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  • 1. Bagga-Gupta, Sangeeta
    et al.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Language, Identity and Technologies in Classrooms for the Differently-Abled2015In: Communication Disorders, Deaf Studies & Hearing Aids, ISSN 2375-4427, Vol. 3, no 4, article id 1000145Article in journal (Other academic)
    Abstract [en]

    This paper reports upon some of the overarching findings from project CIT (www.oru.se/project/cit) at the CCD research network based environment in Sweden. It highlights the ways in which individuals and institutions both use and also account for the roles that technologies, particularly hearing-technologies (like sound amplifying technologies, outer ear hearing aids, cochlear implants, bone anchored hearing aids etc.), play in disabling and enabling access for participation in societal arenas generally and learning in mainstream and segregated school settings particularly. Taking both a sociocultural oriented perspective and a decolonial framework on communication, identity positions and use-of-technologies, the study presented in this paper focuses ethnographically framed analysis of data that critically explores the role that different types of technologies play in the lives of individuals who are deaf. Some previous and ongoing analysis of data from a mainstream school where a blind child is a member is also drawn upon for contrastive purposes (JC project). Data and relevant findings from the following parallel Deaf Studies projects at CCD are also drawn upon: RGD project, SS project and LISA-21 project.

  • 2.
    Duggan, Nora
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    "They have no language": Exploring language ideologies in adult education for deaf migrants2022In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 16, no 2, p. 147-165Article in journal (Refereed)
    Abstract [en]

    This article is based on data from an empirical research project on the multilingual situation of deaf migrants in Sweden. Deaf migrants attending folk high schools are a heterogeneous group with various language and educational backgrounds. Some of them have grown up with limited or no access to a spoken or signed language while others have grown up learning multiple languages. In those schools, the migrants learn Swedish Sign Language (STS) and Swedish as well as about Swedish society. The study uses an ethnographic approach, and data has been created through participant observations and interviews with teachers and migrants in three folk high schools in different municipalities in Sweden. The analysis reveals that language ideologies are present in these schools, such as what constitutes a language and what status different languages and other repertoires have. In addition, STS appears to be the only acceptable language for communication within the schools. Another finding is that the Eurocentric perspective on ‘language’ among researchers and teachers often collides with the migrants who have different experiences of language use. Furthermore, the study reveals that some migrants, after some time in school, begin to view their previous repertoires used for communication as inferior to STS. It also emerges that the teachers lack the knowledge necessary to understand what it means to learn a language formally for the first time as an adult. In order to develop teachers’ knowledge to ensure social justice, research on adult deaf migrants’ language acquisition within school contexts is essential.

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  • 3.
    Duggan, Nora
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Translanguaging practices in adult education for deaf migrants2023In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, E-ISSN 1678-460X, Vol. 39, no 1Article in journal (Refereed)
    Abstract [en]

    In the last decade, Sweden has received many deaf migrants with very diverse linguistic and educational backgrounds. When arriving in Sweden, they are expected to learn Swedish Sign Language (STS) and Swedish. For this study, we have used data from project Mulder, a four-year research project that aims to generate knowledge about deaf migrants' multilingual situation in Sweden. In this article, we describe how adult education for deaf migrants is organised in Sweden and examine how translanguaging practices are formed there. We found that translanguaging is a natural and common part of the multilingual classrooms, but also that the opportunities to translanguage depend highly on the individual's repertoires and whether particular individuals have one or more languages in common or have a lingua franca. We also found that translanguaging is not always helpful in learning contexts if the teachers are not conscious and insightful when they mix languages.

  • 4. Haualand, Hilde
    et al.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    In the shadow of a myth? Public discourses on the status of signed languages in Norway and Sweden2018Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the similar approaches that frame the different contexts of the legal recognition accorded to signed languages in Sweden and Norway. It illustrates that factors other than formal legislation seem to be more influential when the status of signed languages and signed language ideologies are discussed. By comparing the legal recognition of Swedish Sign Language (SSL) and Norwegian Sign Language (NTS), including the general discussions related to them, it seems that NTS has enjoyed a stronger legal status as compared to SSL for two decades. This somewhat contradicts the story about Sweden as the first country in the world that accorded recognition to deaf peoples’ bilingualism and as a haven for people who use signed language. The paper presents a short history of the milestones in legislation (and the official recognition status) of signed languages in Sweden and Norway, and highlights some similarities and differences. Data focused upon include written documents like legal texts, deaf associations’ periodicals, etc. and interviews with former activists in the deaf communities in Norway and Sweden.

    The various enactments and legislation implementations show that Sweden has been the frontrunner as far as public recognition of SSL is concerned, but that formally, it appears that Norway has a stronger and more wide-reaching legislation, especially with regards to the right to NTS acquisition for deaf children and their families. The analysis shows that legal recognition is not necessarily reflected in how people discuss the status of a specific signed language. Rather, it seems that Swedish people have been more active in using the “story of legislation” in the imagination and rhetoric about the deaf community (Anderson, 1983), when compared to the situation in Norway. The similarities in legislation, and the continued differences in popular discourses and representations of signed languages, reveal that looking at the level and scope of legal recognition of a signed language in a country, only partially reflects the acceptance and status of language in general.

    Anderson, B. (1983). Imagined communities: reflections on the origin and spread of nationalism. London: Verso.

  • 5. Haualand, Hilde
    et al.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    When language recognition and language shaming go hand in hand – sign language ideologies in Sweden and Norway2019In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 21, no 2-3, p. 99-115Article in journal (Refereed)
    Abstract [en]

    This article focuses on the similar approaches to, yet different contexts of legal recognition of sign languages in Sweden and Norway. We use examples from sign language documentation (both scientific and popular), legislation that mentions sign language, organization of implementation of sign language acquisition, and public discourse (as expressed by deaf associations’ periodicals from the 1970s until today), to discuss the status and ideologies of sign language, and how these have affected deaf education. The legal documents indicate that Norway has a stronger and more wide-reaching legislation, especially sign language acquisition rights, but the formal legal recognition of a sign language is not necessarily reflected in how people discuss the status of the sign language. Our analysis reveals that the countries’ sign languages have been subject to language shaming, defined as the enactment of linguistic subordination. The language shaming has not only been enacted by external actors, but has also come from within deaf communities. Our material indicates that language shaming has been more evident in the Norwegian Deaf community, while the Swedish Deaf community has been more active in using a “story of legislation” in the imagination and rhetoric about the Swedish deaf community and bilingual education. The similarities in legislation, but differences in deaf education, popular discourse and representation of the sign languages, reveal that looking at the level and scope of legal recognition of sign language in a country, only partially reflects the acceptance and status of sign language in general.

  • 6.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Communication, Information, and Support for Swedish Parents with Deaf or Hard-of-Hearing Children2022In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 24, no 1, p. 165-180Article in journal (Refereed)
    Abstract [en]

    Communication is an important but complicated issue for parents to deaf and hard-of-hearing (DHH) children. Professionals have debated whether a DHH-child should have opportunity to learn spoken language, sign language, or a mixture of both. Two perspectives dominate: the medical (viewing deafness as a disability) vs. the cultural-lingual (viewing DHH-people as a cultural and linguistic minority). Parents have to handle these conflicting perspectives while they would need support and information about parenting a DHH-child. This article investigates preferred communication in the families, whether parents get information about STS, attend STS-courses, if parents get adequate support and information. 118 parents responded on a survey focusing on these issues, and the results show that spoken Swedish was preferred, but that STS or sign-supported Swedish often was used in parallel. Most parents without previous knowledge of DHH-people were satisfied with the information and support received, while parents with previous knowledge had negative experiences.

  • 7.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Det fungerar ju så bra! En problematisering av användningen av teknologier för att främja delaktighet2016In: Ljud tar plats: Funktionshinderperspektiv på ljudmiljöer / [ed] Kristofer Hansson, Elisabet Apelmo, Åsa Alftberg, Lund: Lund University , 2016, p. 53-81Chapter in book (Refereed)
  • 8.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Developing the Swedish Sign Language teaching at an interpreter program through an action research-based project2021Conference paper (Other academic)
    Abstract [en]

    With only three years of university studies, students at the Swedish Sign Language (STS) interpreter training program are required to develop from novice L2 signers (with none or very limited previous knowledge of STS) to signers capable of interpreting between STS and spoken Swedish. This is a very short time period generally, and in addition, the L2 acquisition primarily occurs through formal classroom instruction due to the limited population of STS signers in the society. Although there is a growing body of research on sign language L2 acquisition internationally, the focus has not been on the teaching. The university STS teachers have therefore (almost) no scientific knowledge to lean on in their instruction. In order to address this lack of scientific knowledge, the longitudinal project UTL2 (Teaching Swedish Sign Language as a second language) was started in 2016, with action research as the main method. The project, in which one researcher collaborated with a team of teachers, is grounded in a desire to change, develop and improve the teachers’ own practice, and to gain new knowledge about effective ways of teaching STS as an L2. Starting with the cohort of students in the program in 2016, the project team examined the use of different languages (STS/spoken Swedish) in the initial instruction through classroom recordings and individual student interviews. In addition, an STS imitation test was developed (SignRepL2) and repeated five times during the first two years of instruction. The knowledge that the team acquired from this first sub-study was discussed in depth and then considered when the 2018 cohort of students started. In addition, a new approach for the instruction was implemented in which the modality-specific training was extended. In this presentation, the project’s preparations, planning, challenges and outcomes will be presented in connection to action research and SLA theories.

  • 9.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Developing the Swedish Sign Language teaching at an interpreter program through an action research-based project2021Conference paper (Refereed)
    Abstract [en]

    With only three years of university studies, students at the Swedish Sign Language (STS) interpreter training program are required to develop from novice L2 signers (with none or very limited previous knowledge of STS) to signers capable of interpreting between STS and spoken Swedish. This is a very short time period generally, and in addition, the L2 acquisition primarily occurs through formal classroom instruction due to the limited population of STS signers in the society. Although there is a growing body of research on sign language L2 acquisition internationally, the focus has not been on the teaching. The university STS teachers have therefore (almost) no scientific knowledge to lean on in their instruction. In order to address this lack of scientific knowledge, the longitudinal project UTL2 (Teaching Swedish Sign Language as a second language) was started in 2016, with action research as the main method. The project, in which one researcher collaborated with a team of teachers, is grounded in a desire to change, develop and improve the teachers’ own practice, and to gain new knowledge about effective ways of teaching STS as an L2. Starting with the cohort of students in the program in 2016, the project team examined the use of different languages (STS/spoken Swedish) in the initial instruction through classroom recordings and individual student interviews. In addition, an STS imitation test was developed (SignRepL2) and repeated five times during the first two years of instruction. The knowledge that the team acquired from this first sub-study was discussed in depth and then considered when the 2018 cohort of students started. In addition, a new approach for the instruction was implemented in which the modality-specific training was extended. In this presentation, the project’s preparations, planning, challenges and outcomes will be presented in connection to action research and SLA theories.

  • 10.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Döva nyanländas språkliga situation – en förstudie2019Report (Other academic)
    Abstract [sv]

    Förstudiens övergripande syfte var att undersöka hur den språkliga situationen ser ut för döva nyanlända över 18 år i Sverige. Mer specifikt undersöktes hur döva nyanlända identifieras och emottas, hur de placeras inom olika utbildningsinstanser och vad syftet är med olika placeringar. Dessutom undersöktes vilken tidigare forskning som genomförts med fokus på målgruppen och vilka kunskaper det finns om deras språkliga situation.

    - Vilka särskilda svårigheter/problemområden kan identifieras för framtida forskning?

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  • 11.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Föräldrars erfarenheter och upplevelser av kommunikation, information och stöd2021In: Dövas tidning: allt om teckenspråk, ISSN 1402-1978Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns en oro för att döva och hörselskadade barn inte ska få lära sig svenskt teckenspråk (STS) för att föräldrar väljer bort att lära sig språket och för att hörselhabiliteringen inte ger adekvat och varierad information. Men är det verkligen på det sättet? Vilka upplevelser och erfarenheter har föräldrar som vi kan lära oss av då det gäller såväl information som användning och attityd till STS som språk? Detta har ett forskningsprojekt vid Stockholms universitet undersökt närmare. (läs vidare genom länken)

  • 12.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    I kläm mellan språkpolitik och språkskamning2023In: Sveriges nationella minoritetsspråk - nya språkpolitiska perspektiv / [ed] Tommaso M. Milani; Linus Salö, Lund: Studentlitteratur AB, 2023, p. 221-244Chapter in book (Other academic)
  • 13.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language. Stockholm University.
    Kommunikation,information och stöd: Rapport från en enkätstudie om föräldrarserfarenheter av att ha ett dövt eller hörselskadat barn2023Report (Other academic)
    Abstract [sv]

    Föräldrar som får ett dövt eller hörselskadat barn ställs ofta inför en helt ny situation, där deinte bara blivit föräldrar utan också ska lära sig ett nytt sätt att kommunicera utifrån barnetshörselnedsättning. De ska också lära sig om olika tekniska hjälpmedel och ta reda på vilket slagsstöd de kan få på olika sätt. Vad är det för slags stöd och information de då får av olika instanser,såsom professionella från hörselhabilitering, intresseorganisationer, och andra vuxna iomgivningen? Får de också möjlighet att lära sig svenskt teckenspråk (STS) och väljer de att göradet? Används STS sedan inom familjen, eller är det talad svenska, eller kommunikationsformersom TSS eller TAKK som dominerar?

    För att undersöka dessa frågor genomfördes hösten 2019 en enkätundersökning vid Institutionenför lingvistik, Stockholms universitet. 138 föräldrar som hade barn med hörselnedsättningsvarade på enkäten. Av dem hade 118 föräldrar barn som var födda under 2000-talet, vilketenkätstudien avgränsades till. Majoriteten av de som svarade på enkäten hade barn under 10 åroch över hälften av dem (52%) hade fått barnets hörselnedsättning konstaterad under dess treförsta levnadsmånader. Det framkom i studien vidare att 53% av föräldrarna hade fåttinformation om STS när barnets hörselnedsättning konstaterades och att denna informationhuvudsakligen kom från hörselhabiliteringen. 55% av de föräldrar som inte redan kunde STSvalde sedan att delta i utbildning för att lära sig språket, för att, som några föräldrar förklarade,ge sina barn de bästa möjligheterna att kommunicera utifrån situation och förutsättningar. Trotsdet visar studien att det vanligaste kommunikationssättet inom familjen är att man använder sigav talad svenska.

    En annan sak som studien visar är att 75% av de föräldrar som svarade på enkäten blivit medlemi någon intresseorganisation, framför allt i DHB (Riksförbundet för döva, hörselskadade barnoch barn med språkstörning samt deras familjer) och Barnplantorna. Dock var det ingen av deredan teckenspråkiga föräldrarna som blivit medlemmar i Barnplantorna.

    Av enkätsvaren framgår att de föräldrar som inte kunde teckenspråk från början överlag varnöjda med den information och det stöd de erbjudits av hörselhabiliteringen, men inte de redanteckenspråkiga föräldrarna. De senare upplevde istället att de får bristande information ochdåligt bemötande. När det gäller information och stöd från intresseorganisationer upplevde bådagrupperna däremot att de i huvudsak får bra stöd och information därifrån.

    Sammanfattning på svenskt teckenspråk: https://video.su.se/media/0_h9epf1cwNyckelordSvenskt

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  • 14.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Modality-Focused L2-Instruction in Swedish Sign Language2021In: Journal of Linguistics and Language Teaching, E-ISSN 2190-4677, Vol. 12, no 1, p. 93-114Article in journal (Refereed)
    Abstract [en]

    Most second language (L2) learning happens in the same modality, i.e., a learner who has a spoken language as the first language most commonly learns additional spoken languages as L2. In such language acquisition cases, learners can build on what they already physically know about how to express language. But, if they begin to learn a sign language, they have to learn how to express language in a new modality, i.e. the visual-gestural one. It requires expressing the language using hands, arms, face, and body instead of the speech organs, and this is very unfamiliar for them. Furthermore, learners need to learn specific linguistic features that largely differ from those of spoken languages, such as spatiality, iconicity and simultaneity. In this paper, the teaching of such modality-specific features in a cohort of first-year hearing L2 students, who are learning Swedish Sign Language at the university level, is examined and described. This empirical study shows a language teaching context that largely differs from other language teaching contexts and how students experience this new language learning process.

  • 15.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction2019In: Journal of Language Teaching and Research, ISSN 1798-4769, E-ISSN 2053-0684, Vol. 10, no 4, p. 659-672Article in journal (Refereed)
    Abstract [en]

    This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.

  • 16.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Teaching Swedish Sign Language as a second language to interpreter students2018In: Proceedings: Nordic Seminar Umeå February 2018: Theory in practice - Practice in theory, Sveriges teckenspråkstolkars förening , 2018, p. 80-91Conference paper (Other academic)
  • 17.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Technologically framed participation: A glimpse from everyday school life of two mainstreamed pupils with cochlear implants in Sweden2015In: Educating Diverse Learners: Many Ways, One Goal / [ed] Penny Panagiopoulou, Mirto Markopoulou and Andreas Xeroudakis, 2015Conference paper (Other academic)
    Abstract [en]

    In Sweden, deaf pupils were traditionally placed in segregated deaf schools. However, during the last decade, the number of children attending mainstream schools after receiving cochlear implants (CIs) has increased dramatically, resulting in lower attendance at deaf schools. Despite the significance of this trend, there exists little knowledge regarding the everyday lives of these pupils in mainstream settings. This paper examines how pupils with CIs interact with school staff and other pupils in classroom settings and how different technologies (e.g. hearing aids and microphones) are used there. Furthermore, it aims to identify opportunities and limitations regarding the pupils’ participation in communication and teaching. The paper builds upon data from an ethnographic study in which fieldwork was conducted in two mainstream Swedish classrooms, both of which including one pupil with CIs. Interaction in these classrooms was documented through participant observations, video recordings and field notes, and the analysis shows that audiologically-oriented and communicative-link technologies play major roles in everyday interaction by both facilitating and limiting the participation of pupils with CIs in different ways, and that it mostly is the school staff that determine how and when these shall be used. The results also indicate that the pupils are largely responsible for their own participation. Overall, the current paper provides a glimpse of one way to educate children with CIs in Sweden, namely, in mainstream schools, and the focus is on what really happens in the technologically framed interaction in these classrooms.

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    Technologically framed participation
  • 18.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Undervisning i svenskt teckenspråk som andraspråk: En rapport från UTL2-projektet2018Report (Other academic)
    Abstract [sv]

    Forskningsrapporten handlar om undervisning i svenskt teckenspråk som andraspråk med särskilt fokus på utbildningen på kandidatprogrammet i teckenspråk och tolkning på Stockholms universitet. Allt sedan teckenspråksforskningen påbörjades i USA under 1960-talet har fokus företrädesvis legat på tecknade språk som förstaspråk och det finns inte någon omfattande forskning internationellt sett kring tecknade språk som andraspråk, även om den forskningsinriktningen har tagit fart under 2000-talet och ökar stadigt. Fler och fler forskare inom olika discipliner har börjat intressera sig för olika aspekter av andraspråksinlärningen, men när det gäller själva undervisningen råder det stor brist på forskning som fokuserar den. Projektet UTL2 (Undervisning i svenskt teckenspråk som andraspråk) har därför bildats med intentionen att bidra till ökade kunskaper kring undervisningsfältet. Syftet med projektet är på ett övergripande plan att öka kunskaperna kring hur man kan undervisa i teckenspråk som andraspråk på ett sätt som leder till god progression och djup kunskap hos studenterna. Som metodologisk utgångspunkt har aktionsforskning valts, eftersom denna handlar om att studera den egna praktiken och att sammankoppla teori med praktik, i ett nära samarbete mellan lärare och forskare.

    UTL2-projektet består av flera delstudier och i den här rapporten redogörs främst för delstudie 1, som syftar till att undersöka om undervisning på antingen talad svenska eller på svenskt teckenspråk i början av utbildningen gör att de hörande studenterna lär sig svenskt teckenspråk snabbare och bättre. För att undersöka studenternas färdigheter i svenskt teckenspråk utvecklades två olika tester som genomfördes flera gånger under studenternas första år: a) ett meningsimitationstest, SignRepL2 och b) ett fonologitest. Efter att första testet genomförts på de studenter som inte hade några (eller endast hade mycket grundläggande) färdigheter i svenskt teckenspråk delades informanterna in i två olika grupper och undervisningen påbörjades. Grupp A fick undervisning av döva lärare på svenskt teckenspråk medan grupp B undervisades av hörande lärare på talad svenska. Denna särskilt riktade undervisning pågick under tre veckor och därefter fick grupperna undervisning av båda kategorierna lärare. Resultaten från testerna visar dock inte att någon av grupperna får fördelar avseende färdigheter i svenskt teckenspråk, men en undersökning av studenternas uppnådda delkursbetyg indikerar att studenter som undervisas på ett språk de redan behärskar (talad svenska) och som de därmed erhåller mer förklaringar på inledningsvis uppnår högre betyg i teoretiska kurser. I delstudien undersöks också hur lärarna genomför undervisningen och hur studenterna upplever att det är att undervisas av de olika kategorierna lärare. Bland annat visar dessa data att grupp A i högre grad tränar upp sin förmåga att aktivt delta i teckenspråkig kommunikation, medan grupp B istället får mer metaspråkliga kunskaper genom att i högre grad analysera teckenspråkstexter och prata om språket.

    I projektets andra delstudie fokuseras det fenomen att studenter som vill utbilda sig till teckenspråkstolkar själva blir tolkanvändare från sin första dag på utbildningen. Delstudien bygger på intervjuer med tre olika grupper informanter: studenter, lärare och tolkar. Resultaten visar att tolkanvändningen är utbredd på kandidatprogrammet, men inte systematiskt planerad och genomtänkt. Det framkommer att studenterna behöver få mer information om hur man använder tolk och om vilken roll tolken har för att undvika missförstånd och förstå att tolkarna inte är del av lärarstaben. Studien indikerar också att lärarna i hög grad är omedvetna om vad som sker i tolksituationen på ett annat plan än endast i själva förmedlandet av ämnesinnehållet. Det finns ett behov av att lärarna ska bli mer medvetna om klassrumsinteraktionen i helhet och vilka svårigheter tolkarna har att hantera.

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  • 19.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Uppmärksamhetsskapande strategier i barns teckenspråk2003Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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    Uppmärksamhetsskapande strategier i barns teckenspråk
  • 20.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Bagga-Gupta, Sangeeta
    Patient or Citizen? Participation and Accessibility for Deaf and Hard-of-Hearing People in the Context of Interpretation in Sweden2021In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 23, no 1, p. 209-223Article in journal (Refereed)
    Abstract [en]

    Drawing upon ethnographic data from two projects, this paper focuses on interpretation issues in deaf and hard-of-hearing (DHH) individuals’ everyday lives. A specific issue is the importance of and the ways in which interpretation services and Swedish – Swedish Sign Language interpreters shape their experiences and participation. Three themes are illustrated, highlighting tensions that facilitate or obstruct DHH individuals’ participation. The analysis shows that they are positioned as both patients and citizens. Unequal power relationships position them in passive roles, as patients, with limited possibilities to shape the interpreter services, while they simultaneously shoulder major responsibility for its smooth functioning. The mundane nature of the analysis also highlights how they are accorded the position of citizen within the same services.

  • 21.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Bagga-Gupta, Sangeeta
    Patient or customer? Interpretation, accessibility, and participation for deaf people in Sweden2019Conference paper (Refereed)
    Abstract [en]

    The key aim of the study presented in this poster is to illustrate the nature of accessibility and participation in the current provision of the Swedish county councils’ interpretation services for young deaf adults. Since interpretation services are affiliated to the health care system, deaf people in Sweden are often considered and treated as patients in need of assistance for accessing different contexts through Swedish Sign Language (STS) interpreters. The interpretation services are however multifaceted: at times facilitative, for example when deaf people listen to a public lecture thanks to the provision of interpreters, in other contexts obstructive, for example due to the administrative load surrounding it. The study focused upon in this paper highlights this complicated issue by presenting analysis of data from the Swedish Research Council supported project PAL, Participation for All (www.ju.se/ccd/pal), that focuses upon the trajectories of schooling and the post-school situation of young deaf people in Sweden. Taking both a sociocultural perspective and a decolonial framework on human communication, learning and identity, young deaf individuals’ life pathways are currently being mapped through an ethnographic approach in project PAL.

    A specific issue that has emerged in the on-going analysis is the importance of and the ways in which STS interpreters shape different forms of deaf people’s experiences and participation. One key preliminary finding is that although deaf people are often treated as patients, they are simultaneously tasked with the provision of information, preparation, and organization of the activities where the interpreters are needed. The latter results in that they get positioned as active customers of the interpretation services. This, thus, becomes a contradictory treatment of deaf people: on the one hand there is unequal power relations that positions deaf people in passive roles with limited, if any, possibilities to impact the interpreter services, and on the other hand they are given major responsibility for it, requiring them to be active and well-informed.

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  • 22.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Bagga-Gupta, Sangeeta
    ”Va sa han?”: Technologies and Participation Strategies in Mainstream School Settings2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle upon Tyne: Cambridge Scholars Publishing, 2017, p. 164-196Chapter in book (Refereed)
    Abstract [en]

    The number of pupils with cochlear implant (CI) has seen a sharp increase in mainstream schools in Sweden. This study focuses on communicative strategies in mainstream classrooms where pupils with CI are members. The empirical ethnographic data comes from two mainstream classrooms in Sweden where pupils and adults use a range of technologies, and strategies, (co)creating opportunities for communication and learning in everyday classroom life. The analyses indicate that pupils with CIs are responsible for their own communicative participation in mainstream classrooms (when they can't make sense of or don't hear oral talk), while their right to choose or regulate communication channels are not uncommonly curtailed by the adults. Different technologies play an important role in mainstream classrooms where pupils with CIs are members but these at the same time sometimes create barriers for participation. Technologies cannot therefore be seen as a panacea for pupils with CI in mainstream educational settings.

  • 23.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language. Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Bagga-Gupta, Sangeeta
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Communicating and hand(ling) technologies: everyday life in educational settings where pupils with cochlear implants are mainstreamed2015In: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 25, no 3, p. 256-284Article in journal (Refereed)
    Abstract [en]

    Different technologies are commonly used in mainstream classrooms to teach pupils who wear surgically implanted cochlear hearing aids. We focus on these technologies, their application, how pupils react to them, and how they affect mainstream classrooms in Sweden. Our findings indicate that language ideologies play out in specific ways in such technified environments. The hegemonic position wielded by adults with regard to the use of technology usage has specific implications for pupils with cochlear implants.

  • 24.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Balkstam, Eira
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Tolkad tolkutbildning2018In: Tolking: språkarbeid og profesjonsutøvelse / [ed] Hilde Haualand, Anna-Lena Nilsson, Eli Raanes, Oslo: Gyldendal Akademisk, 2018, p. 317-335Chapter in book (Refereed)
    Abstract [sv]

    I kapitlet fokuseras olika aspekter av tolkanvändning inom ramen för teckenspråkstolkutbildningen. Kapitlet bygger på intervjuer med studenter, lärare och tolkar och analysen visar att tolkstudenter under utbildningen genomgår en process från att vara rena nykomlingar till att bli legitima perifera deltagare (Lave och Wenger, 1991) i en teckenspråkstolkgemenskap. Genom att använda tolk i utbildningen får studenterna ett situerat lärande där de genom att möta professionella tolkar övergår från att mer eller mindre omedvetet använda tolk i syfte att tillägna sig undervisningsinnehållet, till att bli medvetna såväl om tolkyrket som profession som om tolkens maktposition gentemot döva tolkanvändare.

  • 25.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Mesch, Johanna
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Teckenspråkskommunikation och nyttjande av teckenrummet i dialog mellan personer med dövblindhet2018Report (Other academic)
    Abstract [sv]

    Det finns i Sverige runt 2000 personer under 65 år med dövblindhet. En andel av dem är döva sedan barndomen och har förvärvat sin synnedsättning senare i livet. De har då vanligen svenskt teckenspråk som sitt förstaspråk och har i takt med att synen blivit sämre övergått till att använda sig av taktilt teckenspråk som är en del av det svenska teckenspråket, men som inte i samma utsträckning grundar sig i vad som kan uppfattas visuellt. I den här forskningsrapporten studeras taktil teckenspråkskommunikation och hur de personer med dövblindhet som först lärt sig det visuella svenska teckenspråket innan de övergår till att använda taktilt svenskt teckenspråk använder sig av teckenrummet i dialoger med varandra. Till grund för analysen ligger en korpus som består av åtta informanter i varierande åldrar från olika delar av Sverige. Denna korpus har kunnat skapas tack vare medel från Mo Gårds forskningsfond och arbetet med att annotera dialogerna har pågått allt sedan inspelningarna genomfördes år 2013. Idag har strax under hälften av korpusen annoterats och det är den annoterade delen som ligger till grund för analysen som redovisas i denna rapport. Bland annat beskrivs hur informanterna skapar gemensam mening och förståelse när de inte ser varandra och hur de ger återkopplingar på ett sätt som skiljer sig från hur man gör i det visuella svenska teckenspråket. Dessutom visas skillnader mellan det visuella och taktila svenska teckenspråket avseende andelen bokstaveringar, som är högre i det taktila, liksom förekomsten av pekningar som istället är mindre vanliga där.

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  • 26.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Mesch, Johanna
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Teckenspråksforskningen under 2000-talet: En översikt2019Report (Other academic)
    Abstract [sv]

    Det finns många olika inriktningar inom teckenspråksforskningen idag och en avsevärd mängd studier utifrån olika perspektiv och på olika språkliga nivåer. I den här forskningsrapporten görs en översikt över svensk och internationell teckenspråksforskning under 2000-talet, med särskilt fokus på allmänspråkvetenskap. Rapporten berör dock även kognitiv lingvistik, psyko- och neurolingvistik samt sociolingvistik. Dessutom fokuseras i ett varsitt avsnitt barns teckenspråk och inlärning av teckenspråk som andraspråk. Det som tas upp är ett urval av den forskning som bedrivits och rapporten gör inte anspråk på att vara heltäckande, men ger utöver de översiktliga beskrivningarna också ett stort antal referenser för fortsatt egen läsning inom de olika områden som tas upp.

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  • 27.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Ryttervik, Magnus
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    A note on phonological acquisition of novice/L2 signers through a sign repetition task2019Conference paper (Refereed)
    Abstract [en]

    This paper has two aims. First, it presents the development of a sign repetition test for novice/L2 signers. The test was originally developed and used within the project Teaching Swedish Sign Language (SSL) as a second language to interpreter students (UTL2) at Stockholm University, Sweden (Holmström 2018). Second, it provides a description of the signers’ phonological acquisition from a longitudinal perspective through a qualitative examination of the test outcomes.

    Studies on phonological acquisition of L2 signers confirm that phonology is a challenge to acquire among L2 signers (Bochner et al. 2011; Rosen 2004;). With this as a point of departure, in the project UTL2 we developed a sign repetition test, SignRepL2, targeted at L2 signers, with a focus on sign structure, i.e., phonological features of signs. Several recent studies have shown that repetition tests are an efficient and reliable tool for measuring language proficiency for both L1 users and L2 learners (Gaillard & Tremblay 2016; Klem et al. 2015). And sign languages seem to provide no exception, as in recent years there has been a growing number of sign language repetition tests, e.g. American Sign Language, ASL-SRT (Hauser et al. 2008), and Swedish Sign Language, SSL-SRT (Schönström 2014).

    The procedure in the SignRepL2 test is that the test-taker is instructed to repeat the sign or the short sentences provided in the stimuli as exactly as possible during video recording. In version one, 50 test items were used: 30 single-sign sentences, 10 two-sign sentences and 10 three-sign sentences. However, while the test worked well for the novice signers, a ceiling effect could be observed after one semester. As a consequence, version two of the SignRepL2 was developed by reducing the single-sign sentences from 30 to 10 and by adding 10 new four-sign sentences, now totaling 40 test items.

    The scoring of results follows a five-point rating scale as inspired by Ortega (Ortega cited in Gaillard & Trembly 2016). Here, scores from 0 to 4 are used, depending on the degree of correctness of the test responses. If the whole sign or sentence is correctly produced, 4 points are given. If the manual signing is correct but with missing or wrong mouth action, 3 points are given. If at least half of the sign or sentence is correct, 2 points are given, and a correct rate less than half results in 1 point. If the whole sentence is missing or totally wrong, 0 points are given.

    To date, the SignRepL2 has been tested on 37 SSL L2 students using a longitudinal approach. The students are tested five times under a period of two years during their SSL interpreting education. The first time was before their first ever SSL instruction, the second session took place after approximately 100 hours of instruction, the third after 200 hours, the fourth after 400 hours, and the fifth after 600 hours. The first three times, the primary version of SignRepL2 was used, and in the last two instances, the second version was used. The whole test procedure takes 10-12 minutes to administer and 30 minutes to score.

    In this paper, we will present the test development including the item selection process, scoring and the test results, as well as provide a qualitative examination of the phonological features. In the first test session, it appears that the students primarily try to imitate the actor’s manual signs without understanding the meaning of them, and thereby also exclude the mouth movements. In the later test sessions, there is a gradual change from solely an imitation of form to an imitation of the signs connected to their meaning, revealed, e.g., through the increased use of mouth movements and through the errors made when they replace signs that the actor uses with synonyms that they themselves have mastered. The tests also provide opportunities for a deep analysis of phonological features in the students’ imitation of the signs, and different phonological errors can be revealed at the group level. For example, the primary results indicate that it is the type of movement that the students most often fail to produce correctly. The results from the five test sessions will be compared to each other and detected differences between them will be discussed.

    References

    Bochner, J. H., Christie, K., Hauser, P. C., & Searls, J. M. (2011). When is a difference really different? Learners’ discrimination of linguistic contrasts in American Sign Language. Language Learning, 61(4), 1302–1327. http://doi.org/10.1111/j.1467-9922.2011.00671.x

    Gaillard, S., & Tremblay, A. (2016). Linguistic Proficiency Assessment in Second Language Acquisition Research: The Elicited Imitation Task. Language Learning, 1-29. http://doi.org/10.1111/lang.12157

    Hauser, P. C., Paludnevičiene, R., Supalla, T., & Bavelier, D. (2008). American Sign LanguageSentence Reproduction Test: Development and implications. In R. M. de Quadros (ed.), Sign Language: Spinning and unraveling the past, present and future (pp. 160-172). Petropolis, Brazil: Editora Arara Azul.

    Holmström, I. (2018). Teaching Swedish Sign Language as second language to interpreter students. Proceedings from the Nordic Seminar, Umeå, Sweden, 23-25 February 2018.

    Klem, M., Melby-Lervåg, M., G, M., Hagtvet, B., Lyster, S. A. H., Gustafsson, J. E., & Hulme, C. (2015). Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science, 18(1), 146–154. http://doi.org/10.1111/desc.12202

    Rosen, R. S. (2004). Beginning L2 production errors in ASL lexical phonology: A cognitive phonology model. Sign Language & Linguistics, 7(1), 31–61. http://doi.org/10.1075/sll.7.1.04beg

    Schönström, K. (2014). Swedish Sign Language Sentence Reproduction Test (SSL-SRT). Unpublished test, Stockholm: Stockholm University, Department of Linguistics.

  • 28.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective2018In: Applied Linguistics Review, ISSN 1868-6303, E-ISSN 1868-6311, Vol. 9, no 1, p. 90-111Article in journal (Refereed)
    Abstract [en]

    In a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.

  • 29.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Resources for deaf and hard-of-hearing students in mainstream schools in Sweden: A survey2017In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 19, no 1, p. 29-39Article in journal (Refereed)
    Abstract [en]

    Although once placed solely in deaf schools, a growing number of deaf students in Sweden are now enrolling in mainstream schools. In order to maintain a functional educational environment for these students, municipalities are required to provide a variety of supporting resources, e.g. technological equipment and specialized personnel. However, the functions of these resources and how these relate to deaf students’ learning is currently unknown. Thus, the present study examines public school resources, including the function of a profession called a hörselpedagog (HP, a kind of pedagogue that is responsible for hard-of-hearing students). In particular, the HPs’ perspectives on the functioning and learning of deaf students in public schools were examined. Data were collected via (i) two questionnaires: one quantitative (n = 290) and one qualitative (n = 26), and (ii) in-depth interviews (n = 9). These show that the resources provided to deaf children and their efficacy are highly varied across the country, which holds implications for the language situations and learning of deaf students.

  • 30.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Shifts in attitudes towards ‘sign bilingualism’ due to a demographic change: The case of deaf education in Sweden2018Conference paper (Refereed)
    Abstract [en]

    A ‘sign bilingual’ education was implemented across Sweden for deaf children in 1983, entailing a visually-oriented bilingual modal wherein the languages of instruction were Swedish Sign Language (SSL) and Swedish (in the subsequent national curriculum revision in 1996, this became framed as SSL and written-Swedish). As one of the first countries in the world with such a curriculum, Sweden gained attention internationally. During the subsequent decades, a large majority of deaf children were enrolled in deaf schools with such a ‘sign bilingual’ instruction. However, since the 2000’s, a demographic change has occurred within the deaf community, due to increased rates of early cochlear implantation (CI) of young deaf children. As a consequence, deaf children (with CIs or other hearing aids) are no longer primarily placed in deaf schools; they are commonly placed in mainstream public schools or in schools with special programs for hard-of-hearing students, where Swedish monolingualism and speech instruction are the norm. These increased expectations regarding the children’s hearing and speaking abilities have led to a conviction that they should function according to hearing majority norms of society, rather than align to a minority approach, i.e. visually-oriented bilingualism with SSL and Swedish.

    Through the lens of postcolonial theory, this presentation examines the changing patterns in deaf education in Sweden, and is built on empirical data from i) semi-structured interviews with teachers of deaf and hard-of-hearing (DHH) students, and ii) ethnographic created archival data from three NGOs’ periodicals. The focus is on changes in DHH students’ language and communication, and attitudes toward visually-oriented education over time. 

    Among other things, our results reveal that DHH students’ language use and skills have changed from being primarily visually-oriented previously to becoming more orally-oriented during the last decade. The students also vary in their preferred communication forms and knowledge of Swedish and SSL. This has brought new challenges to the different schools and their teachers who are required to teach a highly heterogenous group. In general, this demographic change has challenged the idea of ‘sign bilingualism’ within deaf education in Sweden.

  • 31.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Sign languages2020In: The Routledge Handbook of Translation and Education / [ed] Sara Laviosa, Maria González-Davies, London: Routledge, 2020, p. 341-352Chapter in book (Refereed)
    Abstract [en]

    In this chapter, focus lie in translation as a language teaching practice in sign bilingual settings in deaf education. Due to limited or no access to sounds, many deaf pupils learn and use spoken languages primarily in their written form. Thus, in this translation practice, deaf pupils are translating between a written language and a sign language. The chapter focuses on translation practices in language teaching contexts and consider both experiences of using sign language translation as an approach in deaf education, sign language studies and translation studies, as well as (second) language teaching. Some concrete pedagogical examples of the application of translation as a pedagogical approach in sign language-based education at different levels, e.g. syllabus, classroom practice and assessment are provided. The chapter begins with an historical account of research on sign languages, sign language translation, and gives a brief account on the history of deaf education. A summary of key research approaches related to sign bilingual teaching with particular focus on translation as a method are also provided. Furthermore, some practical approaches and methods are presented with concrete examples from a sign bilingual classroom. The chapter ends with a conclusion and discussion about future directions.

  • 32.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf. Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    “They forget and forget all the time”: The complexity of teaching adult deaf emergent readers print literacy2023In: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141Article in journal (Refereed)
    Abstract [en]

    This article highlight and discuss the complex situation when deaf adults who are emergent readers learn Swedish Sign Language (STS) and Swedish in parallel. As Swedish appears primarily in its written form, they also have to develop reading and writing skills. Study data comes from ethnographically created video recordings of classroom interaction and interviews with teachers and participants. The analysis reveals that while the migrants successively learn basic STS for interacting with other deaf people, learning Swedish takes a different path. The migrants struggle with learning basic reading and writing skills, vocabulary, and grammar. Furthermore, the instruction is highly repetitive, but unstructured and sprawled, using STS to explain and connect signs with written equivalents. The teachers testify in interviews that it seems very difficult for the emergent readers to learn Swedish on a level good enough to cope in Swedish society, which, in turn, puts them in a vulnerable position.

  • 33.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Using visual strategies to promote DHH students’ learning in visually oriented classrooms2021Conference paper (Refereed)
    Abstract [en]

    For students, the classroom setting is vital for learning and development, as are the interactions with other students and teachers. For deaf and hard-of-hearing (DHH) students, particularly the visual environment is of importance. For example, psychological studies have shown that DHH people’s visual attention differs from hearing people’s, particularly regarding things that happen in the periphery (Dye m.fl. 2008, 2009; Loke och Song 1991), and point out that teachers of DHH students have reported that they are impulsive and easily disturbed by things that appear or are ongoing in the classroom or are visible outside. 

    The act of being instructed through a sign language requires visual attention skills because the students have to switch between the teacher and the whiteboard, including PowerPoint slides, pictures, tools, etc., simultaneously. The act is even more complicated in an interpreted classroom setting. Therefore, teachers need to be aware of visual and linguistic prerequisites in order to create an accessible and visually oriented learning environment for DHH students (cf. Holmström & Schönström 2018). However, it seems that many hearing teachers have a lack of knowledge of such visual strategies.

    In educational settings where the instruction is conducted by deaf teachers, the knowledge of visual strategies, however, appears to be well established, as we will show in this presentation. Building upon data from three different classroom contexts, we have examined the visual strategies used by deaf teachers. The classroom contexts are i) a higher education setting where deaf teachers are instructing DHH students, ii) a higher education setting where deaf teachers are instructing hearing students Swedish Sign Language (STS) as a second language and iii) adult education for deaf migrants where deaf teachers are instructing deaf adults. The analysis shows that deaf teachers use a range of visual strategies in their teaching (i.e., gestures, pointing, chaining, turn-taking, etc.), and draw from their own deaf-visual experience in order to support the students in understanding the teaching content. The deaf teachers appear to be very skilled in both STS and Swedish (and also English), and they translanguage between these languages in a flexible and visible way in the classrooms. These findings can be very informative for other (hearing) teachers, and an essential contribution to teacher training programs. 

  • 34.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Vilken kunskap och kompetens finns hos Sveriges kommuner avseende hörselskadade elever i grundskolan?2016In: DHB-dialog, ISSN 0281-3106, Vol. 43, no 1, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Visuella strategier2018Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Interaktionen i klassrummet har stor betydelse för elevers lärande och utveckling. Det gäller såväl språk som kunskapsinnehåll i olika ämnen. Ofta framställs talad kommunikation som grundläggande för denna interaktion och ses som en bro mot skriftspråket. Gibbons (2006) menar till exempel att den mesta tiden i skolan används till att tala och att detta tal är av stor betydelse för att eleverna ska kunna bygga upp ett skolrelaterat språk och bygga vidare på tidigare erfarenheter i samspel med lärare och klasskamrater. Genom praktiska uppgifter, övningar eller experiment i undervisningen kan eleverna få en bättre förståelse av ämnesrelaterade begrepp och genom att samtala om dessa stärks eleverna och breddar sina kunskaper både avseende språk och innehåll. Detta ligger sedan till grund då de utvecklar sina kunskaper att läsa och skriva inom olika ämnen. För elever som hör gäller detta såväl när undervisningen sker på elevernas förstaspråk som på deras andraspråk.

  • 36.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Visuellt-orienterat transspråkande i högre utbildning2018In: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, p. 49-68Chapter in book (Other academic)
  • 37.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Duggan, Nora
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Crossing borders through language learning: the case of deaf adult migrants in Sweden2021Conference paper (Refereed)
    Abstract [en]

    When migrants (including refugees and asylum seekers) arrive in Sweden, they must provide reasonsfor their migration to the Swedish Migration Agency in order to obtain a permit. This is done byinterviews, which usually requires either using a common language or through interpreters. However,this is not always possible for deaf migrants. There are deaf people who have grown up with limitedor no access to a language because they cannot hear and learn the spoken language of their familiesand they have not had the opportunity to learn a sign language. Some may also have not received aformal education. The combination of limited or no access to a language and little to no educationalbackground complicates the Agency’s interview process with deaf migrants. This puts deaf migrantsat risk of experiencing social injustice. As an intervention, deaf migrants are offered language educationprograms at adult non-formal education schools (folk high schools). In those schools, themigrants are given the opportunity to learn Swedish Sign Language and Swedish as well as aboutSwedish society.

    Scientific knowledge regarding (emergent) language learning in deaf adult migrants is almost nonexistent.The Mulder project, which began in 2020, aims to generate knowledge on this topic. Theproject focuses on classroom interaction and teaching in two folk high schools, using an ethnographicapproach. Based on observations as well as interviews with the teachers and migrants, interestingpatterns relating to teaching deaf migrants and the migrants’ language learning have emerged. Ourpresentation will demonstrate and discuss some key findings that can support teachers and improvetheir teaching towards more accessible and equal teaching approaches, not just for this particulargroup. Through development of language instruction, deaf migrants will have greater opportunitiesto argue for their needs and obtain fair treatment.

  • 38.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Schönström, Krister
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Ryttervik, Magnus
    Stockholm University, Faculty of Humanities, Department of Linguistics. Stockholm Univ, Stockholm, Sweden.
    Development of a Sign Repetition Task for Novice L2 Signers2023In: Language Assessment Quarterly, ISSN 1543-4303, E-ISSN 1543-4311Article in journal (Refereed)
    Abstract [en]

    There is a lack of tests available for assessing sign language proficiency among L2 learners. We have therefore developed a sign repetition test, SignRepL2, with a specific focus on the phonological features of signs. This paper describes the two phases of developing this test. In the first phase, content was developed in the form of 50 items with sentence lengths between one and three signs. Then, when a period of teaching revealed a ceiling effect in the first version, a second version was developed with 40 items varying between one and four signs. Test scores revealed increasing proficiency in Swedish Sign Language during education, and that mouth actions have a lower degree of accuracy than manual parameters. 

  • 39.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Sivunen, Nina
    Diverse challenges for deaf migrants when navigating in Nordic countries2022In: The Routledge Handbook of Sign Language Translation and Interpreting / [ed] Christopher Stone; Robert Adam; Ronice Müller de Quadros; Christian Rathmann, London: Routledge, 2022, p. 409-424Chapter in book (Refereed)
    Abstract [en]

    A growing body of research focusses on migration issues for deaf migrants, particularly those in forced migration and resettlements. Despite this, knowledge is limited regarding their situation, opportunities and obstacles in the new host country. In recent years, the Nordic countries have seen a growing number of deaf migrants arriving, many of them for reasons of being in need of protection. And in the encounter between the migrants and the Nordic societies and systems, many things may come into conflict, particularly regarding language policy and education. In this chapter, the challenges deaf migrants may meet when navigating their way in Nordic countries are highlighted: for example, when they must learn both a sign and written language in parallel, and when they have to use national interpreters before they can master the new country’s sign language. The challenges are greater for the migrants with limited educational background who are emerging readers. The chapter concludes that greater awareness and understanding of the deaf migrants’ situation are needed, as well as further research in this field.

  • 40. Rodrigues, Filipa M.
    et al.
    Abreu, Ana Maria
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Mineiro, Ana
    E-learning is a burden for the deaf and hard of hearing2022In: Scientific Reports, E-ISSN 2045-2322, Vol. 12, no 1, article id 9346Article in journal (Refereed)
    Abstract [en]

    When considering deaf and hard of hearing (DHH) population, research recognizes that fatigue due to communication challenges and multi-focal attention allocation is a significant concern. Given the putative heightened demands of distance learning on deaf and hard of hearing students, we investigate how an online environment might differently affect deaf and hard of hearing participants, compared to hearing participants, Portuguese Sign Language (PSL) users and non-users. Our findings show that the deaf and hard of hearing group present higher values in the post-task fatigue rates with significant differences from the hearing group (non-PSL users). Furthermore, our results revealed an association between post-task fatigue rates and lower performance scores for the deaf and hard of hearing group, and the gap is significantly bigger when compared with the hearing group (non-PSL users). We also found evidence for high levels of post-task fatigue and lower performance scores in the hearing group PSL users. These novel data contribute to the discussion concerning of the pros and cons of digital migration and help redesign more accessible and equitable methodologies and approaches, especially in the DHH educational field, ultimately supporting policymakers in redefining optimal learning strategies.

  • 41. Rodrigues, Filipa M.
    et al.
    Rato, Joana R.
    Mineiro, Ana
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study2022In: PLOS ONE, E-ISSN 1932-6203, Vol. 17, no 2, article id e0263216Article in journal (Refereed)
    Abstract [en]

    Vision is considered a privileged sensory channel for deaf and hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as visual learners. This assumption also seems widespread among schoolteachers, which led us to analyse the intersection between teachers’ beliefs on deaf and hard of hearing students’ academic achievement, visual skills, attentional difficulties, and the perceived importance of image display in class. An online survey was designed to analyse the beliefs of the schoolteachers about the deaf and hard of hearing students learning in educational settings from Portugal and Sweden. Participated 133 teachers, 70 Portuguese and 63 Swedish, from the preschool to the end of mandatory education (ages 3–18) with several years of experience. The content analysis and the computed SPSS statistical significance tests reveal that surveyed teachers believe that deaf and hard of hearing students have better visual skills when compared with their hearing peers yet show divergent beliefs about visual attentional processes. Within the teachers’ perceptions on learning barriers to DHH students, the distractibility and cognitive effort factors were highlighted, among communicational difficulties in class. Conclusions about the prevalence of learning misconceptions in teachers from both countries analysed, corroborate previous studies on neuromyths in education, and bring novelty to Deaf Education field. The work of translation of scientific knowledge, teacher training updating, and partnership between researchers and educators are also urgently needed in special education.

  • 42.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Att arbeta tvåspråkigt med texter i alla ämnen2018Other (Other academic)
    Abstract [sv]

    Ett av grundskoleutbildningensfrämsta mål är att alla elever ska utveckla sin läs-och skrivförmåga i svenska i enlighet med läroplanen. För teckenspråkigaelever som är döva eller hörselskadadekan detta innebära en utmaning, särskilt för de som företrädesvis tillägnar sig svenska i skriven form. Det finns en avsevärd mängd forskning kring elevers läs-och skrivutveckling som lärare kan hämta kunskaper från, men den utgår främst från att elevernahar en fullgod hörsel. Det kan därför vara svårt att hitta tillvägagångssätt och metoder som främjar just döva och hörselskadade elevers möten med texter inom alla ämnen. Syftet med den här artikeln är därför att lyfta fram hur man i undervisningen kan arbeta tvåspråkigt med bådesvensktteckenspråk och svenska för att främja elevernas språkutveckling.Artikeln tar avstamp i genrebaserad språkundervisningoch visar exempel på hur läraren kan arbeta med olika slags texter inom olika ämnen för att stötta elevernas språk-och kunskapsutveckling i både teckenspråkoch svenska, detvill säga deras litteracitetsutveckling. Med litteracitetmenas läs-och skrivlärande, vilket isynnerhetär kopplat till skolspråket (se del 1). Även om detta i första hand avsersvenska så kan också teckenspråkräknas in i litteracitetsutvecklingentrots att detta språksaknar ettskriftspråk. Eleverna behöver gesmöjlighet att utveckla både sin svenskaoch sitt teckenspråk, särskilt med tankepå att gruppen elever som har teckenspråk som förstaspråk har minskat och många elever idag istället har språketsom sitt andraspråk. Sådan utveckling kan ske genom att man arbetar med olika typer av texter inom olika ämnen.Genom att samtala omolika ämnestexter på både teckenspråk och svenska kan eleverna utveckla både sina ämneskunskaper och sin litteracitet. Tack varedet gemensamma samtalet på teckenspråk i nära anslutning till elevernas läsande och skrivande kan deta viktiga steg i sin utveckling mot att bli tvåspråkiga individer.

  • 43.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language. Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Dövas svenska - ett tvåspråkigt perspektiv2015In: LiSetten, ISSN 1101-5128, Vol. 26, no 2, p. 20-23Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Elicited imitation tasks (EITs) as a tool for measuring sign language proficiency in L1 and L2 signers2017In: Book of abstracts, 2017, p. 6-7Conference paper (Refereed)
    Abstract [en]

    In previous literature, elicited imitation tasks (EITs) have been discussed with regard to the effect that memory skills have on performing tasks. More recent studies have shown, however, that EITs are a reliable tool for measuring language proficiency for L1 users and L2 learners (Klem et al., 2015; Gaillard & Tremblay, 2016). There have also been recommendations for minimizing the negative impacts of poor memory skills, for example, by shortening sentence structures.

    In contrast to spoken languages, which are merely linear in structure, sign languages operate in the gestural-visual mode, which relies on a visual pattern that allows for a degree of simultaneity in production. For instance, when signing a single lexical sign, the shape, movement and location of the hand combine to express phonological properties at the same time. Additionally, there are more complex signs with internal morphological structures that involve multiple handshapes, movements and locations. Such features need to be taken into account when valid and reliable EITs are developed for signed languages, and in recent years, there have been a growing number of sign language tests developed within the framework of EITs, e.g. American Sign Language, ASL-SRT (Hauser et al., 2008), and Swedish Sign Language, SSL-SRT (Schönström, 2014).

    In this talk, we will discuss sentence structure as well as the scoring method of the tests we have developed on two EITs for Swedish Sign Language: SSL-SRT, which is targeted for L1 signers, and SignRepL2, targeted for L2 signers. We found that for the L2 group, complex (single) signs can be used as test items, and there are qualitative differences related to the linguistic properties of signs. We will also describe different scoring paradigms for the respective tests. Our results will be presented and discussed in relation to the EIT theoretical framework.

  • 45.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged2021In: Critical Perspectives on Plurilingualism in Deaf Education / [ed] Kristin Snoddon, Johanne C. Weber, Bristol: Multilingual Matters, 2021, p. 15-34Chapter in book (Refereed)
    Abstract [en]

    This chapter provides insight into the progress and current status of a national sign bilingual program, with a special focus on the linguistic situation. The chapter begins with a historical overview and a description of sign bilingual education in Sweden and how it has changed during the last four decades, due in great part to advancements in hearing technology; i.e., cochlear implantation. Based on semi-structured interviews with teachers of deaf and hard-of-hearing students, the chapter then provides an empirical account of the current linguistic situation of sign bilingual education in Sweden. Approaching this situation from a bilingual perspective sheds some light on the schooling of the new generation of deaf and hard-of-hearing students and shows that the linguistic situation for deaf students has changed. The chapter ends with a discussion of how sign bilingual education in Sweden has shifted from a position of being acclaimed to one of being challenged, driven by various factors that are basically derived from monolingual norms. 

  • 46.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Kontrastivt arbetssätt med texter på teckenspråk och svenska2018Other (Other academic)
    Abstract [sv]

    I specialskolans kursplan i svenska för döva och hörselskadade står det att eleverna, förutom att utveckla kunskaper om det svenska språket och dess språkbruk, ska ges möjligheter att...

    utveckla kunskaper för att kunna göra jämförelser mellan svenskan och teckenspråket och urskilja likheter och olikheter mellan språken. På så sätt ska undervisningen bidra till att stärka elevernas medvetenhet om, och tilltro till, den egna språkliga och kommunikativa förmågan.(Lspec 11)

    Även kursplanen i teckenspråk för döva och hörselskadade innehåller en liknande formulering. Genom jämförelser mellan språken ska elevernas tvåspråkighet stärkas. Denna fördjupningsartikel syftar till att belysa det här kontrastiva arbetssättet och ger exempel på hur det kan användas i klassrummet när eleverna möter skolans textvärld.

  • 47.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    L2M1 and L2M2 Acquisition of Sign Lexicon: The Impact of Multimodality on the Sign Second Language Acquisition2022In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, article id 896254Article in journal (Refereed)
    Abstract [en]

    In second language research, the concept of cross-linguistic influence or transfer has frequently been used to describe the interaction between the first language (L1) and second language (L2) in the L2 acquisition process. However, less is known about the L2 acquisition of a sign language in general and specifically the differences in the acquisition process of L2M2 learners (learners learning a sign language for the first time) and L2M1 learners (signers learning another sign language) from a multimodal perspective. Our study explores the influence of modality knowledge on learning Swedish Sign Language through a descriptive analysis of the sign lexicon in narratives produced by L2M1 and L2M2 learners, respectively. A descriptive mixed-methods framework was used to analyze narratives of adult L2M1 (n = 9) and L2M2 learners (n = 15), with a focus on sign lexicon, i.e., use and distribution of the sign types such as lexical signs, depicting signs (classifier predicates), fingerspelling, pointing, and gestures. The number and distribution of the signs are later compared between the groups. In addition, a comparison with a control group consisting of L1 signers (n = 9) is provided. The results suggest that L2M2 learners exhibit cross-modal cross-linguistic transfer from Swedish (through higher usage of lexical signs and fingerspelling). L2M1 learners exhibits same-modal cross-linguistic transfer from L1 sign languages (through higher usage of depicting signs and use of signs from L1 sign language and international signs). The study suggests that it is harder for L2M2 learners to acquire the modality-specific lexicon, despite possible underlying gestural knowledge. Furthermore, the study suggests that L2M1 learners’ access to modality-specific knowledge, overlapping access to gestural knowledge and iconicity, facilitates faster L2 lexical acquisition, which is discussed from the perspective of linguistic relativity (including modality) and its role in sign L2 acquisition.

  • 48.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Using L1 Sign Languages to Teach Writing2019In: The Routledge Handbook of Sign Language Pedagogy / [ed] Russell S. Rosen, London: Routledge, 2019, p. 73-84Chapter in book (Refereed)
    Abstract [en]

    This chapter provides an overview of the existing knowledge, methods, and practices in the use of sign language to teach writing to deaf learners who use sign language as their first language (L1). It proffers a theoretical background that lays the foundation for using L1 sign language as the language of instruction for teaching writing to the learners. Approaches and strategies in the teaching of writing through the use of sign language are exemplified, and practical issues are discussed. The chapter concludes with considerations for ongoing and future trends in the teaching of writing to deaf learners using their L1 sign languages.

  • 49.
    Schönström, Krister
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Gärdenfors, Moa
    Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Döva och hörselskadade barns tvåspråkighet: En rapport från DHT-projektet2021Report (Other academic)
    Abstract [sv]

    Den här rapporten handlar om döva och hörselskadade skolelevers tvåspråkighet med svenskt teckenspråk och svenska. Till grund för rapporten ligger projektet Döva och hörselskadade barns tvåspråkighet (DHT) som initierades 2016 vid Institutionen för lingvistik. Inom ramen för projektet har språkliga data samlats in från 55 döva och hörselskadade elever som gick på en specialskola och tre hörselklassskolor. Dessa data består av elevernas skriftliga produktion på svenska och berättelser på svenskt teckenspråk. Dessutom fick eleverna genomföra språkliga test för båda språken. Den skriftliga produktionen analyserades kvantitativt med fokus på det lexikala innehållet. Bland annat undersöktes texternas lexikala densitet och diversitet. Analysen visade att de döva och hörselskadade elevernas resultat på ett övergripande plan motsvarar hörande svenska elevers, i samma ålder, när det gäller lexikal densitet, men inte lexikal diversitet. De språkliga testen visade också stor variation mellan eleverna i såväl svenska som i svenskt teckenspråk. I jämförelse med hörande svenska skolelever i motsvarande ålder presterade de döva och hörselskadade eleverna sämre resultat på testet i svenska, men inga skillnader återfanns mellan döva och hörselskadade elever i de olika skolformerna. Då det gäller testen i svenskt teckenspråk fann vi dock att elever inom specialskolan presenterade bättre och därmed visade större kunskaper i detta språk.

    Resultaten från projektet visar på en stor variation sett såväl till grupp som skola och individuellt. Detta visar att det är mycket svårt att få fram generaliserbara resultat som kan bidra till djupare kunskaper om döva och hörselskadade elevers språk och språkutveckling. Projektet visar hur svårt det är att få ett tillräckligt stort urval elever för att kunna hitta återkommande mönster och att det är många andra variabler som också spelar in. Rapporten ger dock en fingervisning om hur heterogen elevgruppen är, hur olika förutsättningar eleverna har och hur varierande kunskaper de uppvisar rent språkligt.

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  • 50.
    Simper-Allen, Pia
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Holmström, Ingela
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Svenska teckenspråkets spatiala uppbyggnad: Kurskompendium, version 12020Report (Other academic)
    Abstract [sv]

    Det här kompendiet vänder sig främst till dig som studerar svenskt teckenspråk på nybörjarnivå. Syftet med kompendiet är att bygga upp en förståelse för svenska teckenspråkets spatiala uppbyggnad utifrån ett andraspråksperspektiv. Det bildmaterial som används kommer från Utbildningsradion: Lilla Aktuellt, Sveriges Television: Nyhetstecken samt från Svensk teckenspråkskorpus och inspelningar gjorda vid Institutionen för lingvistik på Stockholms universitet.

    I de exempel som ges i kompendiet, i form av bilder, finns också annoteringar av vad som sägs i bilden. Annoteringar är nedskrivningar av det som uttrycks visuellt och för att skrift representera tecken används VERSALER. Det finns också olika symboler och skrivsätt som är hämtade från en inriktning inom teckenspråksforskningen som kallas kognitiv lingvistik. Anledningen till att detta sätt att annotera används i det här kompendiet är för att det i flera fall är tydligare vad olika saker riktas mot, var de placeras och liknande i teckenrummet, som är just vad kompendiet handlar om.

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