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  • 1.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    “A good life”: stories about migration and multilingualism2019Conference paper (Refereed)
  • 2.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Art as a trigger for reflection in sociolinguistic migration research2019In: Journal of Mediterranean Knowledge, E-ISSN 2499-930X, Vol. 4, no 2, p. 203-222Article in journal (Refereed)
    Abstract [en]

    Research methods that are inspired by the arts have recently become subject to increasing attention for language researchers working in migration contexts. There are several examples that show how arts-based methods can be used in socially-engaged research in order to better understand language practices and ideologies. Drawing on a longitudinal study of lived experience of language use in Sweden, the present article demonstrates how language portraits and poetic transcriptions have the potential to generate alternative narratives and creative forms of representation. Moreover, the article illustrates how participatory action research can prompt migrants to reflect on their experiences and emotions together with others in the creation of drama performances. These kind of visual-, textual-, and performativerepresentations have a connotative force that invites the receiver to emotionally engage with migrants. Such representations can thus function as a trigger for reflection and enable people to react to un-equal sociolinguistic orders.

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  • 3.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att angripa solen: Annie Le Brun och Markis de Sade2015Other (Other (popular science, discussion, etc.))
  • 4.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    El Mundo sin Teatro: Estocolmo, de la apertura al cierre2020In: Artescénicas, ISSN 2605-0412, Vol. 19Article, book review (Other (popular science, discussion, etc.))
  • 5.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Erövra ett nytt språk2022Other (Other academic)
  • 6.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Ett poetiskt och imaginärt vittnesmål2024Other (Other (popular science, discussion, etc.))
  • 7.
    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.))
  • 8.
    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.))
  • 9.
    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)
  • 10.
    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.))
  • 11.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lorcas teater: en poesi som går utanför språket2016Other (Other (popular science, discussion, etc.))
  • 12.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Med orden som vapen2017Other (Other (popular science, discussion, etc.))
  • 13.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Migration narratives and (ethno)poetics2017Conference paper (Refereed)
  • 14.
    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.))
  • 15.
    Ahlgren, Katrin
    Göteborgs universitet, Sverige.
    Narrativ identitet i ett andraspråksperspektiv – sticka ut eller smälta in?2013Licentiate thesis, monograph (Other academic)
  • 16.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Narrativa identiteter och levande metaforer i ett andraspråksperspektiv2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis consists of two separate yet connected studies which investigate how some adult second language speakers of Swedish with various backgrounds reflect on their experiences of language use. The studies are based on the same empirical data, which consists of questionnaires, diaries, essays and observations, but primarily of conversations conducted with a time interval of six years. This data is analysed from a theoretical framework based on Paul Ricœur’s ideas of interpretation, narrative analysis and identity creation, which recur as a leitmotif throughout the thesis.

    In the first study, data from three second language speakers are analysed by means of the concept of narrative identity, shedding light on the interplay between a static and a dynamic identity. The result is presented in the form of life narratives, which are commented on in relation to those strategies the participants express in relation to their second language use. The analysis shows a development over time moving from defiance to acceptance, from avoidance to flexibility and from planning to simplification. Adult language learning stands out as an arduous and time-consuming process with major consequences for the learner’s ego, a conclusion confirmed and clarified in the metaphor analysis of the second study in which language learning is related to hard work, a constant struggle and a long and strenuous journey. Here it also becomes evident that the participants equate language learning and language use to physical exertion and challenge as well as to individual achievement. This becomes particularly clear in the linked chains of metaphors in which language use is compared with skiing down the steepest slopes or appearing on stage.

    The participants in both studies are quoted by means of an ethnopoetic method which aims to bring out the creative aspects of their language use and to give second language speakers a voice – a voice which does not need to be corrected and gives the narratives a new dimension.

  • 17.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Narrative identity: migrant’s experiences of language use in Sweden2018Conference paper (Refereed)
  • 18.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Narratives of language use: a longitudinal study based on migrant’s experiences2018Conference paper (Refereed)
  • 19.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Performing resistance to the native speaker ideal2021In: The 4th International Conference on the Sociolinguistics of Immigration: Language, Power and Resistance in Relation to Migratory contexts of (Im)mobilization, 2021Conference paper (Refereed)
  • 20.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Poetic representations of migration narratives: A process of writing nearby2021In: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 25, no 5, p. 832-851Article in journal (Refereed)
    Abstract [en]

    This article proposes an alternative and reflexive practice for representing migration narratives, referred to as a process of writing nearby. It is informed by ethnography of communication and performance-based theory (i.e. ethnopoetics and poetic inquiry) and provides a theoretically grounded approach, using mimetic configuration, so as to challenge more conventional methods of ethnographical writing. The outcome is presented in the form of poetic narrative suites; the example included here is based on data from a longitudinal linguistic ethnography. The article argues for the use of poetics as a way of calling for the activation of the reader's imagination, represent multisensorial experiences, illuminate linguistic resourcefulness and illustrate alternative models of speakerhood. Thus, it contributes to the developing field of arts-based research in sociolinguistics by critically engaging with the notion of voice, and by outlining a creative method for handling the limitations of textual representation.

  • 21.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Polyphonic voices: poetic representation of multilingual speakers' lived experience of language2023Conference paper (Other academic)
  • 22.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samuel Beckett och språkbytets befrielse2015Other (Other (popular science, discussion, etc.))
  • 23.
    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)
  • 24.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Språket – en biljett till frihet": narrativ identitet i en migrationskontext2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 11, no 2, p. 143-173Article in journal (Refereed)
    Abstract [en]

    This article highlights and discusses a young woman’s experience of language use and language development. The woman’s story, which spans a period of fifteen years, starts with her escape from Afghanistan and illustrates her socialisation into Swedish society. The analysis is based on Paul Ricœur’s theoretical framework that is grounded in hermeneutic and phenomenological traditions. Ricœur tries to capture our experiencesof being the same person though we are constantly changing, making his thoughts onstorytelling and identity creation interesting to apply to the experiences of migration. Drawing on the concept of narrative identity, the article points to how narration connects time, how it expresses ethical dimensions and how the woman, little by little, develops an increasingly transnational and inclusive identity. The value of studying new arrivals in a longitudinal perspective also becomes clear as the analysis includes crucial turning points in terms of attitudes and strategies in relation to second language use.

  • 25.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Stories of mobility and fragility: migration and language use2018Conference paper (Refereed)
  • 26.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teoretisk utveckling och framtida utmaningar: nationella prov i svenska för invandrare2016In: Kieli, koulutus ja yhteiskunta, E-ISSN 1799-0181, Vol. 7, no 6Article in journal (Other academic)
  • 27.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Un voyage sans fin": expressions métaphoriques et mudes linguistiques de nouveaux locuteurs suédois2020In: Langage et société, ISSN 0181-4095, E-ISSN 2101-0382, Vol. 170, no 2, p. 109-128Article in journal (Refereed)
    Abstract [en]

    This article is based on a long-term ethnographic study (2001–2018) and adopts a sociolinguistic perspective to consider language acquisition in a context of migration. The objective is to examine the metaphorical expressions that new speakers of Swedish use to describe the process of learning the language. The analysis aims to improve understanding of the phenomenon of linguistic mudes, that is, the decisive moments in individuals’ lives that lead them to change their language of habitual use. By examining a linguistic trajectory, I show that a language is appropriated over time, by means of a long relational and emotional process. I also observe that mudes take place over several stages and that they can have different qualities. It therefore seems useful to broaden the concept of mudes and to use the term “functional mudes” to refer to the practical aspect of language as a means of communication in different language domains, and “existential mudes” in relation to the perception and acceptance of oneself as a new speaker.

  • 28.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Golden, Anne
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Metaphor in education: A multilingual and Scandinavian perspective2021In: Metaphor and the Social World, ISSN 2210-4070, E-ISSN 2210-4097, Vol. 11, no 2, p. 196-211Article in journal (Refereed)
    Abstract [en]

    This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. Inthis introduction, we include a brief overview of earlier research in thedomain and identify common factors noteworthy to discuss in relation tothe multilingual context, for instance, the notion of creativity and speakerlegitimacy in a second language context. The issue includes six articles comprising multilingual school children, youth, university students, adultmigrants, and indigenous minorities. Several of the articles focus on secondlanguage acquisition, use and assessment, while others deal more withsocial issues, including unequal power relations and prejudices that newcomers encounter in everyday life.

  • 29.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Second half part of the apple: Friendship metaphors in second language writing2021In: Metaphor and the Social World, ISSN 2210-4070, E-ISSN 2210-4097, Vol. 11, no 2, p. 279-301Article in journal (Refereed)
    Abstract [en]

    This article investigates the use of friendship metaphors in texts by adult second language writers, in relation to the occurrence and function of metaphor and the writers’ discursive constructions of identity. The texts come from the final assessment in Swedish for Immigrants (SFI), a language program in basic Swedish. The analysis confirmed the initial assumption that the emotional and existentially loaded theme of friendship allows for the use of metaphor. The results also showed that the experience of writers as newcomers in Sweden played out in the metaphors that were used and their contexts.

    In order to categorize the found metaphors, a model was developed to show how systematic metaphors reflect functions and values related to three thematic categories: guidance and help, belonging and inclusion, and sharing and solidarity. For several metaphors, the metaphoricity was created through novel and unidiomatic wording, i.e. a kind of neologism that can be considered a communication strategy.

    The importance of using universal and abstract themes in language testing is emphasized, to enable second language writers to express different facets of experience and knowledge through existential thoughts and attitudes – not only as language learners and newcomers but also as social agents who create and keep transnational relations through friends.

  • 30.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Martín Rojo, Luisa
    Alonso, Lara
    Fernández, Noelia
    Cádenas, Camilla
    Tudela, Anna
    de la Presa, Luica
    Elvira, Paloma
    Castillo, Marta
    Pandemic discourse and the prefiguration of the future2020In: Language, Culture and Society, ISSN 2543-3164, Vol. 2, no 2, p. 227-241Article in journal (Refereed)
    Abstract [en]

    During the confinement due to COVID-19, our research group (MIRCo) gathered together to share our views on the pandemic. Like Klemperer (2001), we developed a 'quarantine diary' of the 'keywords' (Williams, 2015) and expressions circulating in Spain and abroad during the lockdown. In this article, we reflect on how events are (re)constructed in discourse and how different understandings emerge and turn into social practices with transforming potential (Foucault, 2002; Martin Rojo, 2001). Our analysis of these keywords reveals two tendencies, associated with neoliberal governmentality that reinforce the disciplinary component of security: (i) the reinforcement of social discipline, which in the Spanish case was call upon individual responsibility and, for the most part, was efficiently self-imposed by citizens; (ii) the multiplication of devices and nodes of social surveillance, which took place with the engagement of the population in controlling others, and the proliferation of cyber surveillance. The struggles over the signification (Laclau & Mouffe, 1985) of various keywords, such as solidarity or freedom, reveal several social tensions at different moments and places that are addressed in the article. In this article, we also turn to discourses that reflect the care practices initiated by neighbourhood and activist groups in order to address the particular ways in which the pandemic has affected their communities. Exemplified by the repopularized slogan: 'solo el pueblo salva al pueblo' ('only the people can save the people'), here we explore how networks of mutual aid and care at the local level challenge assumptions of the State as the primary actor for finding a way out of the crisis. Our discussion questions how 'commoning' (Bollier, 2014) practices for resistance and survival might transcend the pandemic and provide keys to unlocking solutions to new (and old) social struggles.

  • 31.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Olofsson, Mikael
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bartholdson, Grazyna
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Philipsson, Anders
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Engman, Sofia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skeppstedt, Ingrid
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bedömning av språkfärdighet inom utbildning i svenska för invandrare2013In: Profession, politik och passion: Inger Lindberg som andraspråksforskare - en vänbok / [ed] Monica Axelsson, Marie Carlson, Qarin Franker, Karin Sandwall, Göteborg: Förlag Göteborgs Universitet, 2013, p. 55-74Chapter in book (Other academic)
  • 32.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Puigdevall, Maite
    Les mudes linguistiques à travers les métaphores des nouveaux locuteurs de catalan et de suédois2018Conference paper (Refereed)
  • 33.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Reath Warren, Anne
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Connection, culture and communication: Teacher trajectories and motivations for teaching in a Vietnamese community language school2021Conference paper (Refereed)
  • 34.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education. Autonomous University of Madrid, Spain .
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism. Dalarna University, Sweden .
    Continuity and change: migrants’ experiences of adult language education in Sweden2020In: European Journal for Research on the Education and Learning of Adults, E-ISSN 2000-7426, Vol. 11, no 3, p. 399-414Article in journal (Refereed)
    Abstract [en]

    This article aims to explore continuity and change in adult migrants’ experiences of Swedish for immigrants (SFI), a state-subsidised language programme for basic Swedish. The study has a longitudinal and comparative design, drawing on discourse analysis of qualitative interviews conducted with language learners in 2001/2002 and 2015/2016. This period was characterized by important societal shifts, defined by increased migration, growing tension between discourses on rights and obligations of adult migrants living in Sweden, and an intensified marketisation of the Swedish education system derived from neoliberal principles. The study describes how these changes affected SFI as well as the conceivable impact that restructuring the language programme had on the learners. Ultimately, the study highlights tensions between various state initiatives that impacted the language programme and the SFI participants’ experiences of being adult language learners.

  • 35.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    L'Évaluation de capacités d'expression orale: le cas du suédois pour les immigrés adultes2014Conference paper (Refereed)
  • 36.
    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)
  • 37.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Warren Reath, Anne
    Representing and analyzing community language teachers’ professional identities through poetic transcriptions2021Conference paper (Refereed)
    Abstract [en]

    This presentation aims to highlight and discuss the dialogical relationship between poetic transcriptions (Ahlgren, 2021) and analysis of narrative interviews. The data comprises interviews with two teachers of Vietnamese in a community language (CL) school in Australia conducted in a larger linguistic ethnographic project (Reath Warren, 2017). Qualitative content and positioning analysis of interviews offer compelling insights into the teachers' migration journeys and linguistic repertoires. Moreover, the analysis reveals their reasons for teaching Vietnamese, and how their professional teacher identities are expressed in different contexts. However, representing and analyzing the teachers' thoughtful, sometimes non-standard, and emotional utterances, also involves methodological challenges (Reath Warren & Ahlgren, forthcoming). In this case, decisions made in the process of transcription relate directly to the researchers' epistemological assumptions about language and reflect and shape the theories and purposes of the research project in question. In this presentation, we will illustrate how poetic transcriptions can create a space for representing existential experience and emotion, as well as highlighting the resourcefulness of language use rather than deviance from a monolingual norm (Ahlgren, 2021). In a relation to an ideological environment, where monolingual norms emerge as a powerful factor impacting on CL teacher identity, the use of poetic transcriptions can be a way to not only highlight the seldom-heard perspectives of CL teachers but also to validate and even valorize their voices – reflecting struggle as well as proudness and hope for the future.

  • 38. Alonso, Lara
    et al.
    Castillo, Marta
    Elvira, Paloma
    Martín Rojo, Luisa
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Cárdenas, Camila
    de Montbel, Fleur
    Fernández, Noelia
    Grad, Héctor
    Hidalgo, Elisa
    Moustaoui, Adil
    de la Presa, Lucia
    Tudela, Anna
    La disciplina social y el cuidado de lo común: "Solo el pueblo salva al pueblo"2020In: Ctxt: Contexto y acciónArticle in journal (Other (popular science, discussion, etc.))
    Abstract [es]

    Una reflexión sobre aquellas expresiones que circulan estos días para documentar los cambios en nuestras vidas y los riesgos e incertidumbres a los que nos enfrentamos, pero también para imaginar otros mundos posibles

  • 39. Reath Warren, Anne
    et al.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Reasons and resistance: Parents' reflections on community language education in Swedish and Vietnamese in Australia2023In: Community and Heritage Languages Schools Transforming Education Research: Research, Challenges, and Teaching Practices / [ed] Ken Cruickshank; Joseph Lo Bianco; Merryl Wahlin, Routledge, 2023, p. 168-188Chapter in book (Refereed)
    Abstract [en]

    This chapter presents a narrative analysis of interviews with seven parents whose children attend community language schools teaching Swedish and Vietnamese. There are few studies exploring parent perceptions of the community language school, the languages taught there and the reasons parents describe for enrolling their children. This study fills this gap. The analysis shows that parents place importance on passing on language, culture and an understanding of diasporic identity to their children. Both dynamic and more static understandings of language and language development underlie parents’ utterances; they do not express an expectation that their children will develop or use the languages they study in the same way as themselves. However, all parents stress that they do not want their language or culture to be lost in their new diasporic context. The schools are also described as places where parents with similar languages and backgrounds can meet. Community language schools in this study can thus be understood as vehicles for transferring the Swedish and Vietnamese language and cultural identity to the next generation as well as a meeting place for adults sharing similar backgrounds.

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