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  • 101.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Milani, Tommaso
    Kvenskans status: Rapport för Kommunal- og regionaldepartementet och Kultur- og kirkedepartementet i NorgeReport (Other academic)
  • 102.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Nationella minoriteter och minoritetsspråk: Uppföljning av Sveriges efterlevnad av Europarådets konventioner på nationell nivå: ett minoritetsspråksperspektiv. Rapport för konstitutionsutskottet2005In: Nationella minoriteter och minoritetsspråk., Sveriges Riksdag, Stockholm , 2005, p. 23-74Chapter in book (Other academic)
  • 103.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Foreign language provision at secondary level in Sweden2010In: Sociolinguistica: Internationales Jahrbuch fuer Europaeische Soziolinguistik, ISSN 0933-1883, E-ISSN 1865-939X, Vol. 24, p. 85-100Article in journal (Refereed)
  • 104.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Chicana literature under a didactic approach: Culture and interculturality2008In: Moderna Språk, ISSN 0026-8577, Vol. 102, no 1, p. 78-89Article in journal (Refereed)
  • 105.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Doing ethnography in multilingual schools: Shifting research positioning in response to dialogic methods2012In: Multilingualism, Discourse and Ethnography / [ed] Gardner & Martin-Jones, Routledge , 2012Chapter in book (Other academic)
  • 106.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Functions of code-switching in bilingual theater: An analysis of three Chicano plays2010In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 42, no 5, p. 1296-1310Article in journal (Refereed)
    Abstract [en]

    The present study examines functions of code-switching in Chicano theater, i.e. in writing intended for performance. The investigation focuses on local functions of code-switching. These are functions that can be seen in the text and, as a consequence, can be regarded as meaningful for the audience of the plays. In the study these functions are examined, focusing on five loci in which code-switching is frequent, namely quotations, interjections, reiterations, 'gaps' and word/language play. The data of the study consists of three published plays by a Chicana playwright. The study concludes that code-switching fills creative, artistic and stylistic functions in the plays and that it can be used to add emphasis to a certain word or passage, to add another level of meaning, to deepen/intensify a meaning, to clarify, to evoke richer images and to instruct the audience about a particular concept. Code-switching is also used to mark closeness, familiarity, to emphasize bonds, and to include or, on the contrary, to mark distance, break bonds and exclude. Complex identities of the characters as well as the plots of the plays are constructed and developed by means of language. Code-switching is thus used to enhance and support the representation of the characters.

  • 107.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Making silenced voices heard: Code-switching in multilingual literary texts in Sweden2012In: Language Mixing and Code-switching in Writing: approaches to mixed-language written discourse / [ed] Sebba, Mark, Mahootian, Shahrzad, Jonsson, Carla, Routledge , 2012Chapter in book (Other academic)
  • 108.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    ’Makt- och identitetsrelaterade funktioner i kodväxling’2010In: Flerspråkighet, identitet och lärande: Skola i ett föränderligt perspektiv / [ed] N. Musk & Å. Wedin, Studentlitteratur , 2010, p. 127-147Chapter in book (Other academic)
  • 109.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språk och kultur som resurser i undervisningen2008In: Att äga språk - Språkdidaktikens möjligheter: En antologi om och för lärare i skolan / [ed] Inger Nordheden, Arja Paulin, Stockholm: Stockholms universitets förlag , 2008, p. 143-158Chapter in book (Other academic)
  • 110.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språkpolitik – Från EU till klassrummet2010In: Språkvård och språkpolitik. : Svenska språknämndens forskningskonferens i Saltsjöbaden 2008 / [ed] Lars-G. Andersson, O. Josephson, I. Lindberg & M. Thelander, Institutet för språk och folkminnen (Språkrådet) och Norstedts , 2010, p. 213-233Chapter in book (Other academic)
  • 111.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språkutvecklande ämnesundervisning: Exempel från moderna språk2008In: Att äga språk - Språkdidaktikens möjligheter: En antologi om och för lärare i skolan / [ed] Inger Nordheden, Arja Paulin, Stockholm: Stockholms universitets förlag , 2008, p. 159-176Chapter in book (Other academic)
  • 112.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Translanguaging as pedagogy for language learning in abilingual school2012In: Naldic Quarterly, ISSN 1751-2190Article in journal (Other academic)
  • 113.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Schoolchildren's Self–repairs in Narrative Discourse1991In: Flerspråkighet i och utanför Norden. : Papers from the sixth Nordic Conference on Bilingualism / [ed] Herberts, K. & Laurén, C., Vaasa: Åbo Akademi , 1991, p. 138-151Conference paper (Other academic)
  • 114.
    Juvonen, Päivi
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Lindberg, Inger
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Narrative Skills in Two Languages1989In: Scandinavian Working Papers on Bilingualism, Vol. 8, p. 49-69Article in journal (Other academic)
  • 115.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Changing conceptions of literacies, language and development: Implications for the provision of adult basic education in South Africa2009Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape.

    The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach.  Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of  the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops. The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations.

  • 116.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Participatory education in South Africa: contradic­tions and challenges.1993In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 27, no 3, p. 431-447Article in journal (Refereed)
    Abstract [en]

    This paper describes and critiques a participatory ESL curriculum development project within a South African nongovernmental organisation. It locates this project within the political and economic context as South Africa moves from apartheid towards democracy. The contradictions inherent in developing participatory curricula and materials for large-scale use are described, and the choices made to reconcile them discussed. The paper ends with a discussion of the challenges facing adult basic education (ABE) in the future and suggests some directions for development.

  • 117.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Review of Ryuko Kubota and Angel M. Y. Lin (eds): Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice.2011In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 32, no 2, p. 244-247Article, book review (Refereed)
  • 118.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Transforming identities and enacting agency: the discourses of participatory development in training South African adult educators.2008In: Journal of Education, ISSN 0259-479X, Vol. 45, p. 95-128Article in journal (Refereed)
    Abstract [en]

    This paper explores the ways in which adult education can contribute to increased agency in development and under what conditions. It draws on a study of an educator training programme in the Northern Cape at a time of rapid social change and theorises the uneven realisation of reflexive agency in participants' practices. The analysis of interview data draws on Bourdieu's concepts of field, capital, habitus, legitimate language and reflexivity to probe the connections between local discursive practices and broader systemic relationships of power. The findings suggest that a key contribution of the programme was a set of discourses that enabled participants to engage with the processes engendered by new forms of governance and state/society/economy relations. However, the ability to bring about new identities and increased reflexive agency depended on the interaction of five framing factors. In this way, reflexivity emerges as contextual, embedded within differing sets of power relations, and not necessarily transformative.

     

  • 119.
    Kerfoot, Caroline
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Van Heerden, Michelle
    University of the Western Cape, South Africa.
    Testing the Waters: Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa2015In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, no 3, p. 235-255Article in journal (Refereed)
    Abstract [en]

    Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from ‘common sense’ discourses to the more abstract, specialised discourses of school subjects and, simultaneously, to a new language of learning, in this case English. It describes an intervention using a Systemic Functional Linguistic (SFL) genre-based pedagogy involving 72 learners and two teachers in a low socio-economic neighbourhood of Cape Town. Using an SFL analytical framework, we analyse learners’ development in the Information Report genre. All learners in the intervention group made substantial gains in control of staging, lexis, and key linguistic features. We argue that the scaffolding provided by SFL genre-based pedagogies together with their explicit focus on textual and linguistic features offer a means of significantly enhancing epistemic access to the specialised language of school subjects, particularly for additional language learners. Findings have implications for language-in-education policy, teacher education, curriculum, pedagogy, and assessment in multilingual classrooms.

  • 120. King, Kendall
    et al.
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Language, Identity, and Transmigration: Chilean Adolescents in Sweden.2005In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 4, no 3, p. 179-199-Article in journal (Refereed)
  • 121.
    Kjellberg, Helena
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Blind andraspråksinlärares talperception och talproduktion2004Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 122.
    Kjellberg, Helena
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Talperception hos blinda och seende andraspråksinlärare - ett experiment med tal i brus2003Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 123.
    Kjellberg Smeds, Helena
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Blinda andraspråksinlärares talperception och talproduktion2008In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, no 1, p. 31-54Article in journal (Refereed)
  • 124.
    Kulick, Don
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Christianity, cargo and ideas of self: Patterns of literacy in a Papua New Guinean village1990In: Man, Vol. 25, no 2, p. 286-304Article in journal (Refereed)
    Abstract [en]

    Literacy in a small, rural, newly literate Papua New Guinean village is analysed by placing it in the context of local notions of Christianity, the self and language. Villagers' interpretations of the relationship between Catholicism and the written word are based on their Cargo-oriented world-view and on their pre-Christian beliefs about language as a powerful means by which individuals could bring about transformations in their world. Local ideas of the self and others are articulated and reinforced through an emphasis on particular dimensions of oral language use. This emphasis has consequences for the uses to which literacy is put, the structure of the writing the villagers produce, and the ways in which they attribute meaning to written texts.

     

  • 125.
    Kuyumcu, Eija
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Bedömning av elevtexter i ett genrepedagogiskt perspektiv2010In: Symposium 2009. Genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Nationellt centrum för svenska som andraspråk, Stockholms universitets förlag , 2010, p. 119-142Chapter in book (Other academic)
  • 126.
    Lainio, Jarmo
    et al.
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Finnish.
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Muhonen, Anu
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Finnish.
    Flerspråkiga ungas identiteter och diskurser om dessa – ett internationellt projekt som börjar avkasta resultat2012In: Fenno-Ugrica Suecana - Nova Series, ISSN 1504-1921, E-ISSN 2001-6204, Vol. 14, p. 41-56Article in journal (Other academic)
    Abstract [en]

    The paper presents the local, global and sociolinguistic contexts of an international HERAproject (IDII4MES; the Humanities in the European Research Area, 2010-2012). Its main aims are summarized as follows; to:

    - investigate the range of language and literacy practices of multilingual young people and how these practices are used to negotiate inheritance and identities,

    - explore the cultural and social significance of language and literacy practices of multilingual young people,

    - develop innovative multi-site, ethnographic team methodologies using interlocking case studies across national, social, cultural, and linguistic contexts

    - contribute to policy and practice in the inclusion of non-national minority languages in the wider European educational agenda.

    The four research sites, Birmingham (U.K.; coordinator), Copenhagen (Denmark), Stockholm (Sweden), and Tilburg (Netherlands), followed similar routes for data creation, but concentrated on school-age children of different language-backgrounds: Punjabi (Birmingham), Finnish and Spanish (Stockholm), Chinese (Tilburg, Eindhoven, Utrecht), and mainstream context (Danish) for various language-background children (Copenhagen). The methods involve ethnographic fieldwork in- and out-of-school, interviews, discussions, linguistic landscaping and ‘nethnographic’ studies of multilingual adolescents’ social media and internet communication. Analyses and reports based on the qualitative data from the diverse, multilingual contexts have been discussed and produced. Following these, new datadriven and comparative-theoretical studies of the project are being produced.

  • 127.
    Lindberg, Inger
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Second language discourse in and out of classrooms: studies of learner discourse in the acquisition of Swedish as a second language in educational contexts1995Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    A common theme for the papers in this thesis is a discourse perspective and an interactionist view on second language acquisition/learning and teaching. The results point at substantial differences between instructional activities as far as opportunities for meaningful interaction is concerned with important implications for language teaching. The bilinguals demonstrate more adult-like behavior in relation to the use of referential devices in different discourse functions than their monolingual peers. Several possible explanations for the differences in referential behavior between bilingual and monolingual students are discussed.

  • 128. Lindberg, Inger
    et al.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Förhastade slutsatser om flerspråkiga elevers svenskundervisning2004In: Lisetten, no 2, p. 1-5Article in journal (Refereed)
  • 129. Lindberg, Inger
    et al.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Okunnigt om svenska som andraspråk2004In: GP, no 20 aprArticle in journal (Other (popular science, discussion, etc.))
  • 130.
    Lindberg, Inger
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Att berätta på två språk1990In: Samtal och språkundervisning: Studier till Lennart Gustavssons minne / [ed] Ulrika Nettelbladt, Gisela Håkansson, Linköping: Tema kommunikation, Linköpings universitet , 1990, p. 160-192Chapter in book (Other academic)
  • 131.
    Lubińska, Dorota
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Förstaspråksattrition hos vuxna: Exemplet polsktalande i Sverige2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is concerned with adult L1 attrition in the case of highly-educated long-term Polish immigrants in Sweden. The study sheds light on two classical issues pertaining to L1 attrition, namely what happens to a fully developed mature language system in an immigrant context, and why it happens. Specifically we aim to answer the following questions: (1) Are Polish speakers in Sweden different from comparable individuals in Poland with respect to (i) judgement and use of a number of Polish linguistic features (se keywords below), and (ii) hesitation phenomena, i.e. ability to be quick and easy and linguistic insecurity? (2) Is the variation in linguistic results dependent on how often and in what context the Polish language is used and/or which attitudes the individuals have towards it as well as how long they have been living in Sweden? One of the main contributions of the study regards methodology. The data is analysed in three steps: an initial focus on group comparisons shifts to the analysis of individual results in relation to the variation observed in the comparison group, and finally to a holistic view of the attrition effects or their absence. It is suggested that in studies on adult L1 attrition, where the effects are expected to be relatively cosmetic, the range of the linguistic behaviour in the comparison group as a reference point as well as a holistic perspective on individual results gives a more truthful picture of the attrition process. In addition the study shows that attrition effects are present in some individuals (60 %) to a different degree. The most common effect overall is linguistic insecurity followed by the overuse of 1st person pronouns as explicit subjects and to a lesser degree by the overuse of 3rd person pronouns. Surprisingly there is a scanty effect on the other hesitation phenomenon, i.e. the ability to be quick and easy. No or limited effects are observed in other structural areas which basically supports previous findings on L1 adult attrition. Finally, the presence versus absence of the attrition effect can not be straightforwardly related either to language use, attitudes or length of residence, with one exception being linguistic insecurity.

  • 132. Luphondo, Nobuhle
    et al.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Deconstructing gender and sexuality discourses in "Brothers for Life": A critical look at chronotopes of consumption in HIV/AIDS prevention campaigns2012In: Stellenbosch Papers in Linguistics Plus, ISSN 2224-3380, Vol. 41, p. 41-58Article in journal (Refereed)
    Abstract [en]

    Despite batteries of interventions to change the dynamics of HIV in South African communities, increasing HIV prevalence suggests that much more needs to be done to stem the tides of infection. Specifically issues of language and communication around HIV/AIDS merit more attention. One aspect of the efficacy of HIV/AIDS discourses is the question of what extent they may serve to (inadvertently) reproduce sexual practices and mores inimical to HIV/AIDS prevention. This paper conducts a chronotopic and multimodal analysis of a popular South African campaign "Brothers for Life" from this perspective. The campaign is an attempt to promote 'new' role models for South African men in order to get to grips with one of the most serious factors behind the spread of HIV/AIDS, namely male violence against women and children. The analysis suggests that past ideals of masculinity continue to find resonance in masculinities of the present, although framed, mediated and reindexicalized in late modern discourses of consumerism. Thus foundational assumptions on figurations of masculinity and male sexuality appear to remain largely consistent across generations.

  • 133. Luphondo, Nobuhle
    et al.
    Stroud, Christpher
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Introduction: (Super) Diversities & HIV/AIDS: Multilingualism in Multiple Modalities2012In: Stellenbosch Papers in Linguistics Plus, ISSN 2224-3380, Vol. 41, p. i-viiArticle in journal (Other academic)
  • 134.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    A language ideology in print: The case of Sweden2007In: Language in the Media: Representations, Identities, Ideologies, 2007, p. 111-129Chapter in book (Other academic)
  • 135.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    A language ideology in print:: The case of Sweden2007In: Language in the Media:: Representations, Identities, Ideologies, Continuum, London , 2007, p. 111-129Chapter in book (Other academic)
  • 136.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Debating Swedish: Language Politics and Ideology in Contemporary Sweden2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is concerned with three language debates that reached their most crucial peaks in Sweden at the beginning of the twenty-first century: (i) the debate on the promotion of the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on mother tongue instruction. The main scope of the thesis is to take a theoretically multi-pronged approach to these debates trying to shed light on the following aspects: Why did such debates emerge when they did? Which discourses were available in those specific historical moments? Who are the social actors that intervened in these debates? What is at stake for them? What do they claim? What systems of values, ideas and beliefs – i.e. ideologies – underlie such claims? What are the effects in terms of identities, objects of political intervention, commonsensical knowledge and authority that these discourses and ideologies produce?

    Taking Sweden as a case in point, the thesis adds to the existing literature another example of how language debates are the manifestation of conflicts between different language ideologies that struggle for hegemony, thus attempting to impose one specific way of envisaging the management of a nation-state in a time of globalisation. In their outer and most patent facets, these struggles deal with the relationships between languages in today’s Sweden, and how the state, through legislation, should – or should not – regulate such relationships in order to (re)produce some kind of linguistic order. However, the thesis also illustrates that when social actors appeal to a linguistic order, they not only draw boundaries between different languages in a given society, but they also bring into existence a social world in which the speakers of those languages come to occupy specific social positions. These linguistic and social hierarchies, in turn, are imbricated in an often implicit moral regime of what counts as good or bad, acceptable or taboo in that society.

  • 137.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Language testing and citizenship: a language ideological debate in Sweden2007Doctoral thesis, monograph (Other academic)
  • 138.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Language testing and citizenship: A language ideological debate in Sweden2008In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Language in Society, ISSN 0047-4045, Vol. 37, no 1Article in journal (Refereed)
  • 139.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Power, knowledge and governmentality: The recontextualisation of academic discourse in a Swedish policy documentArticle in journal (Refereed)
  • 140.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Review of ‘Spelling Trouble? Language Ideology and the Reform of German Orthography’ by Sally Johnson2007In: Language in Society, ():, Vol. 36, no 3, p. 445-448Article, book review (Refereed)
  • 141.
    Milani, Tommaso M
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Voices of authority in conflict:: The making of the expert in a language debate in Sweden2007In: Linguistics and Education, Vol. 18, no 2, p. 99-120Article in journal (Refereed)
  • 142.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Voices of authority in conflict: The making of the expert in a Swedish language debate2007In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 18, no 2, p. 99-120Article in journal (Refereed)
    Abstract [en]

    The present paper aims to investigate an aspect of a recent public debate about bilingual education in Sweden. Focusing on the textual exchanges between some of the academics who intervened in the debate in the columns of one of the leading Swedish dailies, Dagens Nyheter, the paper will draw upon performativity theory to argue that expertise in language debates is a complex phenomenon which is constantly enacted and contested through discourse. Rather than pre-positing who is the expert and therefore speaks with authority in a given matter, the paper will try to tease out some of the strategies that social actors, under certain discursive constraints, deploy to construct their competence in a specific issue, thus investing their statements with authority.

  • 143.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Voices of Endangerment: A language ideological debate on the Swedish language2007In: Discourses of Endangerment: Ideology and Interest in the Defence of Languages, 2007, p. 169-196Chapter in book (Other academic)
  • 144.
    Milani, Tommaso M.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Voices of endangerment:: A language ideological debate on the Swedish language2007In: Discourses of Endangerment:: Ideology and Interest in the Defence of Languages, Continuum, London , 2007Chapter in book (Other academic)
  • 145.
    Milani, Tommaso M.
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Johnson, Sally
    To legislate or not to legislate?: Language politics and legitimations crises in Germany and SwedenArticle in journal (Refereed)
  • 146.
    Namei, Shidrokh
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    The bilingual lexicon from a developmental perspective: a word association study of Persian-Swedish bilinguals2002Doctoral thesis, monograph (Other academic)
  • 147.
    Philipsson, Anders
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Interrogative Clauses and Verb Morphology in L2 Swedish: Theoretical Interpretations of Grammatical Development and Effects of Different Elicitation Techniques2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation examines direct and subordinate questions, as well as verb morphology in L2 Swedish, from a developmental perspective. The study is cross-sectional, containing data from Iraqi Arabic, Persian and Somali adolescent learners representing three different levels of proficiency. The data are analysed on the basis of two theories: The Markedness Differential Hypothesis and Processability Theory. Data elicited through four different techniques are examined with the aim of examining the possible impact of different data types on the results. The different elicitation techniques used in the study are: oral production, written production, grammaticality judgement and a receptive skills task. Two of the elicitation techniques, written production and grammaticality judgement, include all three structures in focus in the study, whilst the oral production and the receptive task is centred on direct questions.

    The results suggest that there are implicational relationships regarding the order in which the grammatical structures are acquired. On the whole, predictions based on the two theories used as a basis for the analyses find support in the material. Having a wide scope for predictions at the morpho-syntactical level, the results meet the claims in particular of Processability Theory. The predictions and the results do not contrast the two theories with each other. A comparison of the different data types clearly indicates that the grammaticality judgement task substantially diverges from the other data types providing less consistent data and exhibiting trends that are in conflict with the data obtained through the three other elicitation techniques.

  • 148.
    Plüddemann, Peter
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Language policy from below: Bilingual education and heterogeneity in post-apartheid South Africa2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis on bilingual education, with its foci on linguistic heterogeneity and language policy 'from below', covers the first 15 years in the officially multilingual new South Africa. The post-apartheid era has seen South Africa's pro-multilingual Constitution and the language-in-education policy for schools being sidelined in favour of an English-oriented mindset. The subversion of the policy's additive bi/multilingual intent in favour of a replacive 'English-as-target-language' approach indexes a collusion between the political class and the African-language speaking majority, and has been accompanied by systemic underachievement. While the linguistic market beyond school is not necessarily unified in its monolingual habitus, choices for the poor are constrained by a lack of alternatives. Within the implementational spaces afforded by the policy environment, groups such as Project for the Study of Alternative Education in South Africa (PRAESA) have attempted to demonstrate an alternative approach that valorised mother-tongue-based bilingual education. These alternative education initiatives (1995-2009) form the substance of the five published pieces in the present portfolio, capped by the summative thesis. They were written while the author was still a member of PRAESA, and collectively address topics such as language policy initiatives 'from below', the role of surveys in gauging language behaviour and creating language awareness, a multilingual training of trainers programme for southern Africa, a bilingual teacher in-service programme foregrounding different teacher identities in relation to policy realisation, and a classification system for schools by language medium that factors in mother tongues while making allowance for linguistic heterogeneity. The thesis reflects critically on the prevailing monoglossic language ideology informing these studies, and suggests the need for a heteroglossic approach oriented to language as a resource.

  • 149.
    Roberts, Leah
    et al.
    Max Planck Institute of Psycholinguistics, Nijmegen, The Netherlands.
    Lindqvist, ChristinaInst för moderna språk, Uppsala universitet.Bardel, CamillaStockholm University, Faculty of Humanities, Department of Language Education.Abrahamsson, NiclasStockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    EUROSLA Yearbook 12 (2012)2012Collection (editor) (Refereed)
  • 150.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Domänförlust som språkideologisk representation: språkvårdens diskurser om engelska i Sverige2012In: Nordand, ISSN 0809-9227, Vol. 7, no 2, p. 21-59Article in journal (Refereed)
    Abstract [sv]

    Detta bidrag framställer det svenska språkvårdsfältets diskurser om engelska, och begreppet domänförlusts framväxt som del i etableringen av en nationell språkpolitik i Sverige. Genomgången visar hur tonvikten gått från lånord mot frågor om svenskans position och status, med svengelska som representation för den förra diskursen och domänförlust för den senare. Båda manifesterar uttryck för ‖monoglottisk ideologi‖ (Silverstein 1996). Med redskap från Bourdieus fältteori knyts diskurserna till sina producenters positioner i språkvårdens fält. Domänförlust entextualiserades i samband med att diskussionen om Sveriges medlemskap i EU tog fart. Det hävdas i denna artikel att domänförlustsfrågan och EU-frågan är ideologiskt förenade, och att värnandet av svenskan måste ses i samma ljus som värnandet av Sveriges autonomi, och en aversion bland fältets agenter mot engelskans kulturpolitiska indexikaliteter. Domänförlust har använts som symbolisk tillgång för att få gehör för att svenskan är ett hotat språk, och tolkas här som en del av en strategi för att försvara en marknad där agenterna själva investerat sitt kapital.

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