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  • 1.
    Bylund, Emanuel
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Gygax, Pascal
    Samuel, Steven
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of Essex, UK.
    Athanasopoulos, Panos
    Back to the future? The role of temporal focus for mapping time onto space2020In: Quarterly Journal of Experimental Psychology, ISSN 1747-0218, E-ISSN 1747-0226, Vol. 73, no 2, p. 174-182Article in journal (Refereed)
    Abstract [en]

    Do we conceptualise the future as being behind us or in front of us? Although this question has traditionally been investigated through the lens of spatiotemporal metaphors, new impetus was recently provided by the Temporal-Focus Hypothesis. This hypothesis holds that the mapping of temporal concepts onto the front-back axis is determined by an individual's temporal focus, which varies as a function of culture, age, and short-term attention shifts. Here, we instead show that participants map the future on to a frontal position, regardless of cultural background and short-term shifts. However, one factor that does influence temporal mappings is age, such that older participants are more likely to map the future as behind than younger participants. These findings suggest that ageing may be a major determinant of space-time mappings, and that additional data need to be collected before concluding that culture or short-term attention do influence space-time mappings.

  • 2.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Böcker vi låtsas ha läst2020Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Jag har tidigare bloggat en del om akademisk kunskapsproduktion, ett ämne som ju omgärdas av en livaktig diskussion. Det kryllar också av böcker om akademiskt skrivande. Mer sällsynta är böcker om akademiskt läsande, och frågan om akademisk konsumtion verkar på motsvarande sätt vara tämligen oartikulerad. Denna skevhet är förstås inte representativ för den mängd av sysslor som upptar akademikers arbetsliv.

  • 3.
    Montero-Melis, Guillermo
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Max Planck Institute for Psycholinguistics, The Netherlands.
    Jaeger, T. Florian
    Changing expectations mediate adaptation in L2 production2020In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 23, no 3, p. 602-617Article in journal (Refereed)
    Abstract [en]

    Native language (L1) processing draws on implicit expectations. An open question is whether non-native learners of a second language (L2) similarly draw on expectations, and whether these expectations are based on learners’ L1 or L2 knowledge. We approach this question by studying inverse preference effects on lexical encoding. L1 and L2 speakers of Spanish described motion events, while they were either primed to express path, manner, or neither. In line with other work, we find that L1 speakers adapted more strongly after primes that are unexpected in their L1. For L2 speakers, adaptation depended on their L2 proficiency: The least proficient speakers exhibited the inverse preference effect on adaptation based on what was unexpected in their L1; but the more proficient speakers were, the more they exhibited inverse preference effects based on what was unexpected in the L2. We discuss implications for L1 transfer and L2 acquisition.

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  • 4.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fjuttig engelska eller mossig svenska?2020Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det centrala mediet för vetenskaplig produktion har sedan länge varit text. Med tiden har särskilt tidskriftsartikeln blivit den dominerande skriftliga genren. Under senare år tillkom artiklar i indexerade tidskrifter, varav merparten bara accepterar engelskspråkiga bidrag. Rätt mycket har övergetts längs vägen: andra medier så som film, andra skriftgenrer så som böcker och tidskriftsartiklar på andra språk, så som svenska. Allt detta finns förstås kvar inom många discipliner, men i det stora hela stöps den vetenskapliga produktionen i samma mall. Är det något att sörja? Ja, säger förespråkare för vetenskapens mångfald. Nej, säger förespråkare för vetenskapens standardisering och den akademiska kunskapens enande.

  • 5.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. KTH, Sverige.
    Invandrarutredningen och 1970-talets språkideologiska omvälvningar: Till frågan om modersmålsundervisningens kunskapssociologi2020Report (Refereed)
  • 6.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Kan svenskan användas som vetenskapsspråk?2020Other (Other academic)
    Abstract [sv]

    Den starkaste drivkraften bakom den nu tioåriga språklagen var att skydda svenskan som Sveriges huvudspråk. Linus Salö gör nedslag i den då stundtals agiterade debatten och frågar sig om argumentationen står sig. Och hur ser det ut i dag: kan svenskan verkligen användas inom alla samhällsområden? Vad kan sägas säkert om det svenska språkets ställning som vetenskapsspråk?

  • 7.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Leve ordet avnämare!2020Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det har alltid funnits en idé om att man ska ”få ut” något av universiteten. Åsikterna om vad det ska vara har däremot skiftat: under en tid var det lika förnuftsenligt att eftersträva nationellt relevant kunskap som det sedermera blev med internationellt excellent kunskap. Vad eller vilka ska vår kunskap tjäna, och hur kan man tänka kring denna angelägna fråga?

  • 8.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Min bok! Om att flärpa sin läsning2020Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sist skrev jag lite om akademiskt läsande. Det finns mycket att säga om det. Jag tänkte nu bli mer personlig om den saken, för likt annat kan förhållandet till läsning präglas av levnadsbanan. Jag är ett bibliotekariebarn, som gick på Bibliotekshögskolan i Borås redan innan jag fyllt ett år (fast i gåstol). Med det följer typiskt ett livslångt förhållande till böcker. Men mina föräldrar tyckte att det var borgerligt och allmänt osympatiskt att köpa böcker, så även om huset var fullt med böcker så tillhörde de kommunen och byttes ut i ett slags långsamt flöde. Kanske just därför älskar jag att äga böcker, och tanken på att återlämna de böcker jag läst fyller mig med separationsångest. Men inte bara därför.

  • 9. Bokander, Lars
    et al.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Probing the Internal Validity of the LLAMA Language Aptitude Tests2020In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 70, no 1, p. 11-47Article in journal (Refereed)
    Abstract [en]

    Over the past decade, the LLAMA language aptitude test battery has come to play an increasingly important role as an instrument in research on individual differences in language development. However, a potentially serious problem that has been pointed out by several scholars is that the LLAMA has not yet been carefully validated. We addressed this issue by examining the internal validity of this test battery. We collected LLAMA data from 350 participants and assessed these data using classical item analysis, Rasch analysis, and principal component analysis within a framework of best practices in educational and psychological test validation. The results show that only one out of the four subtests (LLAMA B) produced scores that fit a latent trait model with sufficient accuracy. This suggests that researchers using the LLAMA battery must treat their results with appropriate carefulness and also that there is potential for refining the LLAMA further.

  • 10.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rusta studenter med användbart språk2020Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns ett uppenbart glapp mellan forskarvärldens globala diskussion på engelska och det nationella kunskapssamhället som, flerspråkighet till trots, uppbärs på och av svenska. En klok språkpolitik för högskolesektorn bygger på denna insikt, och planlägger om publiceringsspråk och undervisningsspråk på pragmatiska, ändamålsenliga vis. Här finns goda exempel där man tycks ha utvecklat en tankegång om vad för slags språkkunskaper de utexaminerade studenterna bör ha.

  • 11.
    Tan, Maryann Su Lin
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Xie, Xin
    University of Rochester.
    Jaeger, T Florian
    University of Rochester.
    Analysing L2 Swedish word-final stops2019In: Proceedings ExLing 2019: 10th Tutorial and Research Workshop on Experimental Linguistics, 24–27 September, Lisbon, Portugal. Lisbon: Lisbon University/FLUL, Letras Lisboa. 193–196. / [ed] A. Botinis, 2019, p. 193-196Conference paper (Refereed)
    Abstract [en]

    We compare native (L1) and non-native (L2) word-final plosive voicing in Swedish. The L1 of the L2 speaker (Flemish) does not have word-final plosive voicing contrasts. In order to assess the effectiveness of a common approach to L2 instruction, L2 speech was elicited under two conditions: either unassisted or by playing an example L1 production and asking the L2 speaker to mimic it. Three cues to voicing-vowel, closure, and burst durations-were measured. L2 productions relied on different cues for voicing than L1 production. Mimicking reduced the difference between L1 and L2 speech.

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  • 12.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Martin, Clara
    Anticipating information structure: An event-related potentials study of focus assignment via the it-cleft2019In: Neuropsychologia, ISSN 0028-3932, E-ISSN 1873-3514, Vol. 134, article id 107203Article in journal (Refereed)
    Abstract [en]

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

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  • 13.
    Alemán Bañón, José
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rothman, Jason
    Being a Participant Matters: Event-Related Potentials Show That Markedness Modulates Person Agreement in Spanish2019In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 746Article in journal (Refereed)
    Abstract [en]

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

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  • 14.
    Young, Nathan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Benim är vårt nya jag2019In: Språktidningen, ISSN 1654-5028, no 8, p. 52-57Article in journal (Other (popular science, discussion, etc.))
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  • 15. Andersson, Annika
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Lund University, Sweden.
    Gullberg, Marianne
    Language background affects online word order processing in a second language but not offline2019In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 22, no 4, p. 802-825Article in journal (Refereed)
    Abstract [en]

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

  • 16. 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 Sweden2019In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 40, no 1, p. 64-75Article 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.

  • 17.
    Freunberger, Dominik
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Breit, Simone
    Lexikalische Kompetenzen von Kindern der Grundstufe I2019In: Fokus Grundschule Band 1: Forschungsperspektiven und Entwicklungslinien / [ed] Andrea Holzinger, Silvia Kopp-Sixt, Silke Luttenberger, David Wohlhart, Muenster: Waxmann Verlag, 2019, p. 209-220Chapter in book (Refereed)
  • 18. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Muntlig språkfärdighet i främmande språk: en studie av samspelet mellan lärande, undervisning och bedömning2019In: Resultatdialog 2019, Vetenskapsrådet , 2019, p. 29-33Chapter in book (Other academic)
    Abstract [sv]

    De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.

  • 19.
    Blåsjö, Mona
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Johansson, Sofia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    “Put a meeting in my calendar!” The literacy practice of the digital calendar in workplaces2019In: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 11, no 1, p. 1-47Article in journal (Refereed)
    Abstract [en]

    Modern work life includes many digital tools, of which the shared digital calendar has attracted little attention in applied linguistics. The framework for this study is mediated discourse analysis applied to ethnographic data from one workplace and eight contextual interviews from eight other workplaces. The data were analyzed 1) qualitatively, using Wertsch’s (1998) concepts for agency, and 2) quantitatively, through an SFG (Systemic Functional Grammar) analysis of the interviews. The quantitative analysis reveals a high degree of agency. The qualitative analysis shows that discourses of managerialism, globalization, democratization and “flat organizations” can be mapped to the digital calendar. The calendar is also related to other text media such as whiteboards and time report systems, where squares with colors and writing constitute the discursive shapes that are common to the digital calendar. The ability to search and book meetings in the calendars of others is an affordance, although regulated through digital or verbal access. In this and other ways, the individual is strongly connected to the digital tool. The boundary between private and public has been challenged by digital tools. Social actors can resist, e.g., by non-compliance in using the digital calendar, thus increasing their sense of agency. Additional features include the ability to combine different media and develop practices that are not directly offered by the design of the tool. The digital tool both widens the agency of the actors, e.g., in keeping a great deal of information connected to one meeting, and delimits it, e.g., in sometimes rendering individuals helpless to what they see in their own calendars.

  • 20.
    Bylund, Emanuel
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Norrman, Gunnar
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Revisiting the bilingual lexical deficit: The impact of age of acquisition2019In: Cognition, ISSN 0010-0277, E-ISSN 1873-7838, Vol. 182, p. 45-49Article in journal (Refereed)
    Abstract [en]

    Whereas the cognitive advantages brought about by bilingualism have recently been called into question, the so-called ‘lexical deficit’ in bilinguals is still largely taken for granted. Here, we argue that, in analogy with cognitive advantages, the lexical deficit does not apply across the board of bilinguals, but varies as a function of acquisition trajectory. To test this, we implement a novel methodological design, where the variables of bilingualism and first/second language status have been fully crossed in four different groups. While the results confirm effects of bilingualism on lexical proficiency and processing, they show more robust effects of age of acquisition. We conclude that the traditional view of the linguistic costs of bilingualism need to give way to a new understanding of lexical development in which age of acquisition is seen as a major determinant.

  • 21. Granfeldt, Jonas
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Second Foreign Languages in the Swedish school context: The attitudes of school leaders2019In: Des mots et des langues qui nous parlent...: représentations langagières, enseignement et apprentissage / [ed] Virginie Conti, Laure Anne Johnsen, Jean-François Di Pietro, Neuchâtel: Institut de recherche et de documentation pédagogique (IRDP) , 2019, p. 37-53Chapter in book (Refereed)
  • 22. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Special issue on Learning, teaching and assessment of second foreign languages in school contexts2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 1-5Article in journal (Other academic)
    Abstract [en]

     The current special issue of Apples – Journal of Applied Language Studies features a subset of the papers presented at the symposium Learning, teaching and assessment of second foreign languages in school contexts held at Lund University, Sweden, in December 2016. The symposium was organised by the TAL-project (Granfeldt et al., 2016), a research project funded by the Swedish Research Council and focusing on the learning, teaching and assessment of second foreign languages (SFLs) in Swedish schools1.

  • 23.
    Volvach, Natalia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Still Ukrainian or Already Russian? The Linguistic Landscape of Sevastopol in the Aftermath of Crimean Annexation2019In: Euxeinos - Culture and Governance in the Black Sea Region, E-ISSN 2296-0708, Vol. 9, no 28, p. 93-111Article in journal (Refereed)
    Abstract [en]

    The annexed city of Sevastopol as a part of the Crimean peninsula remains de jure a Ukrainian territory for the most of the European countries and be- yond. De facto this city is a new subject of the Russian Federation. A case study conducted in November 2017 demonstrates that in spite of its politically con- tested status, the linguistic landscape of Sevastopol indexes the Russian pow- er. Through the foundational principles of indexicality and emplacement, the study shows how Ukrainian and Crimean Tatar refer to Sevastopol’s past, and Russian represents its present and its future.

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  • 24. Granfeldt, Jonas
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    The context of second foreign languages in Swedish secondary schools: Results of a questionnaire to school leaders2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 27-48Article in journal (Refereed)
    Abstract [en]

    This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socio-economic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.

  • 25.
    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 Bilinguals2019In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 40, no 1, p. 108-131Article 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.

  • 26.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    'What is it called in Spanish?': Parallel Monolingualisms and translingual classroom talk2019In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 3-4, p. 323-346Article in journal (Refereed)
    Abstract [en]

    In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons ? where the medium of instruction mainly oscillates between Swedish and English, and where Spanish is also used ? are analysed with the aim of generating knowledge about how translanguaging is or could be used as a pedagogical resource in the classroom. The data were collected through ethnographic fieldwork in a 5th grade class at a bilingual school in the Stockholm area and consist of recordings of classroom observations, photos and field notes.

  • 27.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Age effects on language acquisition, retention and loss. Key hypotheses and findings2018In: High-Level Language Proficiency in Second Language and Multilingual Contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 16-49Chapter in book (Refereed)
  • 28.
    Karlander, David
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Backjumps: writing, watching, erasing train graffiti2018In: Social Semiotics, ISSN 1035-0330, E-ISSN 1470-1219, Vol. 28, no 1, p. 41-59Article in journal (Refereed)
    Abstract [en]

    This article deals with mobile semiotics. First and foremost, it discusses mobility as a semiotic device. The analysis engages with backjumps, a genre of train graffiti that draws inventively on various forms of movement. The term backjump refers to any fairly elaborate graffiti piece painted on trains in traffic, notably during the trains’ extended stops at terminal stations. The examples focus on the Stockholm metro, where a rigorous anti-graffiti policy has been firmly in place: graffiti is quickly cleaned off trains and a range of strategies is implemented to keep graffiti writing under wraps. By slyly inserting graffiti into the metro system, the mobility-driven backjump practice allows graffiti writers to temporarily subvert this semiotic regime. Furthermore, the forms of semiotic mobility at play are not limited to the movement of the trains. As the present study shows, mobile backjumps are entangled in other patterns of mobility, which jointly underwrite a number of interlinked semiotic processes.

  • 29.
    Paulsrud, BethAnne
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    But do I really have anything to say? Conferences and the PhD student2018In: The Nordic PhD: Surviving and succeeding / [ed] Christopher McMaster, Caterina Murphy, Jakob Rosenkrantz de Lasson, New York: Peter Lang Publishing Group, 2018, p. 59-67Chapter in book (Refereed)
  • 30.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    But first, let's think again!2018In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 21, no 5, p. 906-907Article in journal (Other academic)
    Abstract [en]

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

  • 31. Bock, Zannie
    et al.
    Dalwai, Nausheena
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Cool mobilities: Youth style and mobile telephony in contemporary South Africa2018In: Multilingual Youth Practices in Computer Mediated Communication / [ed] Cecelia Cutler, Unn Røyneland, New York: Cambridge University Press, 2018, p. 51-67Chapter in book (Refereed)
  • 32. Heugh, Kathleen
    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.
    Diversities, affinities and diasporas: a southern lens and methodology for understanding multilingualisms2018In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    We frame multilingualisms through a growing interest in a linguistics and sociology of the 'south' and acknowledge earlier contributions of linguists in Africa, the Americas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with 'de-colonial theory', and with 'southern' theory, thinking and epistemologies. In these, 'southern' is regarded as a metaphor for marginality, coloniality and entanglements of the geopolitical north and south. Northern debates that receive traction appear to focus on recent 're-awakenings' in Europe and North America that mis-remember southern experiences of linguistic diversity. We provide a contextual backdrop for articles in this issue that illustrate intelligences of multilingualisms and the linguistic citizenship of southern people. In these, southern multilingualisms are revealed as phenomena, rather than as a phenomenon defined usually in English. The intention is to suggest a third direction of mutual advantage in rethinking the social imaginary in relation to communality, entanglements and interconnectivities of both South and North.

  • 33.
    Paulsrud, BethAnne
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Zilliacus, Harriet
    Flerspråkighet och transspråkande i lärarutbildningen2018In: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, p. 27-48Chapter in book (Other academic)
  • 34.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Förord2018In: Translanguaging: Flerspråkighet som resurs i lärandet, Stockholm: Natur och kultur, 2018Chapter in book (Other academic)
  • 35.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bartning, IngeStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.Fant, LarsStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    High-Level Language Proficiency in Second Language and Multilingual Contexts2018Collection (editor) (Refereed)
  • 36.
    Guissemo, Manuel Armando
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hip Hop Activism: Dynamic Tension between the Global and Local in Mozambique2018In: Journal of World Popular Music, ISSN 2052-4900, E-ISSN 2052-4919, Vol. 5, no 1, p. 50-70Article in journal (Refereed)
    Abstract [en]

    From its inception in the late 1980s to the present day, hip hop culture in Mozambique underwent several stages in which the process of “keeping it real” was in constant negotiation with the association of the Global Hip Hop Nation (GHHN), and its local cultural and linguistic elements. This article, using tropes of temporality as the main framework, discusses how relocalization of the GHHN is constructed in Mozambican hip hop. There is a progressive connection between the past, present and future which is highlighted by local rappers. The article argues that Mozambican hip hop activism is built through acts of engagement in political tropes, in which local rappers are acting as spokesmen of the marginalized population through lyrics that claim citizenship. The political discourses produced during the Frelimo’s socialist governance era are rescued to challenge the liberal politics developed in the present democratic period, which, in large part, is contested by the population at the margin of the development. Therefore, local rappers’ lyrics address popular complaints related to some political decisions that negatively affect the population at the margins and lead to general societal malfunction. The local African languages that were ideologically marginalized since the colonial regime are now being rescued by local rappers as a way to contextualize them into contemporary, metropolitan and transnational languages. This linguistic relocalization indexes a new present and an aspiration for a different future, where these languages will be inserted together with Portuguese to allow communication in urban spaces. This engagement by rappers can be perceived as acts of linguistic citizenship.

  • 37.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Vrije Universiteit Brussel, Belgium.
    Hur bra har den svenska integrationskontexten varit på att främja balanserad tvåspråkighet?2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 2, p. 107-130Article in journal (Refereed)
    Abstract [en]

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

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  • 38.
    Samuel, Steven
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of Essex, UK.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    Cooper, Rachel
    Athanasopoulos, Panos
    Illuminating ATOM: Taking time across the colour category border2018In: Acta Psychologica, ISSN 0001-6918, E-ISSN 1873-6297, Vol. 185, p. 116-124Article in journal (Refereed)
    Abstract [en]

    Walsh's A Theory Of Magnitude (ATOM) contends that we represent magnitudes such as number, space, time and luminance on a shared metric, such that more of one leads to the perception of more of the other (e.g. Walsh, 2003). In support of ATOM, participants have been shown to judge intervals between stimuli that are more discrepant in luminance as having a longer duration than intervals between stimuli whose luminance differs by a smaller degree (Xuan, Zhang, He, & Chen, 2007). We tested the potential limits to the ability of luminance to influence duration perception by investigating the possibility that the luminance-duration relationship might be interrupted by a concurrent change in the colour of that luminance. We showed native Greek and native English speakers sequences of stimuli that could be either light or dark versions of green or blue. Whereas for both groups a shift in green luminance does not comprise a categorical shift in colour, for Greek speakers shifts between light and dark blue cross a colour category boundary (ghalazio and ble respectively). We found that duration judgements were neither interrupted nor inflated by a shift in colour category. These results represent the first evidence that the influence of luminance change on duration perception is resistant to interference from discrete changes within the same perceptual input.

  • 39.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Fant, Lars
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Introduction: High-level proficiency and the concept of nativelikeness in second language and multilingual research practice2018In: High-Level Language Proficiency in Second Language and Multilingual Contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 1-15Chapter in book (Refereed)
  • 40.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Introduction: Language Rights and Linguistic Citizenship2018In: The Multilingual Citizen: Towards a politics of language for agency and change / [ed] Lisa Lim, Christopher Stroud, Lionel Wee, Bristol: Multilingual Matters, 2018, p. 1-14Chapter in book (Refereed)
  • 41.
    Paulsrud, BethAnne
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rosén, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Straszer, Boglárka
    Wedin, Åsa
    Introduktion2018In: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, p. 11-26Chapter in book (Refereed)
  • 42.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Linguistic Citizenship2018In: The Multilingual Citizen: Towards a politics of language for agency and change / [ed] Lisa Lim, Christopher Stroud, Lionel Wee, Bristol: Multilingual Matters, 2018, p. 17-39Chapter in book (Refereed)
  • 43.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Making and Shaping Participatory Spaces: Resemiotization and Citizenship Agency in South Africa2018In: The Multilingual Citizen: Towards a Politics of Language for Agency and Change / [ed] Lisa Lim, Christopher Stroud, Lionel Wee, Bristol, UK: Multilingual Matters, 2018, p. 263-288Chapter in book (Refereed)
    Abstract [en]

    In South Africa, democratic consolidation involves not only building a new state but also new interfaces between state and society. In order to strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of ‘participatory citizenship’ which recasts citizenship as practised rather than given. The purpose of this paper is to explore the links between such practices of participatory citizenship and possibilities for literacy and language education in state adult learning centres. It draws on an impact study of a capacity building programme for educators of adults in the Northern Cape Province and uses interviews and document analysis to explore the ways in which meaning-making unfolded in new participatory spaces. It argues that such processes can be seen as  a form of ‘linguistic citizenship’ in which individuals and groups re-shaped the multilingual representational resources available to them to validate the authority of subaltern actors and mobilise collective agency. It uses the concept of resemiotisation (Iedema 1999) to investigate how the choice of different semiotic complexes enabled or constrained participation and to offer a set of principles for reconceptualising the provision of adult basic education.

  • 44. Peck, Amiena
    et al.
    Stroud, ChristopherStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.Williams, Quentin
    Making sense of people and place in linguistic landscapes2018Collection (editor) (Refereed)
  • 45.
    Botsis, Hannah
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of the Witwatersrand, South Africa.
    Bradbury, Jill
    Metaphorical sense-making: Visual-narrative language portraits of South African students2018In: Qualitative Research in Psychology, ISSN 1478-0887, E-ISSN 1478-0895, Vol. 15, no 2-3, p. 412-430Article in journal (Refereed)
    Abstract [en]

    This article reflects on a creative visual-narrative approach to understanding South African students' lived experiences of languages. Data were collected in two interviews: the first entailing a biographical history and the drawing of a linguistic portrait on a simple body outline and the second a narrative interview utilising the portrait generated in the first as a basis for talking about language and identity. Framing the research process in this creative visual mode shifts the focus of narrative talk, simultaneously grounding it in affective, embodied experience, and enabling a reflexive position from which to analyse the taken-for-granted role of language in the minutiae of everyday life. The theoretical lenses of identity and subjectivity are invigorated through these metaphorical representations, and new creative possibilities are released for analysing the role of language in mediating shifting power dynamics in post-apartheid and postcolonial South African life.

  • 46.
    Karlander, David
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Mobile semiosis and mutable metro spaces: Train graffiti in Stockholm's public transport system2018In: Making Sense of People and Place in Linguistic Landscapes / [ed] Amiena Peck, Christopher Stroud, Quentin Williams., London: Bloomsbury Academic, 2018Chapter in book (Refereed)
  • 47.
    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.

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  • 48.
    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)
  • 49.
    Salö, Linus
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. KTH Royal Institute of Technology, Sweden.
    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.
    Karrebæk, Martha Sif
    Mother tongue instruction in Sweden and Denmark: Language policy, cross-field effects, and linguistic exchange rates2018In: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 17, no 4, p. 591-610Article in journal (Refereed)
    Abstract [en]

    This article investigates mother tongue instruction (MTI) in Sweden and Denmark in a historical, comparative perspective, with a view to accounting for key differences in language policy enacted in educational fields. Whereas in Sweden, MTI is offered to linguistic minority children irrespective of their linguistic and ethnic backgrounds, in Denmark the right to state-sponsored MTI has been abolished for children of non-European descent. Moreover, while the policies of both states devalue skills in mother tongues other than the legitimate language of each society, this position is more pronounced in the Danish context. The article explores the two state’s position on MTI, as expressed in policy as well as in discourse produced in the political and academic field of each state. It subscribes to Pierre Bourdieu’s framework, within which state policy is conceived as the product of historical struggle and cross-field effects. The analysis shows that the national differences in MTI exist because of the differing ways in which agents from the academic vis-à-vis the political field have succeeded in imposing their visions in the bureaucratic field from which policies are produced. Ultimately, this circumstance explains why the Swedish discussion on MTI may be characterized as having been academically founded, while the Danish discussion has remained a matter of political consideration. In the latter case, we argue, it is particularly tangible that MTI is a politicized object of struggle, where agents seek to control the exchange rate of linguistic resources and, in effect, the social worth of different speakers.

  • 50.
    Blåsjö, Mona
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Mångfald, möten och mejl: En forskningsöversikt och tre fallstudier om arbetslivskommunikation2018Book (Other academic)
    Abstract [sv]

    I den här antologin beskrivs människor, redskap och situationer som många känner igen från dagens komplexa och rörliga arbetsliv:

    • En mellanchef vars arbetsdagar i hög grad styrs av de många möten som andra lagt in i hennes kalender.
    • En whiteboardtavla som kopplar samman olika delar av en verksamhet, och även kopplar möten till andra aktiviteter.
    • Flera samverkande organisationer som gör det svårt att skilja internkommunikation från annan kommunikation, och som både ökar behovet av kommunikation och försvårar den.

    Dessa skildras i tre uppsatser av Angie Gravett, Emma Legaard och Sofia Johansson. I en forskningsöversikt sammanfattar forskarna Mona Blåsjö och Carla Jonsson sociolingvistisk forskning om arbetslivskommunikation, med fokus på skrivbordsyrken. Översikten visar ur ett individperspektiv hur enskilda anställda förhåller sig till språk i sin vardag på arbetsplatsen, och ur ett organisatoriskt perspektiv diskuteras hur flera språk kan användas på en och samma arbetsplats. De studier som presenteras bygger på olika metoder (kvalitativa, kvantitativa, etnografiska osv.) och ger därigenom en bild av hur man kan gå tillväga för att analysera arbetslivskommunikation. Översikten fokuserar på tre teman: mångfald, dvs. olika aspekter av flerspråkighet på arbetsplatser, möten och annan muntlig kommunikation samt mejl eller snarare mejlande: textprocesser och digitala redskap i arbetslivet.

    Antologin är lämplig för studenter på grundnivå och forskarnivå, men kan även läsas av alla som är intresserade av hur moderna organisationer arbetar med sin kommunikation.

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