. Overall, these results suggest that, when reading answers to wh-questions, comprehenders use information structure constraints (i.e., prior context + the it-cleft) to anticipate the form that the response should take (i.e., how information should be packaged).

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  • 33.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Martin, Clara
    The role of crosslinguistic differences in second language anticipatory processing: An event-related potentials study2021In: Neuropsychologia, ISSN 0028-3932, E-ISSN 1873-3514, Vol. 155, article id 107797Article in journal (Refereed)
    Abstract [en]

    The present study uses event-related potentials to investigate how crosslinguistic (dis)similarities modulate anticipatory processing in the second language (L2). Participants read predictive stories in English that made a genitive construction consisting of a third-person singular possessive pronoun and a kinship noun (e.g., his mother) likely in an upcoming continuation. The possessive pronoun?s form depended on the antecedent?s natural gender, which had been previously established in the stories. The continuation included either the expected genitive construction or an unexpected one with a possessive pronoun of the opposite gender. We manipulated crosslinguistic (dis)similarity by comparing advanced English learners with either Swedish or Spanish as their L1. While Swedish has equivalent possessive pronouns that mark the antecedent?s natural gender (i.e., hans/hennes ?his/her?), Spanish does not. In fact, Spanish possessive pronouns mark the syntactic features (number, gender) of the possessed noun (e.g., nosotros queremos a nuestra madre ?we-MASC love our-FEM mother-FEM). Twenty-four native speakers of English elicited an N400 effect for prenominal possessives that were unexpected based on the possessor noun?s natural gender, consistent with the possibility that they activated the pronoun?s form or its semantic features (natural gender). Thirty-two Swedish-speaking learners yielded a qualitatively and quantitatively native-like N400 for unexpected prenominal possessives. In contrast, twenty-five Spanish-speaking learners showed a P600 effect for unexpected possessives, consistent with the possibility that they experienced difficulty integrating a pronoun that mismatched the expected gender. Results suggest that differences with respect to the features encoded in the activated representation result in different predictive mechanisms among adult L2 learners.

  • 34.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Miller, David
    Rothman, Jason
    Examining the contribution of markedness to the L2 processing of Spanish person agreement: An event‑related potentials studyIn: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545Article in journal (Refereed)
    Abstract [en]

    We used event‑related potentials to investigate how markedness impacts person agreement in English‑speaking learners of L2‑Spanish. Markedness was examined by probing agreement with both first‑person (marked) and third‑person (unmarked) subjects. Agreement was manipulated by crossing first‑person subjects with third‑person verbs and vice‑versa. Native speakers showed a P600 for both errors, larger for “first‑person subject + third‑person verb” violations. This aligns with claims that, when the first element in the dependency is marked (first‑person), the parser generates stronger predictions regarding upcoming agreeing elements via feature activation. Twenty‑two upper‑intermediate/advanced learners elicited a P600 across both errors. Learners were equally accurate detecting both errors, but the P600 was marginally reduced for “first‑person subject + third‑person verb” violations, suggesting that learners overused unmarked forms (third‑person) online. However, this asymmetry mainly characterized lower‑proficiency learners. Results suggest that markedness impacts L2 agreement without constraining it, although learners are less likely to use marked features top‑down.

  • 35.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Miller, David
    Rothman, Jason
    Morphological variability in second language learners: An examination of electrophysiological and production data2017In: Journal of Experimental Psychology. Learning, Memory and Cognition, ISSN 0278-7393, E-ISSN 1939-1285, Vol. 43, no 10, p. 1509-1536Article in journal (Refereed)
    Abstract [en]

    We examined potential sources of morphological variability in adult L1‑English L2‑Spanish learners, with a focus on L1‑L2 similarity, morphological markedness, and knowledge type (receptive vs. expressive). Experiment 1 uses event‑related potentials to examine noun‑adjective number (present in L1) and gender agreement (absent in L1) in online sentence comprehension (receptive knowledge). For each feature, markedness was manipulated, such that half of the critical noun‑adjective combinations were feminine (marked) and the other half, masculine; half were used in the plural (marked) and the other half in the singular. With this set‑up, we examined learners’ potential overreliance on unmarked forms or “defaults” (singular/masculine). Experiment 2 examines similar dependencies in spoken sentence production (expressive knowledge). Results showed that learners (n=22) performed better with number than gender overall, but their brain responses to both features were qualitatively native‑like (i.e., P600), even though gender was probed with nouns that do not provide strong distributional cues to gender. In addition, variability with gender agreement was better accounted for by lexical (as opposed to syntactic) aspects. Learners showed no advantage for comprehension over production. They also showed no systematic evidence of reliance on morphological defaults, although their online processing was sensitive to markedness in a native‑like manner. Overall, these results suggest that there is facilitation for properties of the L2 that exist in the L1 and that markedness impacts L2 processing, but in a native‑like manner. These results also speak against proposals arguing that adult L2ers have deficits at the level of the morphology or the syntax.

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  • 36.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rothman, Jason
    Being a Participant Matters: Event-Related Potentials Show That Markedness Modulates Person Agreement in Spanish2019In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 10, article id 746Article in journal (Refereed)
    Abstract [en]

    The present study uses event-related potentials to examine subject-verb person agreement in Spanish, with a focus on how markedness with respect to the speech participant status of the subject modulates processing. Morphological theory proposes a markedness distinction between first and second person, on the one hand, and third person on the other. The claim is that both the first and second persons are participants in the speech act, since they play the speaker and addressee roles, respectively. In contrast, third person refers to whomever is neither the speaker nor the addressee (i.e., it is unmarked for person). We manipulated speech participant by probing person agreement with both first-person singular subjects (e.g., yo...lloro *I...cry-1ST PERSON-SG") and third-person singular ones (e.g., la viuda...llora "the widow...cry-3RD PERSON-SG"). We also manipulated agreement by crossing first-person singular subjects with third-person singular verbs (e.g., yo...*llora "I...cry-(3RD PERSON-SG)") and vice versa (e.g., la viuda...*lloro "the widow...cry-1ST PERSON-SG"). Results from 28 native speakers of Spanish revealed robust positivities for both types of person violations, relative to their grammatical counterparts between 500 and 1000 ms, an effect that shows a central-posterior distribution, with a right hemisphere bias. This positivity is consistent with the P600, a component associated with a number of morphosyntactic operations (and reanalysis processes more generally). No negativities emerged before the P600 (between 250 and 450 ms), although both error types yielded an anterior negativity in the P600 time window, an effect that has been argued to reflect the memory costs associated with keeping the errors in working memory to provide a sentence-final judgment. Crucially, person violations with a marked subject (e.g., yo...*llora*I...cry-3RD PERSON SG") yielded a larger P600 than the opposite error type between 700 and 900 ms. This effect is consistent with the possibility that, upon encountering a subject with marked features, feature activation allows the parser to generate a stronger prediction regarding the upcoming verb. The larger P600 for person violations with a marked subject might index the reanalysis process that the parser initiates when there is a conflict between a highly expected verbal form (i.e., more so than in the conditions with an unmarked subject) and the form that is actually encountered.

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  • 37.
    Altinisik, Mathias
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Nicolausson, Joel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Grammatiska svårigheter hos andraspråksinlärare med finska som modersmål2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har uppmärksammat att andraspråkselever med finska som modersmål har svårt att tillämpa olika grammatiska fenomen som finns i det svenska språket. Detta har väckt vårt intresse för det aktuella temat och därför vill vi i denna uppsats fördjupa våra kunskaper samt undersöka orsakerna till specifika svårigheter som finska andraspråksinlärare tenderar att ha i det svenska språket. I denna uppsats kommer vi att fokusera på de grammatiska fenomen som leder till svårigheter i andraspråksinlärningen hos tvåspråkiga högstadieelever med finska som modersmål. I uppsatsen försöker vi förklara de grammatiska felen genom att analysera skriftliga texter som andraspråksinlärarna med finska som modersmål har skapat. Syftet med vår undersökning är att få en bredare uppfattning av vad som orsakar de grammatiska felen i de tvåspråkiga elevernas skriftliga produktion och som stöd kommer vi att använda oss av både en kvalitativ och kvantitativ forskningsmetod för att besvara undersökningens frågeställningar. Undersökningsmaterialet består av 22 autentiska texter som högstadieelever med finska som modersmål från årskurs 7 till 9 har skriftligt producerat. Dessa elever har en lång studiebakgrund och började studera det svenska språket i årskurs 6 i Finland innan de flyttade till Sverige. De analyserade elevtexterna producerades under olika tillfällen och är skrivna utifrån olika teman och genrer. Resultatet påvisar att de flesta grammatiska felen som eleverna gör vid skriftlig produktion av svenska uppstår dels av en negativ transfer, så kallad interferens, från modersmålet, dels av att modersmålet saknar målspråkets strukturer. Detta kan utrönas genom att bland annat jämföra de grammatiska strukturerna i både det svenska och finska språket; en kontrastiv analys tar vid. De fel som den kontrastiva analysen inte kunde förklara kan tänkbart uppstå av inlärningsspråkets komplexitet, övergeneraliseringar, att inläraren inte besitter tillräckliga grammatiska kunskaper i målspråket samt att inläraren använt sig av kommunikationsstrategier.

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    Grammatiska svårigheter hos andraspråksinlärare med finska som modersmål Altinisik & Nicolausson
  • 38. Andersson, Annika
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Lund University, Sweden.
    Gullberg, Marianne
    Language background affects online word order processing in a second language but not offline2019In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 22, no 4, p. 802-825Article in journal (Refereed)
    Abstract [en]

    This study examines possible crosslinguistic influence on basic word order processing in a second language (L2). Targeting Swedish V2 word order we investigate adult German learners (+V2 in the L1) and English learners (-V2 in the L1) of Swedish who are matched for proficiency. We report results from two offline behavioural tasks (written production, metalinguistic judgements), and online processing as measured by event-related potentials (ERPs). All groups showed sensitivity to word order violations behaviourally and neurocognitively. Behaviourally, the learners differed from the native speakers only on judgements. Crucially, they did not differ from each other. Neurocognitively, all groups showed a similar increased centro-parietal P600 ERP-effect, but German learners (+V2) displayed more nativelike anterior ERP-effects than English learners (-V2). The results suggest crosslinguistic influence in that the presence of a similar word order in the L1 can facilitate online processing in an L2 - even if no offline behavioural effects are discerned.

  • 39.
    Anton, Cumléus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Kungens urval vid smörgåsbordet: En fallstudie kring språkideologiskt urval och kompetensmodellering inom svenska som andraspråk2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Gymnasielärare i Sverige använder friutrymme i läroplanerna för att konstruera undervisningsmoment utifrån olika föreställningar om språk. Mot bakgrund av detta undersöker denna fallstudie hur en lärare formulerar och positionerar sig mot ansatser till urval, regimentering av språkkunskap och modellering av kompetens inom gymnasieämnet svenska som andraspråk. I fallstudien har kursdokument och lärarens terminsplanering använts som underlag för att genomföra en interaktions- och samtalsbaserad intervju. Analys och resultatredovisningen stöttar sig mot en språkideologisk inramning där uppfattningar om kompetens, kunskap och tolkningskedjor, så kallade entextualiseringsprocesser, synliggjorts genom att undersöka hur läraren formerar olika subjektspositioner i tilltal och yttranden riktade mot olika adressater.

    Resultatet i denna studie visar att läraren adresserar högskolan, organisatoriska förutsättningar som tid och resurser, den egna levda erfarenheten av undervisning, lärarprofessionen, samt föreställningar om normer som grundläggande för det textmässiga urval som läggs fram i undervisningssammanhang. Dessa föreställningar uttrycks i olika grad beroende på hur läraren positionerar sig i olika frågor. Resultaten visar även på föreställningar om att svenska som andraspråksämnets relevans och säregenhet tycks minska till fördel för Svenskämnet i kursprogressionen.

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  • 40.
    Arnberg, Lenore
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Så blir barn tvåspråkiga2004 (ed. 2)Book (Other academic)
    Abstract [sv]

    Föräldrahandbok författad 1988 av Lenore Arnberg, uppdaterad enligt senaste forskningsrönen av Kamilla György Ullholm 2004.

  • 41. Athanasopoulos, Panos
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Cognitive restructuring: Psychophysical measurement of time perception in bilinguals2023In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 26, no 4, p. 809-818Article in journal (Refereed)
    Abstract [en]

    This paper explores the link between the metaphoric structure TIME IS SPACE and time perception in bilinguals. While there appear to be fundamental commonalities in the way humans perceive and experience time regardless of language background, language-specific spatiotemporal metaphors can give rise to differences between populations, under certain conditions. Little is known, however, about how bilinguals experience time, and the specific factors that may modulate bilingual temporal processing. Here, we address this gap by examining L1 Spanish – L2 Swedish bilinguals in a psychophysical task. Results show that duration estimation of dynamic spatial configurations analogous to L2-specific temporal metaphors is modulated by L2 proficiency. In contrast, duration estimation of spatial configurations analogous to the L1 metaphorical expressions appears to be modulated by the age of L2 acquisition. These findings are discussed in terms of associative learning and cognitive restructuring in the bilingual mind.

  • 42. Athanasopoulos, Panos
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Does Grammatical Aspect Affect Motion Event Cognition? A Cross-Linguistic Comparison of English and Swedish Speakers2013In: Cognitive science, ISSN 0364-0213, E-ISSN 1551-6709, Vol. 37, no 2, p. 286-309Article in journal (Refereed)
    Abstract [en]

    In this article, we explore whether cross-linguistic differences in grammatical aspect encoding may give rise to differences in memory and cognition. We compared native speakers of two languages that encode aspect differently (English and Swedish) in four tasks that examined verbal descriptions of stimuli, online triads matching, and memory-based triads matching with and without verbal interference. Results showed between-group differences in verbal descriptions and in memory-based triads matching. However, no differences were found in online triads matching and in memory-based triads matching with verbal interference. These findings need to be interpreted in the context of the overall pattern of performance, which indicated that both groups based their similarity judgments on common perceptual characteristics of motion events. These results show for the first time a cross-linguistic difference in memory as a function of differences in grammatical aspect encoding, but they also contribute to the emerging view that language fine tunes rather than shapes perceptual processes that are likely to be universal and unchanging.

  • 43. Athanasopoulos, Panos
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    The ‘thinking’ in thinking-for-speaking: Where is it?2013In: Language, Interaction, and Acquisition, ISSN 1879-7865, Vol. 4, no 1, p. 91-100Article in journal (Refereed)
    Abstract [en]

    According to the thinking-for-speaking (TFS) hypothesis, speakers of different languages think differently while in the process of mentally preparing content for speech. The aim of the present paper is to critically discuss the research carried out within the TFS paradigm, against the background of the basic tenets laid out by the proponents of this framework. We will show that despite substantial progress in the investigation of crosslinguistic differences in the organisation of information in discourse, the studies that actually examine the cognitive aspects of speech production are, to date, vanishingly few. This state of affairs creates a gap in our knowledge about the thought processes that co-occur with speech production during language use and acquisition. We will argue that in order to reach a more comprehensive picture of the cognitive processes and outcomes of speech production, methodologies additional to the analysis of information organisation must be used.

  • 44. Athanasopoulos, Panos
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Whorf in the Wild: Naturalistic Evidence from Human Interaction2020In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 41, no 6, p. 947-970Article in journal (Refereed)
    Abstract [en]

    The past few decades have seen a full resurgence of the question of whether speakers of different languages think differently, also known as the Whorfian question. A characteristic of this neo-Whorfian enterprise is that the knowledge it has generated stems from psycholinguistic laboratory methods. As a consequence, our knowledge about how Whorfian effects play out in naturally occurring behaviour (i.e. 'in the wild') is severely limited. This study argues that the time is ripe to redeem this evidentiary bias, and advocates a multidisciplinary approach towards the Whorfian question, in which insights from laboratory settings are combined with naturalistic data in order to yield a rounded picture of the influence of language on thought. To showcase the potential of such an approach, the study uses laboratory-generated knowledge on the influence of grammatical categories on cognition to interpret two examples of naturalistic human interaction and action in the domains of spatial navigation and scientific practice.

  • 45. Athanasopoulos, Panos
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Montero-Melis, Guillermo
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Damjanovic, Ljubica
    Schartner, Alina
    Kibbe, Alexandra
    Riches, Nick
    Thierry, Guillaume
    Two Languages, Two Minds: Flexible Cognitive Processing Driven by Language of Operation2015In: Psychological Science, ISSN 0956-7976, E-ISSN 1467-9280, Vol. 26, no 4, p. 518-526Article in journal (Refereed)
    Abstract [en]

    People make sense of objects and events around them by classifying them into identifiable categories. The extent to which language affects this process has been the focus of a long-standing debate: Do different languages cause their speakers to behave differently? Here, we show that fluent German-English bilinguals categorize motion events according to the grammatical constraints of the language in which they operate. First, as predicted from cross-linguistic differences in motion encoding, bilingual participants functioning in a German testing context prefer to match events on the basis of motion completion to a greater extent than do bilingual participants in an English context. Second, when bilingual participants experience verbal interference in English, their categorization behavior is congruent with that predicted for German; when bilingual participants experience verbal interference in German, their categorization becomes congruent with that predicted for English. These findings show that language effects on cognition are context-bound and transient, revealing unprecedented levels of malleability in human cognition.

  • 46. Athanasopoulos, Panos
    et al.
    Damjanovic, Ljubica
    Burnand, Julie
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Learning to Think in a Second Language: Effects of Proficiency and Length of Exposure in English Learners of German2015In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 99, p. 138-153Article in journal (Refereed)
    Abstract [en]

    The aim of the current study is to investigate motion event cognition in second language learners in a higher education context. Based on recent findings that speakers of grammatical aspect languages like English attend less to the endpoint (goal) of events than do speakers of nonaspect languages like Swedish in a nonverbal categorization task involving working memory (Athanasopoulos & Bylund, 2013; Bylund & Athanasopoulos, 2015), the current study asks whether native speakers of an aspect language start paying more attention to event endpoints when learning a nonaspect language. Native English and German (a nonaspect language) speakers, and English learners of L2 German, who were pursuing studies in German language and literature at an English university, were asked to match a target scene with intermediate degree of endpoint orientation with two alternate scenes with low and high degree of endpoint orientation, respectively. Results showed that, compared to the native English speakers, the learners of German were more prone to base their similarity judgements on endpoint saliency, rather than ongoingness, primarily as a function of increasing L2 proficiency and year of university study. Further analyses revealed a nonlinear relationship between length of L2 exposure and categorization patterns, subserved by a progressive strengthening of the relationship between L2 proficiency and categorization as length of exposure increased. These findings present evidence that cognitive restructuring may occur through increasing experience with an L2, but also suggest that this relationship may be complex and unfold over a long period of time.

  • 47. Athanasopoulos, Panos
    et al.
    Samuels, Steven
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    The psychological reality of spatio-temporal metaphors2017In: Studies in Figurative Thought and Language / [ed] Angelikē Athanasiadu, Amsterdam: John Benjamins Publishing Company, 2017, p. 296-321Chapter in book (Refereed)
    Abstract [en]

    Time provides essential structure to human experience. This chapter reviews the available empirical evidence for a fundamental metaphoric structure such astime is spacein figurative language and thought. The chapter is organized into three over-arching themes: Motion through time, temporal succession, and duration estimation. A large part of the experimental evidence lends support to the psychological reality of thetime is spacemetaphor, revealing the inextricable link between conceptual metaphor in language and time perception. The review also reveals that linguistic space-time mappings may be overridden by cultural conventions, calling for further empirical cross-linguistic and cross-cultural exploration within experimental cognitive linguistics.

  • 48.
    Backelin Forsberg, Julia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Bellander, Theres
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Kalm, Mikael
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Lim Falk, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Lind Palicki, Lena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Nelson, Marie
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Riad, Tomas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Wirdenäs, Karolina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Forskare och studierektorer: Låt inte svenskämnet urholkas2021Other (Other (popular science, discussion, etc.))
  • 49.
    Backelin Forsberg, Julia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Bellander, Theres
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Kalm, Mikael
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Lim Falk, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Lind Palicki, Lena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Nelson, Marie
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Riad, Tomas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Wirdenäs, Karolina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Forskare och studierektorer: Skolverket tar inte våra synpunkter på allvar [Slutreplik]2021Other (Other (popular science, discussion, etc.))
  • 50.
    Bakken, Michael
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fotbollens gemensamma språk: En studie om språkets betydelse för fotbollsspelare och språkutbildningens framtida plats på fotbollsplanen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Fotbollens gemensamma språk kan framstå som en kliché och som något påhittat. Syftet med denna studie är att ge en bild av hur svensk fotbollsverksamhet arbetar med inkludering och olika faktorer som berör svensk integration med fokus på språkinlärning. Studien är kvalitativ och undersöker hur två professionella fotbollsspelare ser på sin integrationsprocess och hur de ser på sin egen språkinlärning rörande det svenska språket samt språkets betydelse för integration, delaktighet och gemenskap.

    En representant från Stockholmsidrotten applicerar dessutom ytterligare perspektiv på hur fotbolls- föreningar i Stockholmsområdet arbetar med integrationsfrågor. Studien tar sitt avstamp utifrån begreppen integration, inkludering, delaktighet och gemenskap samt språk, som även är centrala begrepp inom idrottsverksamhet och delger utifrån ett bredare pedagogiskt perspektiv hur den idrottsliga föreningsverksamheten inom Stockholmsområdet arbetar med integration av nyanlända till Sverige.

    Studiens metodologiska utgångspunkt bygger på en hermeneutisk tradition inom vilken studiens deltagare intervjuats semistrukturerat och ostrukturerat. Deltagarnas berättelser har sedan tolkats, översatts och analyserats utifrån delvis samtalsanalys och delvis narrativ analys.

    Resultatet av studien visar att fotbollsföreningar idag utför ett tungt arbete gällande integration av individer med utländsk bakgrund. Det finns i dagsläget ytterst få initiativ som bygger på språkinlärning som inkluderande metod. Däremot finns ett stort utrymme för fotbollsverksamhet, skola och samhälle att samarbeta och tillsammans inrätta denna sorts verksamhet. 

    Download full text (pdf)
    Bakken_Michael_Fotbollens_gemensamma_språk
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