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  • 151.
    Englund Dimitrova, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Ehrensberger-Dow, Maureen
    Zurich university of applied sciences, Switzerland.
    Hubscher-Davidson, Séverine
    Aston university, UK.
    Norberg, Ulf
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Introduction2015In: Describing cognitive processes in translation: Acts and Events / [ed] Maureen Ehrensberger-Dow, Birgitta Englund Dimitrova, Séverine Hubscher-Davidson, Ulf Norberg, Amsterdam: John Benjamins Publishing Company, 2015, p. 1-5Chapter in book (Refereed)
  • 152.
    Englund Dimitrova, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Cognitive aspects of community interpreting: Toward a process model2016In: Reembedding Translation Process Research / [ed] Ricardo Muñoz Martín, Amsterdam: John Benjamins Publishing Company, 2016, p. 195-214Chapter in book (Refereed)
    Abstract [en]

    This article discusses cognitive aspects of professional community interpreting. We give an overview of earlier research into community interpreting, arguing that cognitive aspects have largely been neglected. We propose that in building a model of the mental processes of the community interpreter, different kinds of monitoring are a crucial and pervasive component. Monitoring contributes to and enables the double function of the interpreter: translating and managing the interaction of the interpreted encounter. We furthermore stress the importance of the notion of professional self-concept for explaining the interpreter’s decision-making and exemplify this by analyzing turn-taking in two Swedish-Spanish interpreted encounters.

  • 153.
    Englund Dimitrova, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Retrospection in interpreting and translation: explaining the process?2014In: Monografías de Traducción e Interpretación MonTi Special Issue (ed. R. Muñoz Martín), ISSN 1889-4178, Vol. 1, no 1, p. 177-200Article in journal (Refereed)
    Abstract [en]

    For studying the processes involved in translation and in interpreting, retrospection is one of the few research methods equally suitable for both areas. At the first workshop on research methods in process-oriented research, in Graz in 2009, we presented the results of a pilot study of retrospection as a research method, published as Englund Dimitrova and Tiselius (2009). The study involved data from two groups (15 years of professional experience vs. no professional experience), each with 3+3 subjects (interpreter subjects vs. translator subjects, all with Swedish as their L1). The source text was a 10-minute plenary speech in English from the European Parliament, interpreted simultaneously into Swedish. For the translation data, the translator subjects translated the original European Parliament transcript of the speech, 1,093 words, writing in Translog. After the task, subjects did immediate retrospection. The first analysis of the data indicated that a challenge when using retrospection is that subjects tend to report having forgotten about some of their processes.

     

    In this paper we report an analysis of the process data in relation to the retrospective protocols. Our focus is on reported problems and the occurrences of problem indicators in the process. It was found that most reported problems are confirmed by the presence of problem indicators in the process. However, the majority of problem indicators found in the process do not correspond to any reported problem. Hence, the subjects’ problem reports can only explain a limited number of the potential problems in the process. The need for further research into retrospection as a research method in Translation Studies is pointed out.

  • 154.
    Englund Dimitrova, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Wadensjö, Cecilia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    On Common Ground? The Swedish Experience with University Education of Interpreter Teachers2013In: Training the Trainers: Nordic Seminar on InterpreterEducation: Utbildningen av utbildare: Nordiskt möte om tolkutbildning / [ed] Cecilia Wadensjö, Stockholm: Tolk- och översättarinstitutet, Stockholms universitet , 2013, p. 67-83Conference paper (Other academic)
    Abstract [en]

    This paper reports on participants’ experiences with a university-level course for teachers of interpreting, given three times at Stockholm University, Sweden. An important purpose of the course was to provide a collaborative learning environment and to support and promote a feeling of common ground between educators working within various branches of interpreting. Drawing primarily upon a focus group interview and on students’ written evaluations, we have indications that the course did promote a sense of similarity between students across traditional borders. Also, an interesting difference between spoken-language interpreting educators and sign-language interpreting educators emerged. Educators with experiences from the first category of courses seemed to be much oriented towards preparing the students for a final exam, similar to the national certification test (basically, a teacher assessed proficiency test), whereas those working in sign-language- interpreting courses seemed to be more oriented to more frequent and other types of assessments of student performance (self-, peer and teacher assessments). Finally, the course seems to have provided a network for informal collaboration between interpreter educators that stayed intact over time.

  • 155.
    Engström, Elin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Från Mister Yummy till Herr Mums: Översättning med kommentar: bildspråk i en novell av Stephen King2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with the translation of a short story written by Stephen King. Prerequisites for the selected translation principle were polysystem theory, descriptive translation studies, intended audience, and the result of a style analysis of the source text in which an abundance of imagery was clear. An analysis of the imagery in the target text found that a predominantly adequacy-oriented translation strategy was used and that Stephen King's status in the target culture can be viewed as high rather than low. Problems during the translation process were mainly associated with the translation of imagery.

  • 156. Erixon, Per-Olof
    et al.
    Josephson, OlleStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Kampen om texten: Examensarbetet i lärarutbildningen2017Collection (editor) (Other academic)
  • 157.
    Faymonville, Louise
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Om variationen i Codex Thott 4 4:o - ett tolkningsförslag2017In: Arkiv för nordisk filologi, ISSN 0066-7668, Vol. 132, p. 153-178Article in journal (Refereed)
    Abstract [en]

    This article examines the linguistic variation and paleographical phenomena in the 15th century Old Swedish manuscript Codex Thott 4 4:o. The manuscript contains the Pentateuch Paraphrase, the oldest known Bible text in the Swedish vernacular. A comparison between Cod. Thott 4 4:o and Codex Holm A 1, the other remaining Old Swedish manuscript containing the Pentateuch Paraphrase, reveals significant linguistic variation even though the manuscripts are thought to share a common source. Cod. Thott 4 4:o has been considered the work of one person, an experienced scribe, albeit not always consistent in his actions. One of the most interesting features of Cod. Thott 4 4:o is that the linguistic variation vis-à-vis Cod. Holm A 1 seems unevenly distributed. This seeming inconsistency of the Cod. Thott 4 4:o scribe also seems to somewhat correlate with paleographical phenomena. A combination of analyses of the linguistic variation vis-à-vis Cod. Holm A 1 and the paleographical phenomena in Cod. Thott 4 4:o suggests that Cod. Thott 4 4:o could in fact be the work of two scribes with somewhat different work principles. Similar to Haukur Erlendsson in Hauksbók, one of the scribes of Cod. Thott 4 4:o frequently changes and adapts his material whereas the other scribe more often follows the source.

  • 158.
    Ferm, Olle
    et al.
    Stockholm University, Faculty of Humanities, Department of History.
    Hedström, Ingela
    Lodén, Sofia
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Pettersson, Jonatan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Åkestam, Mia
    Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    The Eufemiavisor and Courtly Culture: A Preface2015In: The Eufemiavisor and Courtly Culture: Time, Texts and Cultural Transfer: Papers from a Symposium in Stockholm 11-13 October 2012 / [ed] Olle Ferm, Ingela Hedström, Sofia Lodén, Jonatan Pettersson, Mia Åkestam, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2015, p. 7-9Chapter in book (Other academic)
  • 159.
    Ferm, Olle
    et al.
    Stockholm University, Faculty of Humanities, Department of History.
    Hedström, IngelaLodén, SofiaStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.Pettersson, JonatanStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.Åkestam, MiaStockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    The Eufemiavisor and Courtly Culture: Time, Texts and Cultural Transfer: Papers from a Symposium in Stockholm 11-13 October 20122015Collection (editor) (Refereed)
  • 160.
    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.

  • 161. Flyman Mattsson, Anna
    et al.
    Norrby, CatrinStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Language acquisition and use in multilingual contexts: theory and practice2013Collection (editor) (Refereed)
    Abstract [en]

    This volume brings together current linguistic research in a range of predominantly multilingual contexts. The authors draw on data from different languages and speech communities around the world, and together the chapters offer a broad picture of language acquisition, development and use – among both children and adults. While this is a valuable undertaking in its own right, the main reason for this collection is to pay tribute to Gisela Håkansson on her 65th birthday. Throughout her career Gisela Håkansson has made, and continues to make, a very significant contribution to the field of linguistics, in particular through her research in first and second language acquisition, multilingualism and language impairment. 

  • 162.
    Freider, Ellen
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    EU och du: En diskursanalytisk undersökning av två informationsbroschyrer från EU-kommissionen2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats undersöks EU-kommissionens kommunikation med allmänheten i två översatta informationsbroschyrer. Med avstamp i diskursanalytisk teori analyseras såväl texterna som deras kontext. Syftet med undersökningen är att beskriva vilken bild broschyrerna förmedlar av EU och EU- invånarna samt relationen dem emellan. En utgångpunkt är att texterna bär uttryck för auktoritet, som beror av de text-externa relationerna och som synliggörs genom olika språkliga strategier.

    Analysen visar att EU konstrueras på två olika sätt i texterna: dels som en stark och pålitlig aktör, dels som ett naturligt existerande geografiskt område. EU-invånaren i sin tur upptecknas som en del av en gemenskap, och som någon med skyldigheter men framförallt med rättigheter. Broschyrerna uttrycker auktoritet genom språkliga strategier som signalerar makt och solidaritet, men EU:s reella makt över invånarna är ofta nedtonad. Texterna reflekterar en värld där EU:s ställning inte är oomstridd, och broschyrerna verkar på flera sätt för att ge unionen existensberättigande.

    Undersökningen aktualiserar också frågor om hur översättningsaspekten inverkar på diskursen, och mynnar ut i konstaterandet att översättarna har en betydande roll i sammanhanget.

  • 163.
    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
  • 164. 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)
  • 165.
    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. 

  • 166.
    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)
  • 167.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

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

  • 168.
    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)
  • 169.
    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.

  • 170.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2017In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450XArticle in journal (Refereed)
    Abstract [en]

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

  • 171.
    Gavel, Vanda
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Hen har skådespelare på munnen!: En studie av munbilder i spontant och tolkat teckenspråk2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a comparative study of sign language interpreter’s use of mouthings borrowed from a spoken language. Based on the knowledge that linguistic features from the source language often transfer into the target language, the idea that the mouth movement of the interpreter might be affected when interpreting from a Swedish source, compared to spontaneous language production, was explored. Data was collected in a situation constructed specifically for this study, with two informants, both L2- speakers of sign language. They produced two sign language texts each, one spontaneous and one interpreted. The texts were analysed using software tool ELAN, to compare the amount of mouthings. Based on the results of this study, no general tendencies towards a higher usage of mouthings in interpreted texts compared to spontaneous texts were discovered. However, the informants’ use of mouthings were found to be not entirely idiomatic. 

  • 172.
    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.

  • 173. Gossas, Carina
    et al.
    Axelsson, Marcus
    Norberg, Ulf
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Van Meerbergen, Sara
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    En katts resa: Pettson och Findus på norska, tyska, nederlänska, franska och spanska2015In: Översättning för en ny generation: Nordisk barn- och ungdomslitteratur på export / [ed] Valérie Alfvén, Hugues Engel, Charlotte Lindgren, Falun: Högskolan Dalarna, 2015, p. 61-71Conference paper (Refereed)
    Abstract [sv]

    I den här studien jämförs översättningar av två av Sven Nordqvists bilderböcker om gubben Pettson och katten Findus till tre germanska språk (norska, tyska, nederländska) och två latinska språk (franska och spanska). Syftet med studien är att undersöka vilka tendenser i översättningspraktiken som varit gällande i fem olika språkområden med olika kulturellt och språkligt avstånd från det svenska originalet. I studien diskuteras utgivningsstatistik, måltexternas yttre utformning och dessutom görs en analys av översättning av namn samt uttryck för ljud och rörelse. Studien visar att de germanskspråkiga översättningarna är mer källtextnära än de romanskspråkiga och att de franska är de som avlägsnar sig längst från källtexten.

  • 174.
    Gossas, Carina
    et al.
    Högskolan Dalarna.
    Norberg, Ulf
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Translating non-standard forms of reported discourse in children’s books: Den tredje grottans hemlighet by Swedish author P. O. Enquist in French and German as a case in point2014In: Trans Revista de traductología, ISSN 1137-2311, no 18, p. 85-105Article in journal (Refereed)
    Abstract [en]

    The imitation of character voices and the relationship between narrator and characters are known to be fruitful domains for authors’ creativity and expressivity and thus constitute an intriguing translation problem that lacks clear solutions. In this study, we examine the translating of non-standard forms of reported discourse as distinct representations of voices in the French and German translations of the second children’s book by the Swedish author P.O. Enquist Den tredje grottans hemlighet, 2010 ("The Secret of the Third Cave"). We set out to analyze the translations of two stylistic features of this text: the use of hybrid forms of direct and indirect speech and the use of italics to mark a cited discourse.

  • 175. Granhagen Jungner, Johanna
    et al.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Lützén, Kim
    Blomgren, Klas
    Pergert, Pernilla
    Creating a Meeting Point of Understanding: Interpreters' Experiences in Swedish Childhood Cancer Care2016In: Journal of Pediatric Oncology Nursing, ISSN 1043-4542, E-ISSN 1532-8457, Vol. 33, no 2, p. 137-145Article in journal (Refereed)
    Abstract [en]

    PURPOSE: Children and families with a foreign background and limited Swedish proficiency have to communicate through interpreters in childhood cancer care centers in Sweden. Interpreter-mediated events deal with many difficulties that potentially hinder the transfer of information. The purpose of our study was to explore interpreters' experiences of interpreting between health care staff and limited Swedish proficiency patients/families in childhood cancer care.

    DESIGN: Using purposive samples, we interviewed 11 interpreters individually. The interviews were analyzed using qualitative content analysis.

    FINDINGS: Analyses of the data resulted in the main theme of creating a meeting point of understanding, constructed from 3 subthemes: balancing between cultures, bridging the gaps of knowledge, and balancing between compassion and professionalism.

    DISCUSSION: Our result shows that in order to create a sustainable meeting point of understanding, it is necessary to explain both the context and cultural differences. These results suggest that the responsibility for information transfer lies with both the health care profession and the interpreters. Tools have to be developed for both parties to contribute to creating the meeting point of understanding.

  • 176. Granhagen Jungner, Johanna
    et al.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies. Karolinska Institutet, Sweden.
    Wenemark, Marika
    Blomgren, Klas
    Lützén, Kim
    Pergert, Pernilla
    Development and evaluation of the Communication over Language Barriers questionnaire (CoLB-q) in paediatric healthcare2018In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 101, no 9, p. 1661-1668Article in journal (Refereed)
    Abstract [en]

    Objective: To develop a valid and reliable questionnaire addressing the experiences of healthcare personnel of communicating over language barriers and using interpreters in paediatric healthcare. Methods: A multiple- methods approach to develop and evaluate the questionnaire, including focus groups, cognitive interviews, a pilot test and test-retest. The methods were chosen in accordance with questionnaire development methodology to ensure validity and reliability. Results: The development procedure showed that the issues identified were highly relevant to paediatric healthcare personnel and resulted in a valid and reliable Communication over Language Barriers questionnaire (CoLB-q) with 27 questions. Conclusion: The CoLB-q is perceived as relevant, important and easy to respond to by respondents and has satisfactory validity and reliability.& nbsp; Practice implications: The CoLB-q can be used to map how healthcare personnel overcome language barriers through communication tools and to identify problems encountered in paediatric healthcare. Furthermore, the transparently described process could be used as a guide for developing similar questionnaires.

  • 177. Gregersen, Frans
    et al.
    Josephson, Olle
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Språkpolitik och internationalisering på nordiska universitet2014In: Hvor parallelt: Om parallellspråkighet på Nordens universitet / [ed] Frans Gregersen, Köpenhamn: Nordiska Ministerrådet , 2014, 1, p. 35-54Chapter in book (Other academic)
  • 178.
    Grenbäck, Helen
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    En skola med två språk: Elevers upplevelse av tvåspråkig tolkad undervisning i specialskolan2016Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
    Abstract [en]

    This study examines pupils who use sign language and their experience of bilingual education where there are instances of interpreted interaction. This is a qualitative study in which a total of 14 pupils from two different schools for the Deaf have participated in semi-structured group interviews. The results shows that teachers, assistants and pupils interpret in the school. Trained interpreters are rarely used in the education. Another thing that emerges is that the results between the schools differ; at one school, pupils are satisfied and believe that teachers’ have good language skills, at the other, pupils are less satisfied and believe that teachers’ language skills lack. In addition, the pupils believe that it is beneficial when a teacher interpret, because they know the teacher, but emphasize that it often results in information loss. The pupils consider trained interpreters to be a quality assurance. Furthermore, the results show that the majority of pupils are critical of that the school for the Deaf should have need for interpreted teaching, because the teachers would instead have sufficient language skills. A conclusion has been reached that it is inappropriate that pupils have interpreted their own teaching and that it is something that should not occur, and that it would be of interest with more complementary studies in the area, e.g. a comparative analysis of the school for the Deaf and another bilingual school to see if interpreting occurs at that school.

  • 179.
    Guissemo, Manuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    Manufacturing Multilingualisms of Marginality in Mozambique: Exploring the Orders of Visibility of Local African Languages2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Colonial era language policies and practices in Mozambique sought to render native African languages (and their speakers) invisible in public space. This ‘order of (in)visibility’ was later adopted by many African states, including Mozambique, by choosing the ex-colonial language as the one and only official language and prohibiting or ignoring the use of African languages in the interest of so-called national unity. Recent postcolonial democratization of African countries is seemingly beginning to change the colonial heritage of local linguistic underdevelopment, with the introduction of language policies that – on the surface at least – give more value to local African languages. This thesis argues, however, that African languages remain marginalized in systematic ways that replicate historical linguistic inequities. The three studies that make up the thesis focus on the technologies, spaces and mechanisms whereby these languages have been manufactured as marginalized from colonial times until the present. The studies build on a combination of ethnographic and archival data. A theoretical framing in a sociolinguistics of globalization approach broadly defined, and complemented with an explicit emphasis on temporality provides the conceptual framework and methodological toolbox for analysis. Study I explores the impact that colonial politics had on the management of multilingualism focusing on how local African languages were ideologically constructed as frozen in the past, whereas Portuguese was depicted as a modern, state-bearing language of progress. This ideology was later assimilated by the postcolonial regime always placing the local African languages in a position of inferiority in relation to Portuguese. Study II analyses how public space was used in chronologically different political regimes to produce different orders of visibility for local African languages and Portuguese in the semiotic landscapes of urban Maputo. The focus of this paper is on artifacts of memorization and public discourses that made local African languages invisible in public spaces until early 1990, when political changes introduced new orders of visibility for these languages in public space. However, ‘archaeological’ traces of Portuguese remain in the orthographic and linguistic forms in which local African languages are authored, testimony to its continued hegemony in public space. Study III explores how local African languages are now used in practices of hip hop relocalization, where ‘keeping it real’ and authenticity as features of the genre simultaneously serve to ideologically resuscitate political individuals such as the incorruptible President Samora Machel (1920–1986). In this way, the very marginalization – past-ness – of these languages carries a vibrant contemporary protest. The main thrust of the thesis is to argue that local African languages are discursively produced in temporal frames distinct from the mainstreaming of Portuguese. It is this that continues to reproduce the relative marginality of these languages.

     

  • 180.
    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)
  • 181.
    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.

  • 182.
    Guseinova, Fatima
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Invandrare, immigrant, migrant och utlänning - ord som attitydindikatorer och deras frekvens i svenska medier 1920-2013: En onomasiologisk studie med ett diakront perspektiv2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is an onomasiological study with a diachronic perspective. Its purpose is to examine the use of the four most frequent names for migrants in Sweden in Swedish newspapers 1923-2013. The four names are invandrare (roughly ’immigrant’), immigrant (‘immigrant’), migrant (‘migrant’) and utlänning (‘foreigner’). The results from 37 Swedish corpora show that invandrare is the most frequent word used by the media. The word is often used in contexts that discuss something problematic and sometimes even rather negative in regards to migrants, using that very word – invandrare. It often marks a thought of us-and-them. Utlänning is frequently used as a synonym for invandrare, although it carries a different meaning. Immigrant and migrant are seldom used and when they are, they generally refer to migrants in other countries than Sweden. All the words are used in order to convey a distance between migrants and what is considered ethnic Swedes. Language planning is a good tool in this case, but the ultimate key lies in the attitudes of the speakers. No matter how many times the names for migrants are changed, they will always end up negative if that is the speakers’ intention.

  • 183.
    Hagander, Sara
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Surf and turf, builder’s mug och Jaffa cakes: Översättningsstrategier vid svensk undertextning av kulturspecifika referenser i anglofona matlagningsprogram2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Food, language and culture are closely linked and cooking shows are peppered with culturally specific references. Culturally specific references are defined as “any reference to a cultural entity which, due to its distance from the target culture, is characterized by a sufficient degree of opacity for the target reader to constitute a problem” (Mailhac in Ranzato 2015:54) and can be things such as measurements (pints), brands (Tabasco), and dishes (surf and turf) to name a few. This study focuses on the translation of culture specific references in cooking shows. Since most of the cooking shows translated into Swedish are in English, the material for this study consists of 21 cooking shows in English and their Swedish translations. This study will look at the shows 3 good things, Save with Jamie, David Rocco’s Dolce Vita, Kitchen Hero and The Great British Bake off. By constructing a corpus and analyzing the culturally specific references, the norms regarding translation strategies for the translation of culturally specific references in cooking shows have been mapped out, and compared to the results of a well known study on primetime TV by Pedersen (2011). These were categorized in accordance with Pedersen’s taxonomy (2011:76). The results showed that the norms were very similar to those of primetime TV, with the exception of some domain-specific norms. Language influences how we see the world. Thus, the way culturally specific references are translated from one culture into another is important because it affects how cultures are viewed and interpreted, at least within the food community. 

  • 184. Hagren Idevall, Karin
    et al.
    Bellander, Theres
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Membership Categorization Analysis - för analyser av kategoriseringar i tal och skrift2014In: Analyzing text AND talk: Att analysera texter OCH samtal / [ed] Anna-Malin Karlsson, Henna Makkonen-Craig, Uppsala: Uppsala universitet, 2014, p. 44-68Chapter in book (Other academic)
  • 185.
    Hallström, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Östberg, Urban
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Grammatik från grunden: Grammatik med regler och övningar för sfi och sva2016Book (Other academic)
    Abstract [sv]

    "Grammatik från grunden" är en grundläggande grammatikbok med övningar i svenska som främmande språk/andraspråk. Den består av 8 kapitel: verb, substantiv, adjektiv, pronomen, adverb, räkneord, prepositioner och ordföljd. De flesta övningar är försedda med facit och inleds med regler/böjningsmönster och exempel. Dessutom finns ett avslutande grammatikprov med facit, som bygger på de tidigare kapitlen.

  • 186.
    Hallström, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Östberg, Urban
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Ordbildning från grunden: Ordbildning i svenska språket med övningar och facit2018Book (Other academic)
    Abstract [sv]

    Ordbildning från grunden är en lärobok/övningsbok avsedd för studerande i svenska som främmande språk/andraspråk och innehåller både teori (förklaringar, belysande exempel) och en mängd övningar med facit. Här behandlas olika typer av sammansättningar   (substantiv, adjektiv och verb) liksom avledningar med prefix och/eller suffix. Boken är försedd med register och litteraturhänvisningar.

  • 187.
    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)
  • 188.
    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)
  • 189.
    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)
  • 190.
    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)
  • 191.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Anticipatory discourse in prenatal education2018In: Discourse & Communication, ISSN 1750-4813, E-ISSN 1750-4821, Vol. 12, no 1, p. 3-19Article in journal (Refereed)
    Abstract [en]

    This article explores communicative aspects of preparing others, by studying prenatal education classes in which midwives prepare expectant parents for delivery. Data include documentation from classes and interviews with the presenters. This twofold dataset enables investigation into how ideologies of communication figure into the production of discourse. A dominant idea is that discourse can stand in for lived experience in the endeavor to decrease nervousness and fear in the expectant parents. The observation data are therefore analyzed by paying attention to how the expectant parents’ future deliveries are discursively represented. Drawing on the conceptual framework for analyzing anticipatory discourse, the study shows how the midwives largely frame this future as predictable and the mother as highly agentive. When addressing unexpected turbulence, however, the midwives use the opportunity to stress the agency of medical professionals to maintain a representation of the delivery event as generally predictable.

  • 192.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Four tips on using Instagram to study the emotions of parenthood2017In: Politics, Protest, Emotion: Interdisciplinary Perspectives: A Book of Blogs / [ed] Paul Reilly, Anastasia Veneti, Dimitrinka Atanasova, Sheffield: Pressbooks , 2017, p. 169-172Chapter in book (Other academic)
  • 193.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    The failing body: Narratives of breast­feeding troubles and shame2017In: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 27, no 2, p. 232-251Article in journal (Refereed)
    Abstract [en]

    This article explores the relationship between discourse and experiences of ill health. Drawing on narratives, it shows how a mother experiencing difficulties breastfeeding embodies sentiments of shame over what she perceives as a failure to perform motherhood. The notions of interdiscursivity and historical bodies are employed to ground the individual’s experience in discursive practices and to argue that shame is a sentiment that arises in the rupture of biopolitical ideologies construed in those practices. Expressing shame becomes a resource for assuming responsibility over failed motherhood, at the same time that it appears to obstruct recovery to smoothly functioning breastfeeding.

  • 194.
    Hanell, Linnea
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    The Knowledgeable Parent: Ideologies of Communication in Swedish Health Discourse2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the communication of health knowledge among new parents in Sweden. Based on three separate studies, the thesis employs a selection of theoretical concepts and methodological approaches, mainly originating from mediated discourse analysis and linguistic anthropology. Study 1 takes a broad view on the object and asks how knowledge circulates and emerges in a particular arena for parental knowledge. Drawing on nine months of online fieldwork on a discussion forum thread for expectant parents, the study shows that communication of knowledge is engendered by entextualizations and recenterings of previous experiences, including encounters with discourse. This fact challenges categorical conceptions that construct some sources of health knowledge as trustworthy and others as unreliable, and thus, potentially harmful. Study 2 narrows the focus to professionals typically perceived as producers of parental health knowledge, namely, midwives who give prenatal education classes. Drawing on a dataset comprising observations of classes as well as interviews with midwives, the study throws analytical light on anticipatory discourse, that is, discourse designed to dictate and influence the future, and elucidates some of the ways in which midwives prepare the participants for their upcoming delivery by discursively constructing links to these future events. Study 3, finally, takes the perspective of a single individual in whose life several forms of communicated parental knowledge converge as she becomes a mother. The study focuses on a period during which this individual struggles with breastfeeding problems. A combination of the notions of interdiscursivity and the historical body is here employed to grasp this experience as shaped in relation to discourse regarding child care and health. Looking at narrative data through this lens, the study shows how this individual connects failure to follow official breastfeeding recommendations to failure to perform child care in an appropriate way. At heart, the study makes a case for the moral loading of health knowledge and cautions against the assumption that authoritative medical knowledge is the only means for taking action that a new mother might need. In conclusion, the present thesis utilizes a combination of theoretical and methodological tools from MDA and linguistic anthropology to enable a discourse analysis of health communication that privileges a view of language in use as accumulating vis-à-vis engendering meaning over time and in relation to social action. Invoking the notion of ideologies of communication, it demonstrates that parents’ knowledge about their children’s health is a non-neutral issue, and that instrumental aspects of parental health knowledge can never be isolated from moral ideas regarding how particular parenting practices are to be carried out. At the same time, the thesis points out that while representatives of institutions of the welfare state may produce messages to communicate health knowledge, the knowledge obtained by individuals is the product of myriad discursive encounters and other experiences, of which the discourse produced by representatives of state institutions constitutes only one share.

  • 195.
    Hanell, Linnea
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Blåsjö, Mona
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Diskurs i handling: Att studera människors handlingar med medierad diskursanalys2014In: Analysing text AND talk: Att analysera texter OCH samtal / [ed] Karlsson, Anna-Malin & Makkonen-Craig, Henna, Uppsala: Uppsala universitet, 2014, p. 14-27Chapter in book (Refereed)
  • 196.
    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.

  • 197.
    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.

  • 198.
    Hassel Borowski, Frida
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Det tredje språket: Tolkspråk och normalisering i teckenspråkstolkning2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is concerned with the subject of interpretese – the idea that interpreted language differs from non-interpreted language. Within translation studies, the corresponding term is translationese, and this essay draws upon much of the research in this field, as it is more developed. One particular area of research into translationese revolves around so called translation universals, or universal features of translation. They could be described as rules or laws that define translated language. One of those universals is called normalisation. This essay seeks to answer if normalisation also exists in Sign Language interpreting, with reference to exaggeration of typical target language patterns. Two comparable corpora were used, Swedish Sign Language Corpus (SSLC) with non-interpreted Sign Language texts, and Korpus för simultantolkade teckenspråkstexter (KST) with interpreted Sign Language texts. The typical target language pattern that was chosen for the investigation is the Swedish sign KOPPLA. Instances of the sign were investigated in both corpora, to spot any exaggeration in KST. The results show that KOPPLA is in fact overrepresented in KST, but that one should be careful to generalize, as several limiting factors were at play.

  • 199.
    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.

  • 200. Helgesson, Karin
    et al.
    Landqvist, HansLyngfelt, BenjaminNilsson, JennyNorrby, CatrinStockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.Ralph, Bo
    Fint språk = Good Language: festskrift till Lars-Gunnar Andersson2014Collection (editor) (Refereed)
    Abstract [sv]

    Festskrift till Lars-Gunnar Andersson med anledning av hans 65-årsdag. Boken innehåller 20 artiklar om språk av följande författare: Karin Aijmer, Sture Allén, Gunnar Bergh & Sölve Ohlander, Elisabet Engdahl, Catharina Grünbaum, Olle Josephson, Fred Karlsson, Lars Lindvall & Mårten Ramnäs, Per Linell & Kerstin Norén, Magnus Ljung, Sven-Göran Malmgren, Bengt Nordberg, Christer Platzack, Bo Ralph, Lena Rogström, Eva Sundgren, Ulf Teleman, Mats Thelander & Björn Melander, Peter Trudgill samt Jan-Ola Östman. 

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