Change search
Refine search result
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Forskning om flerspråkighet och kunskapsutveckling under skolåren2012In: Flerspråkighet: en forskningsöversikt / [ed] Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg, Stockholm: Vetenskapsrådet , 2012, p. 247-367Chapter in book (Refereed)
  • 2. Björklund, Siv
    et al.
    Rejman, Katarina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Heilä-Ylikallio, Ria
    Elevtextens många uttryck - mot en multimodal analys2016In: Text och textualitet / [ed] Pia Hirvonen, Daniel Rellstab, Nestori Siponkoski, Vasa: Vasa universitet , 2016, p. 153-164Conference paper (Refereed)
  • 3. Golden, Anne
    et al.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyere forskningsresultater på andrespråksskriving i Norge og Sverige med særlig vekt på andrespråkselevers skriving i skolefagene2019In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 13, no 1, article id 7Article, review/survey (Refereed)
    Abstract [en]

    Recent research on second language writing in Norway and Sweden, with particular emphasis on minority students’ writing in school subjects

    This article provides an overview of Norwegian and Swedish research on second language writing from the last decade. Three main areas that have generated several studies and new perspectives in the two countries’ second-language research are identified: 1) Research related to school subjects, genres and registers, 2) Research on vocabulary in a school context, and 3) Multilingual use in writing. These areas are exemplified in the article and contextualized theoretically, and are also related to previous Norwegian and Swedish second-language research on text and vocabulary. Didactic implications of these recent insights are also discussed. The results of the studies we have explored show that in teaching it is essential to work with written material such as textbooks and model texts prior to the writing as well as with the vocabulary. The studies also show the usefulness of multilingual use in teaching.

  • 4.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige2018In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 12, no 1, article id 7Article in journal (Refereed)
    Abstract [en]

    In this article, we take the concept of equality as the basis to discern and discuss discourses in scholarly texts within the Swedish academic field on the school subject Swedish as a second language (SSL) after its introduction in 1995. The study analyzes the types of arguments, their theoretical and empirical under-pinnings, and the assumptions of equality reflected. Two colliding discourses are identified, of which the arguments of the SSL discourse, stemming from research on multilingualism and second language research, recognizes lan-guage educational needs in students’ learning in their second language as an expression of equality-as-equal-opportunity and resistance to “difference blind-ness”. In this line of argument, SSL is constructed as part of a pluralistic language policy comprising SSL and mother tongue education. However, the recognition of second language educational needs exists alongside criticism of the subject’s organization. The colliding discourse centers on inclusion, describes SSL as an expression of deficiency regarding the students, and considers the separation of students to be a key problem. As aspects of the inclusion discourse are also found in the SSL discourse, interdiscursive rela-tions are discerned. The emerging interpretations of deficiency and language reflect how discourses construct their object (Foucault, 1972), in this case contents and aims of SSL. The anticipating characteristics of the discourses indicate an involvement of actors with a high degree of agency, reflecting the relatively high impact of the academic field on the political field in terms of multilingual education policy. Research on the SSL educational practices, partly underpinning the discourses, is however strikingly limited.

  • 5.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Performative functions of multilingual policy in second language education in Sweden2019In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    This paper targets the aim of 'strengthening the students' multilingualism' in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. "Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach." Language Policy 1 (1): 27-51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. "Semiotic Aspects of Social Transformation and Learning." In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378-387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted 'potential space' [Johnson 2011. "Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research." In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126-139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.

  • 6.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samtal om lärobokstext på två språk: Textsamtalets stöttande funktion för spansk-svensktalande ungdomar med och utan uppfattade läshinder2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 12, no 1, p. 23-44Article in journal (Refereed)
    Abstract [en]

    In this paper we investigate how Spanish-Swedish speaking secondary school students perform in text talk on the topic of a social science textbook. Using the concept of ʻtextual mobility’ (Swedish: textrörlighet), expressions of textual mobility are analyzed qualitatively in both Spanish and Swedish. The paper is based on data from twenty Spanish-Swedish speaking secondary school students, of whom half were perceived by their teachers to have some form of reading disability. The results show that the students in general displayed similar degrees of textual mobility in both of their languages, regardless of genre variation. This indicates language interdependence, although there were also exceptions to this pattern. Group comparisons show that the students with perceived reading difficulties expressed textual mobility to a lesser extent, although all students expressed some degree of textual mobility, in both Spanish and Swedish. The «multilingual text talk» and its scaffolding potential, as well as its function as a didactic tool, is highlighted and discussed in relation to multilingual students, with and without perceived reading difficulties.

  • 7.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Student ambivalence toward second language education in three Swedish upper secondary schools2020In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 55, article id 100767Article in journal (Refereed)
    Abstract [en]

    This paper explores the relatively unique educational design of the school subject Swedish as a second language (SSL) through ethnographic fieldwork in three linguistically diverse schools in Sweden. A main point is the importance of carefully considering the local educational context in relation to its organizational design and embeddedness in language ideologies and linguistic hierarchies when researching and discussing educational practices designed for linguistically and culturally diverse students. Since L2 education2 may become part of a negative social categorization of students (e.g. Talmy, 2011), we focus on student perspectives, i.e. 15 students’ narrated experiences of SSL in upper secondary schools where SSL is a voluntary subject3 and the teachers are highly qualified. On the basis of stance analysis (Du Bois, 2007, Jaffe, 2009), we discuss both the students’ motives for choosing SSL and their reasons for continuing to study SSL. Findings show an ambivalence toward the subject, which is related to conflicting discourses surrounding it (Hedman & Magnusson, 2018). On the one hand, the narratives reflect that SSL may be associated with negative societal discourses on immigration and L2 use; on the other, they provide examples of affordances of SSL, i.e. counter images to these discourses (cf. contrastive insights, Hymes, 1996). Not least, pedagogical scaffolding of advanced content was analyzed as a main reward. The fact that attending SSL in these schools was not an exception, separating a few from the majority, also allows for a problematization of “mainstream”.

  • 8. Holmberg, Per
    et al.
    Grahn, Inga-Lill
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Systemisk-funktionell lingvistik. Att analysera språkets betydelsepotential2014In: Folkmålsstudier, ISSN 0356-1771, Vol. 52, p. 9-30Article in journal (Refereed)
    Abstract [en]

    This article presents the theory of Systemic functional linguistics (SFL), first developed by Michael Halliday, and exemplifies how the theory can be applied in empirical analysisof text and talk. It shows how SFL is centered on the idea that language functions in social meaning making, and how this idea is theoretically elaborated in terms of stratification, metafunctional diversity, systemic choices and registers. The article includes a theoretical description of these four central notions, followed by a presentation of two empirical studies. Both studies explore lexicogrammatical and semantic choices within the ideational metafunction, though in different registers.The first study is an analysis of the use of grammatical metaphor in text written by monolingual and multilingual upper secondary school students. Grammatical metaphor is the realization of meaning in atypical, or incongruent, ways. In the study, grammatical metaphor is a developmental trait, allowing students to express specialized meanings through new combinations between semantics and lexicogrammar.In the second analysis SFL is applied on talk in interaction and combined with activity analysis. The study explores the successive instantiation of the meaning potentialof language in a certain context, namely when participants talk about thinkingin radio phone-in counseling conversations. An analysis within the ideational metafunctioncombined with the notion of communicative projects describes how, in this specific case, the participants’ lexicogrammatical choices between a verb and a nominalform contributes in a critical way to a successful outcome of the ongoing counseling activity.

  • 9.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Barnlitteraturens komplexitet - en studie av grammatisk metaforik i litteratur för barn2017In: Folkmålsstudier, ISSN 0356-1771, Vol. 55Article in journal (Refereed)
    Abstract [en]

    This study analyzes linguistic adaptation and complexity in terms of congruency and incongruency/grammati­cal metaphor, as defined in Systemic Functional Linguistics, in children’s literature in Swedish for approximately ages one to twelve. Following Hasan (2007), who argues in favor of the relevance of linguistic analyzes of literature, the use of grammatical metaphor is analyzed in relation to literary function and to literary themes of the texts. Furthermore, grammatical metaphor is compared to results from Lundqvist’s (1992) previous study on parts of the data on other measures of linguistic complexity defined as for example aspects of word order and length of words, clause elements, clauses and sentences. The results suggest that congruency is a form of linguistic adaptation in books for young children. However, in line with Nikolajeva’s (2005) critique of the concept of adaptation, the study also shows that the language of children’s literature is not only characterized by simplicity and adaptation to the readers’ young age, but that this kind of literature may display linguistic complexity, in the form of grammatical metaphor, and that other literary aims may override ambitions to use a “plain” language. In some books, the use of grammatical metaphor can be explained in relation to literary themes of the texts, corroborating Hasan’s suggestion of such themes possibly being mirrored in the lexicogrammatical realization of a literary text. The study also shows that grammatical metaphor and the complexity measures used by Lundqvist do not always co-occur in the texts. Differences in nature between the two types of complexity analyzed are demonstrated, displaying how grammatical metaphor is a gradual phenomenon, creating more or less “commonsense” or “uncommonsense” (Halliday & Matthiessen 2014) representations of the world. The results suggest that the lexicogrammatical as well as semantic complexity represented by grammatical metaphor is not only a symptom of complexity in texts but also that grammatical metaphor itself creates complexity. Such uncommonsense representations are suggested to be particularly important in relation to complexity and accessibility of a text.

  • 10.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students' writing2013In: Functions of language, ISSN 0929-998X, E-ISSN 1569-9765, Vol. 20, no 2, p. 250-281Article in journal (Refereed)
    Abstract [en]

    This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e. g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingual students. Multilingual students with early and late ages of onset use GM more than multilingual students with onset ages between these two extremes. A relation was found between the occurrence of GM and the use of the potential functions of GM, e. g. expansion of the nominal phrase, which was used more frequently in texts with a higher GM density, contributing to the construction of specialized, educational knowledge. The occurrence of GM was compared to the occurrence of L2 deviations in a subcorpus. These results are interpreted in relation to the Interdependence Hypothesis formulated by Cummins (1979).

  • 11.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grammatik i läromedelstext. Flerspråkiga gymnasieelevers förståelse av grammatisk metafor i biologitexter.2014In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 9, no 1, p. 37-68Article in journal (Refereed)
  • 12.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Om andraspråksperspektiv i Skolinspektionens granskningar av undervisning för nyanlända elever och andra andraspråkselever2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 12, no 1, p. 62-83Article in journal (Refereed)
    Abstract [en]

    On second language perspectives into the School Inspectorate’s reviews of education for newly-arrived pupils and other second language learners

    The paper analyzes assumptions on second language development in three reviews by the Swedish Schools Inspectorate of education for newly arrived students and second language students. Through close reading and the concepts of intertextuality and recontextualization, the paper analyzes the picture conveyed of second language development, factors of importance for educational success, favorable teaching and of the work conducted by schools and teachers. The study finds variations in the extent to which aspects of second language development are considered, and the extent to which second language research is used. In one of the reviews, second language development and its conditions are considered only to a limited extent, and therefore the representation given by the Schools Inspectorate of the work and conditions of schools and teachers, as well as the kind of education and scaffolding recommended, is influenced accordingly. To a greater extent than is the case in the reviews, questions regarding second language students’ education could be brought back to the national authorities, for comprehensive solutions.

  • 13.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Paradigms in Swedish as a Second Language - Curricula for Primary School and Secondary School in Swedish as a Second Language2013In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, p. 61-82Article in journal (Refereed)
    Abstract [en]

    This article analyzes and compares the curricula of Swedish and Swedish as a second language for primary and secondary school. The school subject of Swedish as a second language is young, and its ideological foundation has not been debated to any large extent, in contrast to Swedish. This article analyzes the curricula of both subjects in terms of paradigms”, i.e. beliefs and conceptions on a school subject, and the Appraisal system developed within the framework of Systemic functional linguistics. In comparison, the curriculum of Swedish as a second language turns out to be more oriented towards skills and communicative paradigms, at the expense of paradigms related to personal growth, literature or Bildung. Also, the curriculum seems to have weak connections to research on second language development or education. The article also gives an overview of the Swedish school system with special focus on education for immigrants and multilingual students.

  • 14.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Skrivande på ett andraspråk2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Inger Lindberg, Lund: Studentlitteratur, 2013, 2, p. 633-660Chapter in book (Other academic)
  • 15.
    Rejman, Katarina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Björklund, Siv
    Heilä-Ylikallio, Ria
    Elever i årskurs 5 skriver narrativer - en analys av struktur, fiktion och värdering2016In: Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik / [ed] Heidi Höglund, Ria Heilä-Ylikallio, Vasa: Fakulteten för pedagogik och välfärdsstudier , 2016, p. 143-162Conference paper (Refereed)
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf