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  • 251.
    Jon-And, Anna
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för arkeologi och antikens kultur, Centrum för evolutionär kulturforskning.
    Avelar, Juanito
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    Álvarez López, Laura
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    Contact, variation and change in Angolan Portuguese: the case of existential constructions in Cabinda2020Inngår i: Bulletin of Hispanic studies (Liverpool. 2002), ISSN 1475-3839, E-ISSN 1478-3398Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present paper deals with contact-induced change in existential constructions in the variety of Portuguese spoken in Cabinda, Angola. Portuguese is the official language of Angola, and the officially adopted norm is European Standard Portuguese. The focus of the analysis is on the use of the possessive verb ter ‘to have’ in existential constructions, rather than the existential haver ‘to exist’, which is the standard form in Portugal. The analysis is based on data from 40 interviews with 20 male and 20 female high school Cabinda students between 18 and 30 years of age. The aim is to investigate the role of language contact in the emergence of existential sentences with ter, as well as to verify if the use of ter in existential constructions in Cabinda has the same linguistic constraints as in Brazilian Portuguese. The paper also analyzes social factors related to multilingualism in order to discuss how social and linguistic constraints interact in shaping new varieties, such as Cabinda Portuguese. The conclusion is that the use of ter sentences as existentials in Cabinda Portuguese may be an effect resulting from the confluence of two linguistic factors: (i) changes linked with the pro-drop parameter in Portuguese emerging in Angola, and (ii) the transference of a grammatical property from Bantu languages to Portuguese, specifically, the morphological identity of possessive and existential verbs. Moreover, the only registered social influence over the presence of existential ter constructions is the level of use of Bantu languages, a finding that does not rule out that these constructions may initially have been triggered by more general acquisition effects.

  • 252.
    Jonsson, Carla
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Functions of code-switching in bilingual theater: An analysis of three Chicano plays2010Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 42, nr 5, s. 1296-1310Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 253.
    Jonsson, Carla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Power and resistance: Language mixing in three Chicano plays2014Inngår i: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 18, nr 2, s. 118-133Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article offers insights into how multilingual resources such as language mixing can be used in theater to address power relations such as, for instance, domination, resistance and empowerment. Three plays by Chicana playwright Cherrie Moraga (Giving up the ghost, Heroes and saints, and Shadow of a man) will be used to illustrate language mixing in Chicano theater. Moraga's work has been selected since she is regarded as a representative of Chicano theater both by people within and by people outside the Chicano community. Chicano theater arose in the United States during the 1960s as an act of resistance. The aim was to empower Chicanos/Mexican Americans by informing them about their rights in the society in which they resided. Chicano theater has thus since its inception been linked to issues of power. Theoretically, this article builds upon philosopher Michel Foucault's view of power, which fits well with the study of Chicano theater since it acknowledges that power exists in all social relations and is negotiated in each relation and context. Foucault's view of power also asserts that power and resistance go hand in hand. This, then, can be translated to the Chicano context, where struggles take place on different levels in order to resist power. Chicano theater, also referred to by Moraga as theater of resistance is one such form of resistance. However, power is not merely resisted. It is also reproduced in a new form. Foucault's view of power and resistance and his emphasis on the productive functions of power allow for a possibility of empowerment.

  • 254.
    Jonsson, Carla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Translanguaging and multilingual literacies: Diary-based case studies of adolescents in an international school2013Inngår i: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, nr 224, s. 85-117Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A diary is often a personal and private matter, a well-kept secret. This article discusses findings from ethnographic research in which language diaries and diary-based interviews were used as a means to collect qualitative data. The article is based on case studies of six high school students who at the time of the study were enrolled at an international boarding school in Sweden. During the interviews, the students spoke about personal matters associated with languages, identities and discriminatory practices in school and in society.

    The aim of the paper is twofold: (1) to investigate and describe the students' language practices, their translanguaging practices and their multilingual literacies, and (2) to analyze diary-based case studies – based on language diaries and diary-based interviews – from a methodological viewpoint as a means to collect data. The study wishes to contribute to the growing body of ethnographic research on literacy that highlights and nuances the intricate ways in which languages are being used by bilingual and/or multilingual adolescents in their everyday lives in a globalized world.

    The diaries together with the diary-based interviews reveal significant findings about multilingualism both on a micro and macro level. On a micro level these findings relate to, for instance, the use of translanguaging that forms part of the students' multilingual repertoires and the construction of identities in a transnational space such as the school. On a macro level, the findings relate to, for instance, language ideologies, language policies and teaching and learning in a transnational space.

    The results of the study have implications for language policies and teaching practices in schools with bilingual/multilingual students. The study shows how the students' language practices differ from that of the school. Furthermore the study contributes to the methodological advancement of ethnographic research methods and shows how the use of language diaries can enable the production of self-reflection based on students' language practices.

  • 255.
    Jonsson, Carla
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Muhonen, Anu
    Stockholms universitet, Humanistiska fakulteten, Institutionen för baltiska språk, finska och tyska.
    Multilingual repertoires and the relocalization of manga in digital media2014Inngår i: Discourse, Context & Media, ISSN 2211-6958, E-ISSN 2211-6966, Vol. 4-5, s. 87-100Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to analyze multilingual repertoires of young adolescents and the relocalization of manga on Facebook. The focal points of our analysis are: how young adolescents relocalize manga in digital media, the multilingual repertoires these adolescents use in the relocalization of manga, and the manner in which the relocalization of manga and the multilingual repertoires in digital media contribute to indexing the identity of these adolescents.

    The results show that digital media opens up for and encourages dialogue through which the identity performances of young adolescents are invigorated. Through their repertoires, the adolescents perform local, global and glocal identities that reflect superdiverse conditions. The participants׳ choice of, e.g., Japanese screen names highlights their indexing of identities in which local and global aspects are blended and where Japanese aspects are highlighted, whereas other heritage cultures are backgrounded. From the adolescents׳ engagement in a global and transnational manga culture, we learn that, in superdiverse conditions, global transcultural flows can affect the lives of adolescents to the extent that these become a central part of their identity performance.

    In the article, we propose a sociolinguistic online ethnography approach in which we combine (socio)linguistic ethnography with online ethnography. The study shows how the ethnographic data supports, deepens and nuances the analysis. Sociolinguistic online ethnography thus offers a lens through which we as researchers can access not only multilingual repertoires per se but also the participants׳ voices and interpretations.

  • 256.
    Jonsson, Carla
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Rosenfors, Mona
    'I have struggled really hard to learn Sami': Claiming and regaining a minority language2017Inngår i: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, Vol. 248, s. 49-71Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article sheds light on the issue of new speakerness via a case study focusing on one adolescent – “Elle” – and her efforts to claim and regain Sami, a national minority language in Sweden. Elle did not acquire Sami at home, but attended Sami school from first grade to sixth grade, where she learned to understand, read, and write the language. Ever since childhood, Elle has “struggled” to learn more Sami and to be acknowledged as a Sami speaker. It was only recently that Elle started using Sami actively in speech, reclaiming her Sami voice and breaking a silence to which she had been involuntarily submitted. A condition that for Elle could have resulted in language loss was, thus, by her efforts to regain the language, turned into a condition of language revitalization. This article shows how Elle’s narratives are linked to language ideologies and language policies in Swedish society, to negative attitudes towards Sami culture, and to discrimination. By learning and actively using Sami in writing and in speech, Elle exercises agency, and by taking the important step to start speaking, Elle proclaims her right to speak Sami and to her representation. The agency that Elle exercises by using Sami is beneficial for her own language development, but could also potentially contribute to the language revitalization of Sami and to the linguistic empowerment of other speakers/learners of Sami.

  • 257.
    Jonsson, Rickard
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Milani, Tommaso M
    Department of Linguistics, University of Witwatersrand, Johannesburg.
    Här är alla lika!: Jämlikhetsideologi och konstruktionen av den "Andre" i media och skola2009Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, nr 2, s. 67-86Artikkel i tidsskrift (Fagfellevurdert)
  • 258.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Bubbelbadkar och frihetsbegär2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 5 marsArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 259.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Det gör ont när namn ska sättas2012Inngår i: Svenska dagbladet, ISSN 1101-2412, nr 11 sept.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 260.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Finlands svenska utvecklas nära vår2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 13 febr.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 261.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Förgiftade små ord rymmer en hel världsbild2012Inngår i: Språktidningen, ISSN 1654-5028, nr 4, s. 60-61Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Personliga pronomen är giftiga. Det har dagens fin­författare förstått, och undviker inledande han, hon och de.

  • 262.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Förväntningar leder svenska språket framåt2009Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 2 janArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 263.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Grötig danska inte värre än vårt tj-ljud2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 4 decArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 264.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Identitetsfrossan drabbar allt fler2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr mars 26Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 265.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    La communauté linguistique nordique: éléments de comparaison des politiques linguistiques dans les pays nordiques2012Inngår i: Nordiques, ISSN 1761-7677, nr 24, s. 17-36Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Olle Josephson treats the uniqueness of the Nordic linguistic community and describes how history can help explaining the current situation. [...] Josephson goes on to analyze official linguistic policy documents in the specific Nordic countries, and studies how these declarations are put to work in everyday practice.

  • 266.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Moderna och klassiska klassröster lika skiftande2012Inngår i: Språktidningen, ISSN 1654-5028, nr 3, s. 66-67Artikkel i tidsskrift (Annet vitenskapelig)
  • 267.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Nya s-fraser och moderatord2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 8 oktoberArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 268.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Orden som typ hör till samtalet2009Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 4 aprilArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 269.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Pressade priser ger usel tolkning2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 14 majArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 270.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Professorn: Detta bör du veta om svenska språket2015Inngår i: Svenska dagbladet, ISSN 1101-2412Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 271.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Skriv fejs men undvik fejsrejp2012Inngår i: Svenska dagbladet, ISSN 1101-2412, nr 6 novArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 272.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Språkforskarens käraste raritet2012Inngår i: Svenska dagbladet, ISSN 1101-2412, nr 2 aug.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 273.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Striden om ord en fråga om makt2012Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 23 jan.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 274.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Strindberg i fem steg, hu! 2012Inngår i: Språktidningen, ISSN 1654-5028, nr 2, s. 64-65Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 275.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Utan Napoleonkrigen hade hela Finland talat svenska2009Inngår i: Svenska Dagbladet, nr 31 janArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 276.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Uttalsförändringar skapade den danska sluddermyten2012Inngår i: Språktidningen, ISSN 1654-5028, nr 8, s. 26-27Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 277.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Zlatanpojkar och slukarbarn skolas in i olika litteraturspråk2012Inngår i: Språktidningen, ISSN 1654-5028, nr 5, s. 68-69Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 278.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Åtta sätt att skriva kort och effektivt2012Inngår i: Språktidningen, ISSN 1654-5028, nr 6, s. 48-49Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 279.
    Juvonen, Päivi
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Nyanländ i den svenska skolan - om mottagning, utbildning och forskning2016Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, nr 2, s. 93-114Artikkel i tidsskrift (Fagfellevurdert)
  • 280.
    Juvonen, Päivi
    Stockholms universitet.
    Repair in Second-Language Instruction1989Inngår i: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, ISSN ISSN 0332-5865, Vol. 12, s. 183-204Artikkel i tidsskrift (Fagfellevurdert)
  • 281.
    Juvonen, Päivi
    Stockholms universitet.
    Språkkontakt och språkförändring. Användningen av demonstrativa pronomen i en sverigefinsk kontaktsituation.1996Inngår i: Uppsala Multiethnic Papers, ISSN 0281-448x, Vol. 38, s. 57-88Artikkel i tidsskrift (Fagfellevurdert)
  • 282.
    Juvonen, Päivi
    et al.
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Lindberg, Inger
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Viberg, Åke
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Narrative Skills in Two Languages1989Inngår i: Scandinavian Working Papers on Bilingualism, Vol. 8, s. 49-69Artikkel i tidsskrift (Annet vitenskapelig)
  • 283.
    Jäger, Andreas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik. Allmän språkvetenskap.
    Grammaticalization paths of periphrastic 'do'-constructions2007Inngår i: Studies van de Belgische Kring voor Linguïstiek: Travaux de Cercle Belge de Linguistique, Papers of the Lingustic Society of Belgium, Vol. 2, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study demonstrates cross-linguistic parallels in the grammaticalization of ‘do’-auxiliaries in ,periphrastic, verb constructions. Such constructions are exemplified by the phenomenon of ‘do’-support in English, where they are

    obligatory in interrogative and negative clauses. Similar phenomena can be attested across a wide range of genetically and typologically diverse languages. The auxiliary in ,periphrastic, ‘do’-constructions is derived from a ‘schematic action’ verb that can either be directly associated with a specific function, or it appears in the clause as a consequence of other grammatical

    factors. Based on a sample of 200 languages I will argue that ,periphrastic, ‘do’-constructions become grammaticalized in a limited range of grammatical context after going through a stage of optional usage, and also that direct expression of a verbal category by a ‘do’-auxiliary represents a possible final stage of grammaticalization of the ‘schematic action’-verb. The verbal

    categories expressed by such an element are restricted to a subsection of tense, aspect and mood. If in a given language the use of a ‘do’-auxiliary has become obligatory in association with other functions, the auxiliary will not grammaticalize further and continues as a semantically bleached dummy element. Tense, aspect and mood are therefore the only functional domains in which ‘do’-auxiliaries can become grammaticalized as meaningful elements.

  • 284.
    Jäger, Andreas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Reported speech constructions and the grammaticalization of hearsay evidentiality: a cross-linguistic survey2010Inngår i: Sprachtypologie und Universalienforschung, ISSN 0942-2919, Vol. 63, nr 3, s. 177-195Artikkel i tidsskrift (Fagfellevurdert)
  • 285. Kalashnikova, Marina
    et al.
    Schwarz, Iris-Corinna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Burnham, Denis
    OZI: Australian English Communicative Development Inventory2016Inngår i: First language, ISSN 0142-7237, E-ISSN 1740-2344, Vol. 36, nr 4, s. 407-427Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    For more than 20 years, the MacArthur–Bates Communicative Development Inventory(CDI) and its adaptations for languages other than English have been used as reliable measures of infants’ and toddlers’ early receptive and productive vocabulary size. This article introduces the OZI, the Australian English adaptation of the MacArthur–Bates CDI, now normed for 12- to 30-month-old children. The findings of two studies are presented: (1) a comparison study that demonstrated that toddlers (N = 64) acquiring Australian English(24- and 30-month-olds) obtain higher productive vocabulary scores on the OZI than the MacArthur–Bates CDI; and (2) an OZI norming study that included 12- to 30-month-old Australian infants and toddlers (N = 1496). These studies provide (i) evidence for the greater applicability of the OZI for infants and toddlers learning Australian English and (ii) productive vocabulary acquisition norms for Australian English for ages 12–30 months, a research and diagnostic tool highly anticipated by researchers and clinicians around Australia.

  • 286. Kaneko, Michiko
    et al.
    Mesch, Johanna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Eye gaze in creative sign language2013Inngår i: Sign Language Studies, ISSN 0302-1475, E-ISSN 1533-6263, Vol. 13, nr 3, s. 372-400Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses the role of eye gaze in creative sign language. Because eye gaze conveys various types of linguistic and poetic information, it is an intrinsic part of sign language linguistics in general and of creative signing in particular. We discuss various functions of eyegaze in poetic signing and propose a classification of gaze behaviors based on the observation of a number of poems in British Sign Language and Swedish Sign Language.

  • 287.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Backjumps: writing, watching, erasing train graffiti2018Inngår i: Social Semiotics, ISSN 1035-0330, E-ISSN 1470-1219, Vol. 28, nr 1, s. 41-59Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 288.
    Karlander, David
    University of Hong Kong.
    Linguistic Prerequisites to Cultural Analysis: Lars Levander’s Reocentric Vision of Vernacular Language and Swedish Peasant Life2018Inngår i: Signs and Society, ISSN 2326-4489, E-ISSN 2326-4497, Vol. 6, nr 3, s. 504-530Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article takes interest in reocentric thinking, as well as in the ways such thinking is brought to bear on research on language and social life. Reocentric thinking, understood as referential theories that treat words as standing for things, is pervasive throughout the history of (Western) linguistic thought. Yet, its manifestations in descriptive linguistic research are scantly explored. Seeking to account for how a reocentric vision of language and social life is realized and concomitantly adapted in scholarly practice, the article analyses the research of Swedish linguist and folklorist Lars Levander (1883–1950). Levander spent most of his life documenting the vernacular languages and peasant life of Sweden’s Dalarna province. His assumptions about the relationship between words and things, as this article argues, significantly guided his research practice. Furthermore, they served to conceptualize, and concomitantly capture, certain configurations of time and vernacular authenticity. The article seeks, accordingly, to grasp the dialectic between Levander’s epistemic presuppositions and his scholarly production. More broadly, the article’s historical, epistemological mode of engagement exemplifies how early and potentially ingrained apprehensions of language, as well as their epistemic prerequisites and effects, can be understood and rectified.

  • 289.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Roads to regimentation: Place, authenticity and the metapragmatics of naming2017Inngår i: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 53, s. 11-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Social agents often stake claims to the naming operations that are embedded in officialdiscourse. The present article explores the metapragmatics of such investments. Drawingon post-Austinian theories of naming (Kripke, Harris, Bourdieu, Silverstein), the articleanalyses the contentious process of naming roads in a rural community in Sweden. In thisprocess, one major stake was the entextualisation of names in Övdalsk, a locally used formof Scandinavian. Focusing on an extended exchange over spatial and linguistic authenticity,the article elucidates several ways in which the semiotics of place are bound up with arange of symbolic struggles and antagonisms. More generally, the article argues that suchfocus is necessary for grasping the semiotisation of space and spatialisation of semiosis.

  • 290.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    State categories, state vision and vernacular woes in Sweden’s language politics2018Inngår i: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863, Vol. 17, nr 3, s. 343-363Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article deals with the politics of classification in contemporary Sweden. It analyses the language political dispute that has developed over the language political regulation of Övdalsk, a non-standard form of Scandinavian spoken in Älvdalen in northern central Sweden. The analysis focuses on the ways in which a discursive exchange over metalinguistic categories contributes to the efficacy of a state vision of linguistic divisions. In the wake of Sweden’s ratification of the European Charter for Regional and Minority Languages (ECRML), and the language political reforms in which the ratification was embedded, Övdalsk has emerged as a contentious issue. Over three decades (1990s–2010s), the question of what Övdalsk ‘is’—a ‘language’, a ‘dialect’ or something else—has surged repeatedly in political, public and scholarly deliberations (i.e. in expert reports, in policy documents and in scientific publications). Nevertheless, the interests placed in this muddled taxonomic issue have not yet been subjected to any sociolinguistic analysis. Drawing on Bourdieu’s work on the state, the article attends to the ways in which the exchange over Övdalsk has paid tribute to an increasingly entrenched symbolic order. Commenting on Sweden’s commitment to the ECRML more generally, the article accounts for how and why an officialised vision of linguistic division has been rendered symbolically effective. Accordingly, the article argues that a sensitisation to the forms of tacit agreement that underwrite contention is a suitable lens for grasping the maintenance of a political order as legitimate and effective.

  • 291.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    The linguistic prerequisites for cultural analysis: Lars Levander’s reocentric ethnographies of Swedish peasant life and languageInngår i: Artikkel i tidsskrift (Fagfellevurdert)
  • 292.
    Karlsson, Bengt G
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Socialantropologiska institutionen.
    Souvereignity through indigenous Governance: Reviving 'Tradition lpolitical institutions' in Northeast India2005Inngår i: NEHU journal, ISSN 0972-8406, Vol. 3, nr 2Artikkel i tidsskrift (Fagfellevurdert)
  • 293.
    Kaufhold, Kathrin
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Conventions in postgraduate academic writing: European students' negotiations of prior writing experience at an English speaking university2015Inngår i: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 20, s. 125-134Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Postgraduate writing in the social sciences increasingly challenges the conventions of a model derived from the natural sciences. In addition, postgraduate second-language students usually bring with them prior experiences in academic writing which influences their writing development. Taking an Academic Literacies perspective, this ethnographically-informed case study combines and extends these lines of research in the specific context of student mobility in the European Higher Education Area. It investigates how Continental European master's students negotiate their prior experiences of academic writing when completing their theses at a UK university. The detailed analysis of three cases reveals that the students' initial understandings of academic English conventions as autonomous rules became increasingly depended on their disciplinary knowledge and the epistemological approaches of their theses. The results further highlight that the way students draw on prior experiences of academic English relates to their aims. In the light of their experiences, students might both challenge and actively preserve formal conventions of academic English. The findings suggest the need for EAP instructors and subject supervisors to adopt a balanced approach to scaffolding postgraduate academic writing and the importance of supportive institutional structures.

  • 294.
    Kaufhold, Kathrin
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Creating translanguaging spaces in students’ academic writing practices2018Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 45, s. 1-9Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Postgraduates increasingly write in multilingual contexts. Studies have focused on developing bilingual expertise or harnessing expressions of writer identity. Yet, the role of students’ linguistic ideologies and their writing experiences has so far not been problematised. Based on Busch’s sociolinguistic model oflinguistic repertoire (2012), this paper investigates how students develop their academic writing across language codes and registers in the multilingual contexts of a Swedish university. The qualitative, longi-tudinal study presents data from two students including interviews based on the students’ written text relating to their master’s thesis. Findings show that students’ linguistic ideologies and their experiences can enable or restrict their capacity to draw on their varied repertoires. When enabled, students create translanguaging spaces for meaning making in collaboration with peers and institutional actors. I argue that the metaphor of translanguaging space can be fruitfully applied as a pedagogic tool.

  • 295. Kauschke, Christina
    et al.
    Renner, Lena
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Domahs, Ulrike
    Prosodic constraints on inflected words: An area of difficulty for German-speaking children with specific language impairment?2013Inngår i: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 27, nr 8, s. 574-593Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Recent studies suggest that morphosyntactic difficulties may result from prosodic problems. We therefore address the interface between inflectional morphology and prosody in typically developing children (TD) and children with SLI by testing whether these groups are sensitive to prosodic constraints that guide plural formation in German. A plural elicitation task was designed consisting of 60 words and 20 pseudowords. The performance of 14 German-speaking children with SLI (mean age 7.5) was compared to age-matched controls and to younger children matched for productive vocabulary. TD children performed significantly better than children with SLI. Error analyses revealed that children with SLI produced more forms that did not meet the optimal shape of a noun plural. Beyond the fact that children with SLI have deficits in plural marking, the findings suggest that they also show reduced sensitivity to prosodic requirements. In other words, the prosodic structure of inflected words seems to be vulnerable in children with SLI.

  • 296. Kauschke, Christina
    et al.
    Renner, Lena F.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Domahs, Ulrike
    Past participle formation in specific language impairment2017Inngår i: International journal of language and communication disorders, ISSN 1368-2822, E-ISSN 1460-6984, Vol. 52, nr 2, s. 168-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: German participles are formed by a co-occurrence of prefixation and suffixation. While the acquisition of regular and irregular suffixation has been investigated exhaustively, it is still unclear how German children master the prosodically determined prefixation rule (prefix ge-). Findings reported in the literature are inconsistent on this point. In particular, it is unclear whether participle formation is vulnerable in German children with specific language impairment (SLI).

    Aims: To compare children with and without SLI in their abilities to form German participles correctly, and to determine their relative sensitivities to the morphophonological regularities of prefixation.

    Methods & Procedures: The performance of 14 German-speaking children with SLI (mean age = 7;5) in a participle formation task was compared with that of age-matched and younger typically developing controls. The materials included 60 regular verbs and 20 pseudo-verbs, half of them requiring the prefix ge-.

    Outcome & Results: Overall, children with SLI performed poorly compared with both groups of typically developing children. Children with SLI tended either to avoid participle markings or choose inappropriate affixes. However, while such children showed marked impairment at the morphological level, they were generally successful in applying the morphoprosodic rules governing prefixation.

    Conclusions & Implications: In contrast to earlier findings, the present results demonstrate that regular participle formation is problematic for German children with SLI.

  • 297.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. University of the Western Cape, South Africa.
    Bello-Nonjengele, Basirat
    Game changers? Multilingual learners in a Cape Town primary school2016Inngår i: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 37, nr 4, s. 451-473Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article engages with Bourdieu’s notion of field as a ‘space of play’ to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, ‘race’, and ethnicity become entangled with local economies of meaning. The context is a primary school in a low-income neighbourhood in Cape Town, South Africa. We draw on multilingual classroom and playground data from observations, interviews, and audio-recorded peer interactions among Grade 6 learners to illuminate the strategic mobilization of linguistic repertoires in encounters across difference: as identity-building resources and as means of shaping new interaction orders, restructuring hierarchies of value, subverting indexicalities, and sometimes resignifying racial categories. We further draw attention to a set of circumstances in which local actors have the potential to change, not only the rules of the game, but the game itself.

  • 298.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Simon-Vandenbergen, Anne-Marie
    Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa2015Inngår i: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, nr 3, s. 177-185Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article is the guest editors’ introduction to the special issue ‘Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa’. The issue offers complementary perspectives on improving epistemic access for all learners but especially those whose home language does not match the language of learning. Plüddemann examines the complex configurations of ideological and structural factors in South African language policy processes and the diverse positions taken up by teachers in response. Makalela argues that a methodology that encourages translanguaging can overcome historical separations between groups and promote transformative pedagogies. Probyn points to the importance of principled ‘pedagogical translanguaging’ in the mediation of secondary school science knowledge. Kerfoot and Van Heerden illustrate the substantial benefits of Systemic Functional Linguistic genre-based pedagogies for second or additional language writing in the middle years. White, Mammone and Caldwell in Australia offer evidence that similar benefits were maintained over six years for learners who faced both socio-economic and linguistic disadvantage in schools. Finally, Cummins and Heugh offer expansive perspectives on the issue. The editors argue that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access.

  • 299.
    Kjellberg Smeds, Helena
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Blinda andraspråksinlärares talperception och talproduktion2008Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, nr 1, s. 31-54Artikkel i tidsskrift (Fagfellevurdert)
  • 300. Klein, Raymond M.
    et al.
    Christie, John
    Parkvall, Mikael
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Does multilingualism affect the incidence of Alzheimer’s disease?: A worldwide analysis by country2016Inngår i: SSM - Population Health, ISSN 2352-8273, Vol. 2, s. 463-467Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It has been suggested that the cognitive requirements associated with bi- and multilingual processing provide a form of mental exercise that, through increases in cognitive reserve and brain fitness, may delay the symptoms of cognitive failure associated with Alzheimer′s disease and other forms of dementia. We collected data on a country-by-country basis that might shed light on this suggestion. Using the best available evidence we could find, the somewhat mixed results we obtained provide tentative support for the protective benefits of multilingualism against cognitive decline. But more importantly, this study exposes a critical issue, which is the need for more comprehensive and more appropriate data on the subject.

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