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  • 1.
    Aras, Elizabet
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Early Opportunities for Quality Learning: A Comparative Study of Swedish Preschools' Language Practice2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development.

  • 2.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Litteracitetshändelser och litteracitetspraxis i flerspråkiga förskolor2009In: Teacher diversity in a diverse school: challenges and opportunities for teacher education / [ed] Bjørg-Karin Ringen, Ole Kolbjørn Kjørven, Antoinette Gagné, Oslo: Oplandske Bokforlag , 2009, p. 251-265Chapter in book (Other academic)
  • 3.
    Benson, Carol
    et al.
    Stockholm University, Centre for Teaching and Learning.
    Heugh, Kathleen
    Bogale, Berhanu
    Yohannes, Mekonnen Alemu Gebre
    Multilingual Education in Ethiopian Primary Schools2012In: Multilingual Education and Sustainable Diversity Work: From Periphery to Center / [ed] Tove Skutnabb-Kangas, Kathleen Heugh, London: Taylor & Francis, 2012, p. 32-61Chapter in book (Refereed)
  • 4.
    Benson, Carol
    et al.
    Stockholm University, Centre for Teaching and Learning.
    Kosonen, Kimmo
    A Critical Comparison of Language-In-Education Policy and Practice in Four Southeast Asian Countries and Ethiopia2012In: Multilingual Education and Sustainable Diversity Work: From Periphery to Center / [ed] Tove Skutnabb-Kangas, Kathleen Heugh, London: Taylor & Francis, 2012, p. 111-137Chapter in book (Refereed)
  • 5.
    Cleve, Linn
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    "Det ingår liksom att anstränga sig lite": En studie om pedagogers förhållningssätt och tankar om språkstimulerande arbetssätt för flerspråkiga barn i förskolan.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to shed light on how some teachers with different backgrounds, in a homogenous Swedish-speaking and a more multicultural area, think about and work with multilingual children in preschool. My research questions concerned the teachers’ vision of how a language stimulating environment should be designed. If multilingual children need a particular design - plus positive and negative aspects of the work with multilingual preschool children, as well as if there’s differences between the statements of the various professional roles. I also wanted to find out whether children's mother tongue was spoken in the everyday praxis or not - or if the child’s origins were highlighted in other ways. Interviews were used as my reasearch metod.

    My results showed that all teachers stress the use of a nuanced, rich and naming language in everyday praxis. For children with a mother tongue other than Swedish, it becomes more important with language aid, like pictures and concrete materials, according to teachers. Problematic aspects of speaking several languages in preschool were partly organizational - to obtain staff with multilingual skills - and partly to keep a balance in also emphasizing Swedish. In two of the preschools’ everyday activity, teachers speak languages other than Swedish. They do this referring to the positive cognitive effects on the child. Contrary to this, a preschool teacher at another preschool chose not to speak other languages in everyday activity. She feels that this sends out negative signals to the children whose first language is not spoken by any of the teachers. In general, there was a position with the teachers that problems and difficulties are in the profession, making an effort forms a part of the occupation.

  • 6.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    How much linguistics do language teachers need?2013Conference paper (Refereed)
    Abstract [en]

    The amount of linguistics required or available as part of an undergraduate degree with a major in a foreign language degree has varied through time and from country to country. Currently in New Zealand it is possible to graduate with a double major in in European or Asian languages without ever having come closer to linguistics than a grammar or pronunciation course. Language graduates may not have studied much in the way of linguistics during their degree study. This means that if they choose to enter initial secondary teacher education, they may be quite linguistically naive, despite years of language study.

     

    Current thinking on language education is that the combination of meaningful spoken and written input in the target language, and the possibility of meaningful interaction in the target language are enough to allow students to acquire communicative competence in the target language. However, all but the most radical believe that most learners will be helped by also learning about the target language – in effect learning something of the pragmatics, syntax, morphology, phonology and phonetics of the target language. Communicative competence is the goal for language education, and this paper examines the role of implicit and explicit linguistic knowledge and linguistic teaching in the learning and teaching of languages and the disconnect between language graduates’ linguistic understanding and language education.

  • 7.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Teachability and Learnability of English Pronunciation Features for Vietnamese-Speaking Learners2013In: Teaching and Researching English Accents in Native and Non-native Speakers / [ed] Ewa Waniek-Klimczak, Linda R. Shockey, Springer Berlin/Heidelberg, 2013, p. 3-14Chapter in book (Refereed)
    Abstract [en]

    Anyone who has tried to learn a language with a very different sound system will understand the challenges faced by speakers of a language as different as Vietnamese who are attempting to learn to speak English in a way that is intelligible to non-speakers of Vietnamese. Many learners have very limited opportunity to hear model pronunciations other than their teacher’s, and no opportunity at all to speak in English outside the classroom. Vietnamese-accented English is characterised by a number of features which ride roughshod over English morphosyntax, resulting in speech that is extremely difficult to reconstruct for the non-Vietnamese-speaking listener. Some of these features appear to be more difficult to learn to avoid than others. Phonotactic constraints in L1 appear to be persistent even in L2, and L1 phonological rules will, apparently, often apply in L2 unless they are blocked in some way. Perception of salient (to native listeners) target pronunciations is often lacking, and learners may not be aware that their pronunciation is not intelligible. Despite years of language study, many learners are unable to produce some native speaker targets. Vietnamese learners typically exhibit a set of characteristic pronunciation features in English, and the aim of this study is to see which of these are susceptible to remediation through explicit teaching. This explicit teaching is compared with a less direct, less interactive kind of teaching, involving drawing native and native-like pronunciation of problematic features of English pronunciation to the learners’ attention. The results of this study can then be interpreted in terms of teachability and learnability, which do not always go hand in hand. If we understand what kinds of phonetic features are teachable and how learnability varies for different features, we can target those features where there is a good return for effort spent, resulting in efficient teaching.

  • 8.
    Cárcamo García, Marina
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Las actitudes y creencias de aprendientes brasileños de ELE hacia las variedades diatópicas del español: El caso de las formas de tratamiento2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Brazil, diatopic language variation gains importance in the teaching of Spanish as a foreign language, due to the geographic situation of Brazil between Spanish America and as a result of its economic and cultural relations, on the one hand, with the other Latin American countries, whose official language is Spanish, and on the other hand, with Spain. This paper focuses on the study of attitudes and linguistic beliefs towards diatopic varieties of Spanish by Brazilian students of Spanish as a Foreign Language (SFL), since such attitudes and beliefs play an important role in motivating students to learn, and therefore, in their acquisition level of the foreign language. Apart from systematically studying the perceptions and attitudes regarding the diatopic varieties of Spanish, this study seeks to specifically investigate attitudes towards the forms of address in Spanish (tú, vos, usted, vosotros and ustedes), because it is a variable linguistic topic, both geographically and stylistically. Furthermore, it studies the relationship between language proficiency of the students, their academic profile and their contact with speakers of varieties of Spanish as well as the general attitudes that they have towards Hispanic varieties. Based on empirical data, the discussion considers implications for teaching of SFL in a context where Spanish is conceived as a pluricentric language. To investigate all these variables, a questionnaire was distributed to 60 Brazilian students enrolled in the Spanish courses of the Language Learning Centre at the University of Campinas, who also follow their undergraduate and posgraduate studies at the same university. Using both direct and indirect observation techniques regarding attitudes, and quantitative and qualitative analysis, the paper concludes that there is a preference for the Latin American varieties compared to the Peninsular varieties amongst Brazilian students of Spanish. These results are different from the ones presented in previous research in this area. In the case of attitudes towards the forms of address in Spanish, the results show that there is no correspondence of these attitudes with the general attitudes towards diatopic varieties, since vos, which is exclusively characteristic of the Latin American varieties, is conceived as one of the least used and most unnecessary forms in Spanish.

  • 9.
    De Matos Lundström, Anna
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Los aspectos pragmáticos en manuales suecos de español como lengua extranjera: Su contribución al desarrollo de la competencia pragmática en el bachillerato2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to try to determine to what extent and in what way four Swedish textbooks on Spanish as a foreign language (SFL) treat pragmatic aspects, as well as to evaluate the potential and relevance of the metapragmatic information and activities related to pragmatic aspects provided by the textbooks, for the development of pragmatic awareness and competence in Spanish. This study parts from the notion of pragmatic competence as a skill of knowing how to create and understand meanings in interaction effectively (Thomas, 1995), which in intercultural interaction probably requires extra-linguistic knowledge more than language skills (cf. Bravo, 2005). The hypothesis postulated at the beginning of the study was that the manuals would not fully explain why certain language is being used in certain contexts, that the pragmatic content would be scarcely varied and rather difficult to assimilate and that the exercises would not be designed primarily to develop a pragmatic competence. To some extent it can be said that the hypothesis is confirmed: the manuals could have been more comprehensive in terms of the topics covered, they could also have varied and explained those issues further. Despite the fact that there seems to be an effort to incorporate extra-linguistic information and communicative activities, the results indicate that there is a lack of emphasis on or progression on how to treat these issues. For example, there are no didactic models or suggestions in the teacher’s guide, nor is additional information provided elsewhere; usually the metapragmatic information is not combined with any activities, and the activities that aim to develop communicative skills are not combined with further metapragmatic information.

  • 10.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ideology vs. practice: Is there a space for pedagogical translanguaging in mother tongue instruction?2017In: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, p. 208-226Chapter in book (Refereed)
  • 11.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

    The present study explores the relationship between participation in mother tongue instruction (MTI), students’ reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali–Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali–Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6th or 7th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants’ reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results indirectly point to a positive relationship between MTI and students’ school results, which, if confirmed by future studies, is quite remarkable considering the limited teaching time allotted to MTI and its’ marginalized position in the Swedish school system.

  • 12.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning: möjligheter och utmaningar2018In: En god fortsättning: nyanländas fortsatta väg i skola och samhälle / [ed] Tore Otterup, Gilda Kästen-Ebeling, Lund: Studentlitteratur AB, 2018, p. 163-180Chapter in book (Other academic)
  • 13.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2017In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450XArticle in journal (Refereed)
    Abstract [en]

    This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and depth. The study was designed to allow for cross-sectional, longitudinal, and cross-linguistic analyses of data. Overall, the results showed that participation in MTI contributed positively to participants’ results on Somali reading comprehension, beyond the influence of chronological age, age of arrival, and reported home language and literacy use. Furthermore, higher results in Somali were associated with higher results on the same measures in Swedish, in particular for the reading measures. In sum, the results indicate that MTI has an impact on some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated for it (<1 h/week). They also indicate that MTI, albeit indirectly, may benefit the stated proficiencies in the language of schooling.

  • 14.
    Hallengren, Anders
    Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    Invandrarbarnens problem1976In: Svensk Tidskrift, ISSN 0039-677X, Vol. 63, no 1, p. 36-42Article in journal (Refereed)
  • 15. Heugh, Kathleen
    et al.
    Benson, Carol
    Stockholm University, Centre for Teaching and Learning.
    Yohannes, Mekonnen Alemu Gebre
    Bogale, Berhanu
    Implications for Multilingual Education: Student Achievement in Different Models of Education in Ethiopia2012In: Multilingual Education and Sustainable Diversity Work: From Periphery to Center / [ed] Tove Skutnabb-Kangas, Kathleen Heugh, London: Taylor & Francis, 2012, p. 239-262Chapter in book (Refereed)
  • 16.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språk och kultur som resurser i undervisningen2008In: Att äga språk - Språkdidaktikens möjligheter: En antologi om och för lärare i skolan / [ed] Inger Nordheden, Arja Paulin, Stockholm: Stockholms universitets förlag , 2008, p. 143-158Chapter in book (Other academic)
  • 17.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språkutvecklande ämnesundervisning: Exempel från moderna språk2008In: Att äga språk - Språkdidaktikens möjligheter: En antologi om och för lärare i skolan / [ed] Inger Nordheden, Arja Paulin, Stockholm: Stockholms universitets förlag , 2008, p. 159-176Chapter in book (Other academic)
  • 18.
    Junefelt, Karin
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Nordin, PiaStockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Proceedings from the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, 3-5 June, 20092010Conference proceedings (editor) (Other academic)
    Abstract [en]

    (Preface) This conference focused on the core of Bakhtin’s theory, which concerns dialogue and dialogicality. The conference themes reflected his notion that the “I” and the “self”, the “you” and the “other” are embedded in each other so that each affects the other and as a whole they create a centrifugal force around which communication and life circle. The choice of the two-faced Janus figure as the symbol of the conference reflects the inward and outward aspects of communication’s inherent dialogue and dialogicality. As an ancient Roman god of beginnings and doorways, of the rising and setting sun, looking in opposite directions, Janus has been associated with polarities, that is, seeing different and contrasting aspects and characteristics. As a metaphor it describes Bakhtin’s view on dialogues and dialogicality within or between “selves” and “others”. As a metaphorical symbol it captured the intent, purpose and outcome of the conference as reflected in this collection of papers.

  • 19. Lindqvist, Christina
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Exploring the Impact of the Proficiency and Typology Factors: Two Cases of Multilingual Learners' L3 Learning2014In: Essential Topics in Applied Linguistics and Multilingualism: Studies in Honor of David Singleton / [ed] Mirosław Pawlak, Larissa Aronin, Cham: Springer, 2014, p. 253-266Chapter in book (Refereed)
    Abstract [en]

    The present study examines lexical crosslinguistic influence (CLI) from L1 and L2 in two cases of L3 learning. It focuses on the role of the proficiency level of the background languages and of typological proximity in the activation of the background languages in L3 oral production. Earlier research has shown that both these factors play a role for CLI. Here we aim at further understanding the role of these factors, and how they are related to the proficiency level of the L3. The first case, which will be summarized briefly and used as a point of comparison in this chapter, concerns a Swedish learner of Italian L3, with English, French and Spanish as L2s (Bardel and Lindqvist 2007). The results showed that low-proficiency Spanish L2 was the background language that was most used in the beginning of the acquisition process of Italian, especially in code-switches of function words. High-proficiency French L2 was also used but in a different way, mostly in word construction attempts. Both the proficiency and the typology factor played a role, but their impact varied at different stages of development in the L3. The second case concerns a bilingual Swedish/Italian L1 speaker learning Spanish L3, with English and French as L2s. The data was gathered following the same procedure as in the first study, and consist of three recordings of interviews and retellings. The results indicate that the proficiency and typology factors are decisive for CLI here too, but in slightly different ways as compared to the first case. Italian L1 is used for both code-switches and word construction attempts, suggesting that a high-proficiency language may well be activated for both purposes, if it is similar enough to the target language. These results show that further investigation of both factors is necessary for our understanding of their interplay.

  • 20.
    Lindström, Eva
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea2007In: Language Planning and Policy: Issues in Language Planning and Literacy / [ed] Anthony J. Liddicoat, Clevedon: Multilingual Matters, 2007, p. 185-208Chapter in book (Refereed)
    Abstract [en]

    Kuot is a language in a critical situation. Most adults of lower middle age and older are full speakers but children are not learning it. In other words, it will become extinct in a few decades if nothing is done; but it is not too late if the community decides to turn it around, and do so fast. Thus far, the community has shown little interest. Into this situation, vernacular elementary education was introduced. While the community expects this to work for language survival, the aim of the education policy is the eventual transfer of literacy skills to English. This paper describes the tensions between these conflicting goals, and the various components that make up the specific situation of Kuot, including vernacular literacy, orthographic considerations arising from the language’s precarious situation, and the eventual extension of the internet era to Melanesia.

  • 21.
    Molloy, Gunilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Varför är trollet svart og styggt? Två lärares arbete med elevers föreställning om etnicitet och religion i mötet med äldre texter2012In: Teorier om tekst i møte med skolens lese- og skrivepraksiser / [ed] Synnøve Matre, Dagrun Kibsgaard Sjøhelle, Randi Solheim, Oslo: Universitetsforlaget, 2012, p. 187-202Chapter in book (Refereed)
  • 22. Palm, Clara
    et al.
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Language use and investment among children and adolescents of Somali heritage in Sweden2018In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557Article in journal (Refereed)
    Abstract [en]

    This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to being able to claim ‘Somaliness’, not only by the adolescents but also by the surroundings. Thus, advanced Somali language proficiency was perceived as necessary for being able to pass as ‘culturally authentic’ (Jaffe, A. [2012]. “Multilingual Citizenship and Minority Languages.” In The Routledge Handbook of Multilingualism, edited by M. Martin-Jones, A. Blackledge, and A. Creese, 83–99. London: Routledge). Furthermore, being perceived as unproficient in Somali or unable to transmit the language to future generations was experienced as guilt-provoking. Nevertheless, the adolescents articulated a compliance with the dominant linguistic order in Sweden, and their school’s assimilatory language rules (‘Swedish-only’). This compliance was associated with good manners and moral behaviour, thus reflecting the potentially harmful and pervasive nature of assimilatory language ideology and policy for individual students. The findings exemplify in many ways the struggles it entails to maintain and develop a minoritised language in a majority language context and the complex ‘ideological enterprise’ of language learning with its educational and ethical dilemmas.

  • 23.
    Sandberg, Ylva
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Cognition and communication in multilingual education: case studies from content and language integrated learning in the Swedish upper secondary school2017Conference paper (Other academic)
  • 24.
    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.

  • 25.
    Shaw, Philip
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Pecorari, Diane
    Linnaeus Univ, Dept Languages, Växjö, Sweden.
    Source use in academic writing: An introduction to the special issue2013In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 12, no 2, p. A1-A3Article in journal (Other academic)
  • 26.
    Spetz, Henrik
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    L’anxiété langagière et la production orale: Une étude sur les étudiants suédois de français langue étrangère à l’université2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate foreign language anxiety at the university level. The

    concept of language anxiety is well-established within the second language

    research community, and is considered a distinct, measurable phenomenon. The

    pioneering research by Horwitz et al (1986), upon which much of the previous

    research on language anxiety is based, proposes that three categories make up

    language anxiety: communication apprehension, test anxiety, and fear of negative

    evaluation. Their framework and questionnaire for measuring students’ levels of

    language anxiety (1986) have been used in this study to investigate to what extent

    students of French, in three different courses, suffer from language anxiety, and

    what the nature of their anxiety is in relation to these three categories. The results

    show that a sizable proportion of the students of French at the university level feel

    a moderate level of language anxiety, with the highest levels of anxiety being

    recorded for communication apprehension in the beginners’ course. Another

    significant finding is that anxiety does not seem to decrease when fluency levels

    increase. Furthermore, this paper investigates anxious students’ own ideas of what

    might be done to relieve their speaking anxiety. Students were found to believe in

    a correlation between having speaking anxiety and a lack of language proficiency,

    too little speaking practice, not being well-prepared, and anxiety-inducing teaching

    practices.

  • 27. Wedin, Åsa
    et al.
    Hedman, ChristinaStockholm University, Faculty of Humanities, Department of Language Education.
    Flerspråkighet, litteracitet och multimodalitet2013Collection (editor) (Other academic)
    Abstract [sv]

    Många människor, såväl barn som tonåringar och vuxna, lever i flerspråkiga sammanhang som skiljer sig väsentligt från den enspråkiga miljö som ofta tas för given i skola och vuxenutbildning. Där har man i stället många gånger haft svårt att förhålla sig till flerspråkighet och ofta utgått ifrån ett bristperspektiv. Detta gäller inte minst skriftspråksundervisningen, där elevernas egna erfarenheter av en flexibel flerspråkighet utanför klassrummet alltför sällan tas tillvara.

    I den här antologin presenterar ett antal forskare exempel på skriftspråkliga erfarenheter, både flerspråkiga och multimodala, som sällan uppmärksammas i skolan. I sina studier har de sett en mängd goda exempel på hur lärare arbetar i klassrummet för att gynna skriftspråksutvecklingen hos flerspråkiga elever – deras multilitteracitet. En sådan medvetenhet hos läraren kan t.ex. handla om alltifrån att ha kunskap om effektiva läsförståelsestrategier till att förstå hur multimodalitet i läroböcker och multimodalt textskapande i klassrummet stärker lärande och flerspråkig kompetens.

    Boken vänder sig främst till blivande och verksamma lärare i skola och vuxenutbildning.

  • 28. Williams, Quentin Emmanuel
    et al.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Multilingualism in transformative spaces: contact and conviviality2013In: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 12, no 4, p. 289-311Article in journal (Refereed)
    Abstract [en]

    South Africa is a highly mobile country characterized by historical displacements and contemporary mobilities, both social and demographic. Getting to grips with diversity, dislocation, relocation and anomie, as well as pursuing aspirations of mobility, is part of people's daily experience that often takes place on the margins of conventional politics. A politics of conviviality is one such form of politics of the popular that emerges in contexts of rapid change, diversity, mobility, and the negotiation and mediation of complex affiliations and attachments. The questions in focus for this paper thus pertain to how forms of talk, born out of displacement, anomie and contact in the superdiverse contexts of South Africa, allow for the articulation of life-styles and aspirations that break with the historical faultlines of social and racial oppression. We first expand upon the idea of (marginal) linguistic practices as powerful mediations of political voice and agency, an idea that can be captured in the notion of linguistic citizenship, the rhetorical foundation of a politics of conviviality. We then move on to analyze the workings of linguistic citizenship in the multilingual practices of two distinct manifestations of popular culture, namely hip hop and a performance by a stand-up comedian in Mzoli's meat market in Gugulethu, Cape Town. The paper concludes with a general discussion on the implications for politics of multilingualism and language policy.

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