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  • 101.
    Ekström, Daniel
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hermansson, Johnny
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Maktkamp om svenska språkets spelregler: En fältanalys av språkets relation till medborgarskap i Sverige2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie behandlar den offentliga debatt som uppstått i kölvattnet av januaripartiernas förslag om språktest för medborgarskap som presenterades i januari 2019. Genom ett diskursanalytiskt tillvägagångssätt undersöks de språkideologier och de synsätt på medborgarskap som kommer till uttryck i debattinläggen. Utifrån ambitionen att placera in diskursproducenternas positioner har studien tillämpat Bourdieus fältteori och med denna riktat fokus mot två specifika fält: det politiska och det vetenskapliga fältet. Vidare har studien fokuserat på de motsättningar som föreligger i debatten, inom såväl som mellan fälten.      Resultaten redovisar att det framkommer olika ståndpunkter som kan förklaras utifrån vilken position aktörerna talar och vilket fältkapital de besitter. Studien visar också att de språkideologiska villkoren förändrats under det senaste decenniet i synen på svenska språkkunskapers roll i naturalisationsprocessen. Detta har lett till att den språkvetenskapliga forskningen gett sig in i debatten och argumenterat mot språkkrav för medborgarskap. Resultaten indikerar att de två fälten bryter mot det kunskapsutbyte som karaktäriserat svenskt språkpolitiskt beslutsfattande där vetenskaplig forskning legat till grund för diskursiva slutsatser. 

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    Ekström_D_Hermansson_J_Maktkamp_om_svenska_språkets_spelregler_2020
  • 102.
    Elander, Mia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Språkkrav och integration: En studie om debatten gällande språkkrav i valrörelsen 2018.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie ämnar undersöka hur politiker i Sverige talar om införandet av språkkrav för olika ändamål i valrörelsen 2018. Materialet som genomsökts är tidningsartiklar från två av de ledande dagstidningarna i Sverige, samtliga rikspartiers valmanifest samt en enkät från Språkförsvaret. Analysen av materialet har följt en innehållsanalytisk tradition med ett kompletterande kritisk diskursanalytiskt angreppsätt. Uppsatsen syftar till att ta reda på hur språkkrav figurerar i debatten samt synliggöra underliggande språkideologier som är närvarande då politiker talar om språk. De språkideologier som varit främst relevanta för den här studien har varit ideologin om språkhierarkier, standardsspråksideologin och ideologin en nation – ett språk. Resultatet efter genomförd studie visar att samtliga språkideologier är närvarande i rikspolitikernas uttalanden och då politikerna pratar om språk blir även en ”vi” och ”dom”-relation synlig. Språkkraven riktar sig främst till de nyanlända i Sverige och resultatet visar att politikerna symboliserar det svenska språket som en väg in för dem in i det svenska samhället. Därmed framställs språkkraven även som en lösning på integrationsproblemen. 

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  • 103.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    "Självklart känns det mer tryggt att vara där inne i huset" - om den sociokulturella kontextens betydelse för språkliga repertoarer och identiteter2015In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, no 1, p. 7-28Article in journal (Refereed)
  • 104.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Språk, makt och "Den Andre": Erfarenheter av underordning och/eller "möjliggörande" i Sverige2018In: Paideia, ISSN 1904-9633, no 16, p. 46-56Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna studie är att visa hur språket och kroppen används som gränsmarkörer för att skapa och skilja ut det svenska genom vardaglig språkanvändning. Detta görs med hänvisning till idén om intersektionen av indexikaliteter av "Den Andre". Därmed bidrar artikeln till att göra utbildningsaktörer medvetna om hur olika maktrelationer vävs ihop och omformar olika koncept av svenska samt betydelsen av vad det innebär att kunna svenska. Studiens resultat kan användas för att nå ökad förståelse för språkets roll och de möjligheter och begränsningar som följer av ett visst sätt att tala.

  • 105.
    Eriksson, Beatrice
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Qviberg, Olivia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Strulputte eller gangster?: En kritisk diskursanalys av hur två artister positioneras i relation till ansvarstagande, droger och kriminalitet i programmet Malou efter tio.2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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    Strulputte eller gangster?
  • 106. Fejes, Andreas
    et al.
    Nylander, Erik
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Kungliga Tekniska högskolan, Sverige.
    English as Language of Teaching and Research2020In: The SAGE Encyclopedia of Higher Education / [ed] Miriam E. David, Marilyn J. Amey, London: Sage Publications, 2020, p. 449-451Chapter in book (Refereed)
  • 107.
    Femia, Nicolas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Experiences and Desires of Adolescent Heritage Language Speakers: A Biographical Study of Attitudes towards, and Investment in Multilingualism2021Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
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  • 108.
    Fernando, Rashmi
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Digitala och sociala medier som stöd för andraspråksinlärning: Lärare och elevers attityder till användningen  av sociala medier i SFI- undervisning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Digitala och sociala medier är dagens sätt att kommunicera. Genom att använda sociala medier diskuterar folk kring allt som pågår i samhället. Andraspråks- undervisningen kan också dra nytta av digitala och sociala medier för att hjälpa eleverna att lära in nya ord, att förstå olika nyanser av ord som de redan kan och för att använda det språk man lär sig under undervisningstiden. Genom att använda språket i autentiska och verkliga situationer uppmuntras elever att tillägna sig språket. Denna studie undersöker till både lärare och elevers attityder till användningen av digitala och sociala medier som ett redskap i språkinlärningen. Det utforskas vidare i vilken utsträckning digitala och sociala medier som Facebook används av andraspråkslärare och elever som en del av andraspråksundervisning. Jag har intervjuat 8 lärare och 15 elever för att förstå hur de tänker kring språkinlärning och vilka strategier som används i undervisningen för att lära sig språket. Lärare och elevers attityder till digitala medier och hur digitala och sociala medier används i undervisningen i Svenska För Invandrare (SFI) är huvudfrågan i detta arbete. Kan sociala medier (t.ex. Facebook) bli ett fungerande redskap i andraspråksundervisningen?

    Resultatet visar att det finns en del digitala medier som används i SFI-undervisning, men hur det används och i vilken utsträckning digitala medier används kan variera mycket bland olika skolor. Dessutom visar resultatet att många lärare och elever är skeptiska mot användningen av sociala medier i klassrummet. Samtidigt visar resultatet att det finns en mindre procentandel elever bland de intervjuade som har erfarenhet av att använda sociala medier i andraspråksundervisningen. De har upplevt användningen av digitala medier och sociala medier som ett positivt, autentiskt och användbart redskap som borde användas i klassrummet.

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  • 109. Fleury, Luana Candido
    et al.
    Fournier, Marie
    Volvach, Natalia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    When It Is Raining, Sell Umbrellas: The semiotic landscape of a commercial area of Stockholm in times of Covid-192021Other (Other academic)
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  • 110.
    Fournier, Marie
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Object categorisation in French-Swedish early bilinguals: Are gender effects modulated by grammar or culture?2022Independent thesis Advanced level (degree of Master (Two Years)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    If most scholars tend to agree that the native language of a speaker does influence the way they will understand the reality around them, the question becomes ambiguous when it comes to bilingual speakers’ cognition. How is their reality affected by the combination of their languages? This study aimed at exploring this question under the angle of grammatical gender. Adult simultaneous early bilingualsin French and Swedish were asked, in an innovative experiment, to match a culturally neutral item to a voice. In a second experiment, the same participants were asked to match a culturally loaded item to a voice. In both experiments, items were carefully chosen according to their grammatical gender. Results indicate that grammatical gender was not a predictor of voice assignment. However, the perceived cultural stereotypes of the items used in the second experiment appeared to be a robust predictor of voice assignment. Findings suggest thus that grammatical gender does not affect how simultaneous early bilingualism French and Swedish would conceptualise artifacts, but cultural gender would.

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  • 111.
    Fournier, Marie
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Object categorisation in French-Swedish early simultaneous bilinguals.: ARE GENDER EFFECTS MODULATED BY GRAMMAR OR CULTURE?2022Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    If most scholars tend to agree that the native language of a speaker does influence the way they will understand the reality around them, the question becomes ambiguous when it comes to bilingual speakers’ cognition. How is their reality affected by the combination of their languages? This study aimed at exploring this question under the angle of grammatical gender. Adult simultaneous early bilingualsin French and Swedish were asked, in an innovative experiment, to match a culturally neutral item to a voice. In a second experiment, the same participants were asked to match a culturally loaded item to a voice. In both experiments, items were carefully chosen according to their grammatical gender. Results indicate that grammatical gender was not a predictor of voice assignment. However, the perceived cultural stereotypes of the items used in the second experiment appeared to be a robust predictor of voice assignment. Findings suggest thus that grammatical gender does not affect how simultaneous early bilingualism French and Swedish would conceptualise artifacts, but cultural gender would.

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  • 112.
    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)
  • 113.
    Freunberger, Dominik
    et al.
    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. Stellenbosch University, South Africa.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Is It Time to Reconsider the ‘Gold Standard’ for Nativelikeness in ERP Studies on Grammatical Processing in a Second Language? A Critical Assessment Based on Qualitative Individual Differences 2022In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 43, no 3, p. 433-452Article in journal (Refereed)
    Abstract [en]

    In most event-related potential (ERP) studies on the second language (L2) processing, the native speaker (L1) control group’s grand average ERP pattern serves as the ‘gold standard’ that the L2 group has to reach to be labeled ‘native-like’. This relies on the assumption that the grand average is representative of all or most individuals in a group. Recent research, however, has shown that there can be considerable systematic qualitative variability between individuals even in coherent L1 samples, especially in studies on morphosyntactic processing. We discuss how these qualitative individual differences can undermine previous findings from the gold standard paradigm, and critically assess the main ERP components used as markers for nativelike grammatical processing, namely the left-anterior negativity and the P600. We argue that qualitative variation reflects the dynamics characteristic of nativelike grammatical processing and propose a model for experimental designs that can capture these processing dynamics and, thereby, has the potential to provide a more fine-grained understanding of nativelike attainment in an L2.

  • 114.
    Frey, Vanessa
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Identitetsskapande i ett andraspråk: En kvalitativ studie om hur vuxna svenska för invandrare-elever från Polen betraktar sina identiteter i svenska2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 115. Freywald, Ulrike
    et al.
    Cornips, Leonie
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Nistov, Ingvild
    Opsahl, Toril
    Beyond verb second – a matter of novel informationstructural effects? Evidence from Norwegian, Swedish, German and Dutch2015In: Language, Youth and Identity in the 21st Century: Linguistic Practices Across Urban Spaces / [ed] Jacomine Nortier, Bente A. Svendsen, Cambridge: Cambridge University Press, 2015, p. 73-92Chapter in book (Refereed)
  • 116. Gabriele, Alison
    et al.
    Alemán Bañón, José
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hoffman, Lesa
    Covey, Lauren
    Rossomondo, Amy
    Fiorentino, Robert
    Examining variability in the processing of agreement in novice learners: evidence from event-related potentials2021In: Journal of Experimental Psychology. Learning, Memory and Cognition, ISSN 0278-7393, E-ISSN 1939-1285, Vol. 47, no 7, p. 1106-1140Article in journal (Refereed)
    Abstract [en]

    The present study examines both properties of the language and properties of the learner to better understand variability at the earliest stages of second language (L2) acquisition. We used event-related potentials, an oral production task, and a battery of individual differences measures to examine the processing of number and gender agreement in two groups of low-proficiency English-speaking learners of Spanish who were tested in multiple sessions. The results showed an advantage for number, the feature also instantiated in the native language, as both groups showed a native-like P600 response to subject-verb and noun-adjective number violations across sessions. The more advanced group showed larger effects for number and marginal sensitivity to gender violations. These results suggest that native-like processing of shared features is possible even for novice learners, contrary to proposals suggesting that all morphosyntactic dependencies are initially processed in a non-native manner. Working memory (WM) was a predictor of P600 effects for number and also for gender (where the effect was marginal), suggesting that similar abilities may capture variability in the processing of both shared and unique features despite differences in overall sensitivity. Furthermore, whereas WM predicted performance on online tasks (P600 effects/oral production), verbal aptitude predicted performance on tasks examining morphosyntactic accuracy (grammaticality judgment task/oral production). Our results show that the linguistic properties of the L2, the individual characteristics of the learner, and the nature of the task at hand all play an important role in capturing the variability often observed in the L2 processing of agreement.

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  • 117.
    Galantini, Nicolò
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Language policies and early bilingual education in Sweden: An ethnographic study of two bilingual preschools in Stockholm2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. More specifically, it analyzes the language policies and guidelines related to bilingual education created by the Council of Europe and afterwards applies the same procedure to the Swedish ones. Furthermore, this study investigates the language practices of children and teachers in two bilingual/multilingual settings. In order to do this, the research was framed as a sociolinguistic ethnography and was carried out using observations, interviews and audio-recordings in order to achieve triangulation wherever possible. Interview and observational data were analyzed thematically while interactional data was analyzed to establish the purposes for which different languages were used by participants. In conclusion, this study might give an idea of how appropriate the Swedish language policies are while stressing the need to revise and implement those policies that might affect the success of early bilingual/multilingual preschool education in Sweden. 

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  • 118.
    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)
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  • 119.
    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, E-ISSN 2535-3381, 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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  • 120.
    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)
  • 121.
    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.
    Struggles for legitimacy in mother tongue instruction in Sweden2015In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, no 2, p. 125-139Article in journal (Refereed)
    Abstract [en]

    This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers’ narratives center round issues of legitimacy, both for the subject per se and for the teachers’ right to be viewed as ‘real’ teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a ‘common heritage’ and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.

  • 122.
    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.

  • 123. Ganuza, Natalia
    et al.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. KTH Royal Institute of Technology, Sweden.
    Boundary-work and social closure in academic recruitment: Insights from the transdisciplinary subject area Swedish as a Second Language2023In: Research Evaluation, ISSN 0958-2029, E-ISSN 1471-5449, Vol. 32, no 2, p. 515-525Article in journal (Refereed)
    Abstract [en]

    This article explores practices of evaluation in academic recruitment in Swedish as a Second Language (SSL), an expanding and transdisciplinary subject area. As is common elsewhere, Swedish academia relies on a tradition of external expert review intended to ensure a meritocratic pro- cess. Here, we present an analysis of 109 written expert reports concerning recruitment to 57 positions in SSL during 2000–20. Because SSL lacks institutional autonomy, and is spread across several sub-disciplines in the humanities and social sciences, the material encompasses experts with diverse academic backgrounds. The SSL reports are broadly characterized by qualitative assessment. In contrast to other fields, the SSL experts seldom use quantitative proxy measures. Instead, they mainly rely on received conceptions of the boundaries of SSL as a means of justifying their inclusion and exclusion of candidates. This dominant regularity consists of attempts to define and delimit SSL and its core re- search areas, to locate the candidates in a core-to-periphery scheme with respect to these boundaries, and to rank them accordingly. This mech- anism of social closure serves to restrict access to SSL to candidates with qualifications that conform to the experts’ own conceptions of SSL. As we show, the experts’ internally ambiguous conceptions of SSL tend to be constructed in relation to their own scientific habitus and invest- ments. Beyond evaluating applicants’ possession of scientific capital, their distinctive style of reasoning around research qualifications and skills thus involves power-laden boundary-work, which leaves ample room for individual, yet habitus-specific arbitrariness. 

  • 124.
    Gevriye, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Macri, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Elevernas val mellan svenska och svenska som andraspråk på gymnasiet2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I grundskolan är svenska som andraspråk ett behovsprövat ämne där rektorn avgör vilka elever som ska läsa svenska som andraspråk. På gymnasiet skiftar ansvaret från rektorerna till eleverna då det är upp till eleverna själva att välja svenskämne, det vill säga att välja mellan att läsa svenska eller svenska som andraspråk. Vår uppsats har som syfte att lyfta fram vilken information som finns tillgänglig, för berörda elever på gymnasiet, inför detta val. Vi har även som syfte att undersöka hur eleverna upplever valet av svenskämne och hur deras upplevelse samspelar med de rättigheter som tillskrivs eleverna i Läroplanen för gymnasieskolan (Gy11) och i Gymnasieförordningen. Våra resultat visar att en stor andel av de elever som deltagit i vår undersökning har bristande kunskaper gällande valet mellan svenska och svenska som andraspråk på gymnasiet. Elever uttrycker även att de inte vet vad det är för skillnader mellan svenskämnena, att de inte fått någon information gällande valet av svenskämne och i vissa fall visar våra resultat att berörda elever är ovetande om att de har rätten att välja svenskämne på gymnasiet.

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  • 125.
    Gijswijt, Katrijn
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Processing Dutch: A study on the acquisition of Dutch as a second language using Processability Theory as a framework2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    An ongoing debate within the field of Second Language Acquisition (SLA) discusses the possibility of universal developmental stages in the interlanguage of second language learners. Processability Theory (PT) is one of the theories that enhances this way of thinking about second language acquisition. The belief is that learners go through the same stages of development when learning a new language. An ongoing process in PT is the construction of these developmental stages for individual languages, but today there is still much work needed in this area. The purpose of this thesis is to construct the developmental stages for Dutch, based on an error analysis of second language learners’ interlanguage. The data was collected from Swedish students learning Dutch on a university level. The students were interviewed once per month, and three times in total, so that no developments in their interlanguage could be missed. The data is processed according to the emergence criterion, resulting in developmental tables of the learners’ progress. The result of these interviews provides for the outline on how one acquires Dutch, and together with a grammatical analysis of Dutch word order procedures and morphology, a developmental hierarchy for the acquisition of Dutch according to PT is constructed.

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  • 126. González Alonso, Jorge
    et al.
    Alemán Bañón, José
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    DeLuca, Vincent
    Miller, David
    Pereira Soares, Sergio Miguel
    Puig-Mayenco, Eloi
    Slaats, Sophie
    Rothman, Jason
    Event related potentials at initial exposure in third language acquisition: Implications from an artificial mini-grammar study2020In: Journal of Neurolinguistics, ISSN 0911-6044, E-ISSN 1873-8052, Vol. 56, article id 100939Article in journal (Refereed)
    Abstract [en]

    The present article examines the proposal that typology is a major factor guiding transfer selectivity in L3/Ln acquisition. We tested first exposure in L3/Ln using two artificial languages (ALs) lexically based in English and Spanish, focusing on gender agreement between determiners and nouns, and between nouns and adjectives. 50 L1 Spanish-L2 English speakers took part in the experiment. After receiving implicit training in one of the ALs (Mini-Spanish, N = 26; Mini-English, N = 24), gender violations elicited a fronto-lateral negativity in Mini-English in the earliest time window (200-500 ms), although this was not followed by any other differences in subsequent periods. This effect was highly localized, surfacing only in electrodes of the right-anterior region. In contrast, gender violations in Mini-Spanish elicited a broadly distributed positivity in the 300-600 ms time window. While we do not find typical indices of grammatical processing such as the P600 component, we believe that the between-groups differential appearance of the positivity for gender violations in the 300-600 ms time window reflects differential allocation of attentional resources as a function of the ALs' lexical similarity to English or Spanish. We take these differences in attention to be precursors of the processes involved in transfer source selection in L3/Ln.

  • 127. 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.

  • 128. 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.

  • 129. Granfeldt, Jonas
    et al.
    Erickson, Gudrun
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    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.
    Speaking French, German and Spanish in Swedish lower secondary school –a study on attained levels of proficiency2023In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 17, no 2, p. 91-121Article in journal (Refereed)
    Abstract [en]

    This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level. 

  • 130. 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)
  • 131. 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.

  • 132. Granfeldt, Jonas
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Trends in the study of Modern languages in Swedish lower secondary school (2000 – 2018) and the impact of grade point average enhancement credits2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 2, p. 127-146Article in journal (Refereed)
    Abstract [en]

    This paper investigates trends in the study of Modern languages or second foreign languages (SFLs) in Swedish lower secondary school between 2000 and 2018. Over the last decades, SFLs, i.e. French, German and Spanish, have been the target of several policy measures as a response to a declining interest. However, few reports on their impact have been published. We report the proportion of pupils studying an SFL at the national level and across demographic municipality groups and analyse a possible impact of one policy measure, grade point average enhancement credits (GPAEC, meritpoäng) for SFLs. We found an increase in the proportion of pupils studying an SFL, but mainly in urban areas. Moreover, we found important differences between SFLs. Spanish is the most widely studied SFL in all municipality groups. French is most popular in urban areas while German is more chosen in rural areas. If the increase of the number of pupils studying and SFL can be ascribed to GPAEC remains still to be seen, but if so, the GPAEC mainly had an impact on highly urban areas where the proportion of pupils studying an SFL was the highest already before introducing this policy measure.

  • 133.
    Guissemo, Manuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Orders of (in)visibility: Colonial and postcolonial chronotopes in linguistic landscapes of memorization in Maputo2018In: Making Sense of People, Place and Linguistic Landscapes / [ed] Amiena Peck, Christopher Stroud, Quentin Williams, London: Bloomsbury Academic, 2018Chapter in book (Refereed)
  • 134.
    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.

  • 135.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Lindberg, Inger
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Josefson, Ingela
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Studium av ett invandrarsvenskt språkmaterial1983Report (Other academic)
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    SSM Report 9
  • 136.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Forskning kring svenska som målspråk: Två forskningsöversikter: 1. Grammatik och ordförråd (Åke Viberg)2. Fonologi (Björn Hammarberg)1984Report (Other academic)
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    SSM Report 10
  • 137.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Platshållartvånget, ett syntaktiskt problem i svenskan för invandrare1979Report (Other academic)
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    SSM Report 2
  • 138.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Williams, Sarah
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    A study of third language acquisition1993In: Problem, process, product in language learning: Papers from the Stockholm-Åbo Conference, 21-22 October 1992 / [ed] Björn Hammarberg, Stockholm: Stockholm University, Department of Linguistics , 1993, p. 60-70Conference paper (Other academic)
  • 139.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Förändringens ord: Samtidshistoriska nyord om miljö, klimat och omställning2023In: Språk i praktiken - i en föränderlig värld: Rapport från ASLA-symposiet, Stockholms universitet, 7-8 april 2022 / [ed] Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr Marian; Gunlög Sundberg, Association suédoise de linguistique appliquée (ASLA), Svenska föreningen för tillämpad språkvetenskap , 2023, p. 202-222Chapter in book (Refereed)
    Abstract [sv]

    Artikeln presenterar en studie om ord och fraser kopplade till ekologisk hållbarhet, som listats i nyordslistor publicerade av Språkrådet och dess föregångare åren 1986–2021. Resultaten visar att 132 av de 1 533 nyord som hittills publicerats i listorna går att koppla till området. Dessa ord analyseras vidare med hänsyn till hur uppkomsten av hållbarhetsnyord i listorna relaterar till samhällsdebattens idékonjunkturer, vad hållbarhetsnyorden typiskt betecknar, samt vilka hållbarhetsnyord som får störst spridning. Syftet med studien är ytterst att bidra till en diskussion om språkets roll i hållbar utveckling.

  • 140.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Språkrådet, Institutet för språk och folkminnen, Sverige.
    Klarspråk som kommunikationsideologi: En länk mellan nordistik och statsbyråkrati2021In: Humanvetenskapernas verkningar: kunskap, samverkan, genomslag / [ed] Linus Salö, Stockholm: Dialogos Förlag, 2021, p. 92-119Chapter in book (Refereed)
    Abstract [sv]

    Kapitlet argumenterar för att ämnet nordiska språk framgångsrikt har erövrat en idé om att maktens representanter ska uttrycka sig begripligt. Effekten av det är att det skapas en efterfrågan på det slags expertkunskap som genereras och förmedlas vid institutioner för nordiska språk eller svenska. Forskare i ämnet får agera experter i diverse utredningar och före detta studenter med en examen i ämnet kan ta tjänst som språkvårdare eller språkkonsult vid myndigheter och departement. Vad som hänt är att man lyckats argumentera för att specialkompetens i grammatisk och stilistisk analys är nödvändig för att kunna få till stånd texter som uppfyller det ideal som kristalliserats till värdena vårdat, enkelt och begripligt. Idealet har fått epitetet klarspråk. Detta handlar om en typ av forskningsgenomslag som formar offentlig kommunikation, och därmed en del av tillvaron för i princip alla som lever i Sverige.

  • 141.
    Hanell, Linnea
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Nine months of entextualizations: Discourse and knowledge in an online discussion forum thread for expectant parents2017In: Entangled Discourses: South–North Orders of Visibility / [ed] Caroline Kerfoot; Kenneth Hyltenstam, New York: Routledge, 2017, p. 154-170Chapter in book (Refereed)
    Abstract [en]

    The main argument of this chapter is that knowledge is a phenomenon to be understood in the intersection of discourse and action, and that entextualization (Bauman and Briggs 1990) mediates this relationship. Drawing on mediated discourse analysis (Scollon and Scollon 2004; Jones 2013), the chapter explores an online discussion forum thread used by over 200 pregnant women expecting a child in the same month. The empirical examples demonstrate how the participants in this thread exchange information, provide reports and contest knowledge. By way of these examples, the analysis claims that a key process in such knowledge practices is the entextualization of prior actions, often from the private life of the participants. Through such processes, a range of transient actions are treated as a unit, such as an experience, that is given a linguistic form. Recentered in the interaction of the thread, the unit functions as a piece of knowledge for others to draw on. In this vein, the discussion forum becomes a resource for the participants to appropriate control over medical knowledge and the biologically and socially turbulent experience of pregnancy.

  • 142.
    Hanell, Linnea
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    ‘That’s weird, my ob-gyn said the exact opposite!’: Discourse and knowledge in an online discussion forum thread for expecting parents2015Report (Other academic)
    Abstract [en]

    This paper is concerned with knowledge as an object of sociolinguistic inquiry. Drawing on some key work in mediated discourse analysis, MDA (Jones, 2013; Scollon and Scollon, 2004), we hold that knowledge is, as it were, a crucial aspect of the processes whereby people take actions with discourses. We frame this pursuit by dwelling on the interwoven relationship between power and knowledge, looking into an online discussion forum thread used by some 200 people who are expecting a child in the same month.

  • 143.
    Hayakawa Thor, Masako
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Thinking and seeing for speaking: The viewpoint preference in Swedish/Japanese monolinguals and bilinguals2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    “Linguistic relativity” has been studied for a long time. Many empirical studies have been conducted on cross-linguistic differences to find support for the influence of language on thought. This study proposes viewpoint (defined as the point from which the conceptualizer sees and construes the event) as a cross-linguistic difference, and explores whether the linguistic constraint and preference of subjective/objective construal can affect one’s cognitive activity as viewpoint. As Japanese is a subjectivity-prominent language whereas Swedish is not, data elicited from monolingual adolescences (aged 12-16) in Japan and Sweden were compared. A set of tasks which consisted of non-verbal tasks (scene-visualisation) and verbal tasks (narrative of comic strips) was performed in order to elicit the participants’ viewpoints. The same set of tasks was assigned to simultaneous Swedish-Japanese bilingual adolescences in Sweden. The bilinguals took the set of non-verbal and verbal tasks twice, once in Swedish and once in Japanese. The results demonstrated a clear difference between the monolingual groups both in the non-verbal and verbal tasks. The Japanese monolinguals showed a higher preference for subjective viewpoint. The bilinguals’ viewpoint preference had a tendency to fall between that of monolinguals of both languages. This finding indicates that the bilinguals’ viewpoint preference may be influenced by both languages. This study demonstrates for the first time that the speaker’s viewpoint can be affected not only in verbal tasks but also in non-verbal tasks. The findings suggest that a language may influence the speaker’s way of construing events. It is also implied that the influences from different languages in bilinguals can be bidirectional. However, the influence does not seem to be all or nothing. Regardless of the language, one’s event construal is more or less the same. Nevertheless, the findings indicate that the linguistic subjectivity in a language tends to counteract the universal construal.

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    HayakawaThor_M_2016_Thinking and seeing for speaking_MA_thesis
  • 144.
    Heinold Johansson, Lina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    På spaning efter interkulturell kompetens: En analys av representationer av mat i tre läromedel i sfi (svenska för invandrare)2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats undersöker temat mat i övningsuppgifter i tre läromedel i svenska för invandrare (sfi) utifrån Skolverkets definition av interkulturell kompetens. I tidigare forskning om sfi-läromedel och interkulturell kompetens har temat mat inte varit det centrala studieobjektet. Syftet med undersökningen är att ta reda på huruvida de analyserade texterna främjar utvecklingen av interkulturell kompetens eller inte. De tre läromedlen Mål (2012), Rivstart (2014) och Framåt (2015) har granskats utifrån en kunskapskritisk analys med utgångspunkt i begreppen kulturoch interkulturell kompetens. Urvalet har gjorts med hänsyn till läromedlens utgivningsår utifrån det faktum att Skolverket 2012 införde en ny kursplan för sfi där interkulturell kompetens ingår som ett av utbildningsmålen. Studiens resultat och analys visar att de tre läromedlen varierar i sin samstämmighet med rådande styrdokument för sfi-undervisning. Ett av läromedlen har fler likheter med föregående kursplan än den nuvarande, medan övriga två läromedel har beröringspunkter från båda kursplanerna. Vidare uppvisar samtliga läromedel i olika grad tendenser till att förmedla en statisk syn på kultur, men två av läromedlen gör det i en liten utsträckning. Då dessa två läromedel har fler förtjänster än brister har de bedömts som undervisningsmaterial med potential att kunna utveckla interkulturell kompetens. Avslutningsvis presenteras några förslag för vidare forskning inom området och reflektioner över vad resultaten kan innebära utifrån ett didaktiskt perspektiv.

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    fulltext
  • 145.
    Hellström, Karin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Selektionens skuggsida: En studie om svenska som andraspråksämnets särskiljande praktik2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svenska som andraspråk är det enda av alla skolans ämne som är behovsprövat. Det ligger på rektorers ansvar att selektera vilka av de elever med annat förstaspråk än svenska som ska läsa efter ämnets kursplan. Detta ska ske endast om de bedöms ha behov av undervisningen. Forskning och rapporter har sedan ämnets implementering visat på att svenska som andraspråk inte fungerar som det var avsett; elever och vårdnadshavare anser att det har låg status, ämneslärare väljer bort ämnet i lärarutbildningarna, selekteringen sker godtyckligt och ämnet har skolans lägsta lärarbehörighet och måluppfyllelse. Denna uppsats syfte är att skapa förståelse för hur rektorer och elever resonerar och agerar när de selekterar respektive selekteras. Via intervjuer med fem deltagare från två olika kategorier – rektorer och före detta elever – redovisas deras uppfattningar om selektionspraktiken. Resultatet visar på skilda åsikter från skolledarna vad gäller ämnets hantering, grad av vaghet och önskningar om framtida förändringar, det indikerar även en behovsbedömning som inte sker på rätta grunder och ställer frågor om dess kontinuitet. Resultatet visar även att eleverna selekterats att läsa ämnet på grund av sina föräldrars migrationsbakgrund, utan att adekvata behovsbedömningar gjorts.

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    Hellström_K_Selektionens_skuggsida_2020_
  • 146. 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.

  • 147. 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.
    Scarino, Angela
    Spaces of exception: southern multilingualisms as resource and risk2018In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 1, p. 100-119Article in journal (Refereed)
    Abstract [en]

    In this paper we draw attention to people who journey from one temporal and spatial setting towards another in the 'South', who aspire to a reconfigured sense of belonging, prosperity and wellbeing, and their multilinguality and multilingualisms. Through three vignettes of journeys we illustrate how in changing of place that linguistic diversities are encountered and mediated. During moments of North-South and South-South entanglement and exception we argue that multilingualisms re-ecologise along horizontal axes of conviviality, and / or re-index along vertical axes of exclusion. We suggest that 'rooting' and 'rerouting' multilingualisms are not only multidimensional, but they are also multifaceted as people who choose or are obliged to experience dis-placement, undertake journeys of anticipation of replacement into regulated or unregulated situations. Multilingualisms in the memories, dreams, complex selves, materiality and complicities of coping have yet to receive sufficient attention from linguists. We attempt to capture these aspects and suggest that southern multilingualisms have much to offer and entice northern multilingualisms. We illustrate how closely integrated are multilingual repertoires with mobilities and temporalities of dislocation and change; with loss, nostalgia and the anticipation of new beginnings; and with multi-scaled complicities between individuals as they re-calibrate lives in turbulent and changing circumstances.

  • 148.
    Holmes, Luke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Disrupting Dual Monolingualisms? Language Ideological Ordering in an Internationalizing Swedish University2020In: Language Perceptions and Practices in Multilingual Universities / [ed] Maria Kuteeva; Kathrin Kaufhold; Niina Hynninen, Palgrave Macmillan, 2020, p. 269-292Chapter in book (Refereed)
    Abstract [en]

    This chapter investigates the ways in which various discursive processes within and about Swedish Higher Education (HE) are rendering some value-laden linguistic practices and processes invisible. Previous studies in the field of Language Policy and Planning (LPP) have focused on the ‘internationalisation’ of HE with a pre-occupation for opposing linguistic systems, for example, Swedish and English. However, this study reveals how such dualistic thinking can (re)produce essentialising and highly ideologized monolingual and monocultural categories, over-simplifying what is understood by the ‘international’ and ‘national’ in contemporary HE. Drawing on data from an interview-based study carried out in a sciences department at a major Swedish university, this chapter demonstrates the potential in taking a multilingual approach when seeking to better understand the affordances and constraints of internationalisation. 

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  • 149.
    Holmes, Luke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ethical events in the internationalising university: Engaging, learning, and knowing in spaces of otherwiseManuscript (preprint) (Other academic)
    Abstract [en]

    This linguistic ethnography aims to emphasise questions of ethics and multilingualism that arise as students and teachers work at engaging, learning, and knowing across social and linguistic difference in Swedish university life. Conceptualised as ‘Spaces of Otherwise’, that is – spaces of ‘curiosity and risk, potentiality and exhaustion’ (Povinelli, 2012: 454), the paper engages in markedly diverse social sciences classrooms in which teachers and international postgraduate students struggle to foster improved sociality, mutual responsibility, and academic practice. Faced with discursive obstacles relating to late liberalism i.e., the neoliberal governance of the (higher education) market and the multicultural governance of difference (see Povinelli, 2012), the students are shown to put into question and transcend the erasure of difference through acts of linguistic citizenship (Stroud, 2001, 2015, 2018). The paper is developed through an ethnographic consideration of ‘ethical events’, defined as interactions involving that which is not known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. The ethnographic fieldwork combined audio-recorded observations, interviews, photos, and fieldnotes, and was conducted over four months and across sites in and around the university. Its analysis reveals how late liberal norms circulating in and around the academy were disrupted and transcended with interdiscursive performances in classroom genres that developed over time and worked to shape new and unpredictable social relations. The study concludes by arguing that for the democratic and ethical ideals of internationalisation to be more easily realised, the burden of responsibility for overcoming and revealing the limits of late liberal values should not fall only on the shoulders of international staff and students. Instead, those involved in sectoral, national, and institutional language policy and planning should respond more seriously to the generative values of solidarity, collaboration, and dialogue across difference so forcefully demonstrated by the students and teachers of this study.

  • 150.
    Holmes, Luke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. School of Education and Social Sciences, University of the West of Scotland. .
    Ethical events in the internationalising university: engaging, learning and knowing in spaces of otherwise2024In: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, Vol. 2024, no 287, p. 75-97Article in journal (Refereed)
    Abstract [en]

    This paper suggests that a sociolinguistics of potentiality is an “ethical” sociolinguistics that will grapple with the difference of others. Drawing on a linguistic ethnography of Social Sciences classrooms in a Swedish university, it illuminates how students and teachers work to foster improved sociality and mutual responsibility across social and linguistic difference in internationalising university life. The paper develops through a consideration of Levinasian “ethical events”, defined as interactions involving that which is not known, normative or ordinarily visible, but for which all involved are called upon to take responsibility. Analysis of the ethical events involving instances of embodied interdiscursive performance brings to light how late liberal values such as individualism and competition could be disrupted in favour of collaborative and mutually responsible academic and social practice. Yet, as is characteristic of “spaces of otherwise”, the task of shaping such new relations in and around the classroom spaces involved risk and exhaustion. The study concludes by arguing that constructing university spaces as open to different ways of engaging, learning and knowing involves an orientation in response to others’ desire for mutuality and reciprocity.

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