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  • 301.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Do insults always insult?  : genuine impoliteness versus non-genuine impoliteness in colloquial Spanish2008In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 18, no 4, p. 775-802Article in journal (Refereed)
    Abstract [en]

    This study is based mainly on conversations extracted from a corpus of spoken Spanish gathered in the metropolitan area of Valencia, Spain (Briz and Val.Es.Co Group 2002). Adopting a socio-pragmatic perspective (Bravo and Briz 2004), our purpose is to describe the social effects produced by the use of certain strategies related to (im)politeness phenomena in face-to-face interaction with the ongoing negotiation of participants’ face (Goffman 1967). We will refer in this paper to Culpeper’s concept of authentic impoliteness(1996, 2003, 2005), aimed at describing the damage of a hearer’s face. For this author, insults constitute intentionally threatening acts. However, in our study we found that some expressions commonly used for insulting or mocking can, in certain contexts, produce an affiliative social effect, strengthening feelings of solidarity within a group and of closeness between interlocutors. We call this use non-authentic impoliteness. Kienpointner (1997) and Culpeper (op. cit.) identify this impoliteness as mock impoliteness. In turn, Zimmermann (2003) uses the term anti-politeness to refer to similar strategies of impoliteness. We follow Zimmermann’s concept but without restricting it to the function of creating male teen identity only. This is because in the Spanish society we observe other groups in which such identity feature is absent. We also take into account Bravo’s concepts relative to the crucial role of context to consider participants’ expectations and shared knowledge in a given society, such as Bravo’s socio-cultural hypothesis (2003: 104; Bravo, in this volume). In our analysis of colloquial interactions, we have registered different linguistic realisations that can be classified as insults in their unmarked form. This unmarkedness is not present in all instances: In certain cases, for example, insults can encourage an interpersonal affiliation between participants. The markedness of insults depends on certain contextual factors (such as interactions between close friends) and an adequate socio-cultural contextualisation and textual co-textualisation. As mentioned above, this markedness would constitute realisations of non-authentic impoliteness. It seems then that there would be a principle of no offence between participants that characterises the communicative exchange.

  • 302.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    Hacia una categorización sociopragmática de la cortesía, descortesía y anticortesía en conversaciones españolas de registro coloquial2005In: Estudios de la(des)cortesía en español.: Categorías conceptuales y aplicaciones a corpora orales y escritos, Editorial Dunken, Buenos Aires , 2005, p. 365-398Chapter in book (Refereed)
  • 303.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Interacción en contextos con diferente grado de formalidad: la conversación coloquial vs. el contexto judicial2009In: Actas del 2. Congreso de hispanistas y lusitanistas nórdicos: Estocolmo, 25-27 octubre de 2007 / [ed] Lars Fant, Stockholm: Instituto Cervantes ; Departamento de español, portugués y estudios latinoamericanos, Universidad de Estocolmo , 2009, p. 12-24Conference paper (Other academic)
    Abstract [es]

    El proyecto de investigación Prácticas discursivas y sociales en el contexto judicial: interacción, face y actividades de (des)cortesía durante el juicio del 11-M (Madrid 2004), financiado por la Escuela de Investigadores en Lenguas Románicas (FoRom), se propone rastrear la presencia de diferentes fenómenos relacionados con la cortesía, los aspectos metadiscursivos, entre otros. Nos valdremos de un corpus reunido en torno a la vista del juicio por los atentados terroristas de 2004 en Madrid. En esta comunicación presentaremos los objetivos generales del recién iniciado proyecto y, basándonos en la categorización propuesta en Bernal (2007), ejemplificaremos una serie de actividades de (des)cortesía en tal contexto institucional, si bien un análisis más exhaustivo quedará pendiente para posteriores trabajos.

  • 304.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    La alo-repetición como estrategia de cortesía y de descortesía en la conversación conflictiva2005In: Actas del Segundo Coloquio Internacional del Programa EDICE, 2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    La elaboración conjunta del diálogo por parte de los interlocutores se manifiesta especialmente en un fenómeno enormemente frecuente en la lengua hablada: la repetición, tanto de las palabras propias como de las del otro. Las alo-repeticiones o reciclajes pueden colaborar a la intersubjetividad entre los interactuantes (Linell 2002), al establecimiento de un clima afectivo afiliativo entre ellos, dada su función identitaria al apelar a un sentido de pertenencia colectiva (Fant 2000), e, incluso, a la intensificación de la confrontación llegando a constituir una estrategia de descortesía (Haverkate 1994, Bernal e.p.); pueden, en definitiva, contribuir a unos efectos interpersonales que no han sido tratados en profundidad en la literatura en español.

    Partimos de la multifuncionalidad de las repeticiones en el español coloquial peninsular reseñadas en Bernal (2003) y tomamos como punto de referencia las funciones sociopragmáticas, adaptadas de Bravo (1999), relacionadas con los efectos sociales en cuanto a afiliación/desafiliación, cortesía/descortesía, para tartar de dilucidar el papel que desempeña la alo-repetición en una interacción conflictiva. En concreto, el microanálisis de un dialógo en el que domina la confrontación muestra cómo los reciclajes junto con otros rasgos difícilmente disociables como la entonación, están presentes en el intercambio (cf. Guerra 2003) y conllevan efectos interpersonales e implicaciones en el modo en que se manejan las imágenes de ambos participantes y en que se negocia la identidad discursiva. Los materiales que sirven de base a este estudio pertenecen al corpus general de español hablado del grupo Val.Es.Co. (Valencia Español Coloquial) de la Universidad de Valencia, consistente en conversaciones entre familiares y amigos. Concretamente se han analizado dos conversaciones con distinto grado de conflictividad.

  • 305.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    La oralidad en la situación de juicio: análisis de los rasgos coloquiales en el juicio del 11-m2011In: El diálogo oral en el mundo hispanohablante: estudios teóricos y aplicados / [ed] Lars Fant, Ana María Harvey, Madrid ; Frankfurt am Main: Iberoamericana / Vervuert Verlag, 2011, p. 163-189Chapter in book (Other (popular science, discussion, etc.))
    Abstract [es]

    En este estudio nos basamos en un corpus recopilado durante la vista oral del juicio por los atentados terroristas de Madrid (2004), celebrado en 2007 y emitido en audiencia pública a través de diferentes medios de comunicación, tanto televisivos como electrónicos. En la situación de juicio, enmarcada en un contexto institucional y de carácter formal, encontramos unos rasgos definitorios que la diferencian de la interacción oral cotidiana: sistema de turnos más rígido, carácter institucionalizado con formulaicidad en las intervenciones, relación de poder de naturaleza asimétrica y presencia de cortesía en cuanto que lenguaje formal (Kryk-Kastovsky 2006). Si bien el juicio oral cae en el ámbito de lo oral formal (Briz 2001), el análisis de nuestros materiales, siguiendo una metodología de análisis de la conversación, muestra una clara presencia de lo oral coloquial en el lenguaje usado por las partes profesionalizadas, según su rol de administradores de la justicia, que no es ajeno al uso de estrategias propias del registro coloquial. Así, encontramos estrategias fónicas (silabeado), léxicas, sintácticas (repeticiones, estilo directo) y pragmáticas. Ello puede deberse, además de a motivos argumentativos y retóricos, a un intento de acercamiento al público y mayor accesibilidad hacia los medios de comunicación social, contribuyendo a una coloquialización del lenguaje jurídico, a una ‘naturalización del lenguaje del derecho y del razonamiento jurídico’ (Casanovas 1997), lo cual incide en una acentuación de la brecha existente entre el lenguaje jurídico escrito y el oral.

  • 306.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    Repeticiones y (des)cortesía en la conversación coloquial española2004In: Actas del I Congreso Argentino de la IADA.: En torno al diálogo: interacción, contexto y representación social, 2004Conference paper (Other academic)
  • 307.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Tipología de la cortesía en el contexto judicial: el caso del juicio del 11-M2009In: Aportes pragmáticos, sociopragmáticos y socioculturales a los estudios de la cortesía en español / [ed] Diana Bravo, Nieves Hernández Flores, Ariel Cordisco, Buenos Aires ; Estocolmo: Dunken ; EDICE, Departamento de Español, Portugués y Estudios Latinoamericanos, Universidad de Estocolmo , 2009, 1, p. 161-198Chapter in book (Other academic)
    Abstract [es]

    En este estudio partimos de la categorización de tipos de cortesía y de descortesía válidos para conversaciones coloquiales propuesta en Bernal (2007). El objetivo del presente trabajo es probar la aplicabilidad de tal categorización a la interacción judicial española en lo que respecta a actividades de cortesía. Concretamente, trataremos de responder a las siguientes preguntas de investigación, siempre desde el contraste entre contexto informal e institucional, como es el contexto judicial, donde se producen “openly adversarial uses of language” dada la naturaleza básicamente conflictiva del diálogo (cf. Mosegaard Hansen, 2008: 1397): ¿qué tipo de actividades de cortesía se produce durante el interrogatorio judicial? ¿Por parte de quién son realizadas? ¿Es posible ubicar categorías de cortesía estrictamente restringidas a la interacción judicial?

     

     

  • 308.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    "Yo realmente no lo tengo tan claro..." Estrategias de disensión en la conversación.: Estudio en un grupo chileno y otro español2003In: Moderna Språk, ISSN 0026-8577, Vol. XCVII, no 2, p. 209-220Article in journal (Other academic)
  • 309.
    Bernal, María
    et al.
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Hernández Flores, NievesCopenhagen Business School CBS.
    Estudios sobre lengua, sociedad y cultura: Homenaje a Diana Bravo2009Collection (editor) (Other academic)
    Abstract [es]

    Capítulos:

    1. Marta ALBELDA MARCO y Josefa CONTRERAS. Imagen de afiliación y atenuantes en un análisis contrastivo alemán/español.

    2. Adriana BOLÍVAR. Ideologías y variedades de descortesía.

    3. María BORGSTRÖM. La tercera identidad en tiempos de globalización.

    4. Antonio BRIZ. Notas para el estudio de la relación entre las partículas discursivas y la atenuación.

    5. Domnita DUMITRESCU. Cortesía y gestión de imagen en entrevistas con jóvenes caribeños.

    6. Julio ESCAMILLA MORALES. Amor, despecho y cortesía en las canciones de Agustín Lara.

    7. Johan FALK. Diferencias mínimas: Estudio sobre cuatro verbos en español con régimen variable.

    8. Annette Myre JøRGENSEN. Los marcadors del discurso en el lenguaje juvenil de Buenos Aires y Madrid. Una comparación.

    9. Silvia KAUL DE MARLANGEON. Estereotipo y descortesía en chistes étnicos. Aplicación a los relativos a las comunidades española y argentina.

    10. Franca ORLETTI. ¿Moralidad, discreción o cortesía?

    11. Anna-Brita STENSTRÖM. Contact checks in teenage talk: English and Spanish compared.

    Nota biográfica de los autores.

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  • 310.
    Berndt, Jaqueline
    Stockholm University, Faculty of Humanities, Department of Asian and Middle Eastern studies.
    Geschichte der Animation: Anime in Japan2022In: Handbuch Animation Studies / [ed] Franziska Bruckner; Julia Eckel; Erwin Feyersinger; Maike Sarah Reinerth, Wiesbaden: Springer, 2022, p. 1-15Chapter in book (Refereed)
    Abstract [en]

    Based on recent Japanese and English-language research, this chapter traces the genealogy and discursive positioning of anime as a type of animated films and series associated with Japan, institutionalized as an independent aesthetic-communicative media in the late 1970s. Instead of the culture industry, fandoms and franchising, the focus is on media-specific characteristics such as limited (cel) animation, closeness to manga, serial narratives and TV-typical switching, as well as differentiations between ‘anime,’ ‘(art) animation’ and ‘manga film.’

  • 311.
    Berndt, Jaqueline
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies.
    マンガは「大衆文化」なのか?: 日本研究におけるマンガの位置づけをめぐって2021In: 『日本研究論文集』[Papers in Japanese Studies], Vol. 7, p. 1-15Article in journal (Other academic)
  • 312.
    Berndt, Jaqueline
    Stockholm University, Faculty of Humanities, Department of Asian and Middle Eastern studies.
    マンガは「大衆文化」なのか?: 日本研究におけるマンガの位置づけをめぐって2022In: Die Aufgabe der Japanologie: Beiträge zur kritischen Japanforschung / [ed] Dorothea Mladenova; Felix Jawinski; Katrin Gengenbach, Leipzig: Leipziger Universitätsverlag, 2022, p. 303-320Chapter in book (Other academic)
    Abstract [en]

    In English, the study of manga has been more or less subsumed to ‘Japanese popular culture,’ recently understood in the main as a commercial, conformist, and comforting youth culture with significant global impact and economic effects. Subject-wise, entertaining media and fancultural activities have come to override, for example, sports since the first academic publications appeared in the mid-1990s. In the field of Japanese studies, the ‘Japanese’ (of ‘Japanese popular culture’) is inclined to be highlighted, although increasingly with regard to society and consumption rather than exotic culture. In contrast, this chapter focuses on already historical conceptions of ‘popular culture,’ respective differences in English and Japanese terminology, and the question of what becomes visible, and what obscured, by addressing manga under that name. [This chapter is a revised version of my Japanese-language contribution to the journal issue edited by the Department of Japanology at Hanoi University, 2021.]

  • 313.
    Berton, Marco
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Riqueza léxica y expresión escrita en aprendices suecos de ELE: Proficiencia general, competencia léxica pasiva, tipo y complejidad de la tarea2020Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present study explored lexical richness in the written production of Swedish university students of Spanish as a foreign language. Two aspects of lexical richness were investigated in the study, i.e., diversity (the ability to use a varied lexical repertoire), and sophistication (the proportion of relatively infrequent words). The written data were elicited by means of two task types, namely a narrative task and a decision-making task. The main aim of the study was investigating the effect of the factors overall proficiency, passive vocabulary knowledge, manipulation of task complexity and task type on lexical richness. Moreover, the study inquired into the predicting power of the first three factors in relation to lexical richness within each task type. Overall proficiency was measured by means of a cloze test, while an estimation of passive vocabulary knowledge was obtained through a word recognition test. The effect of the manipulation of task complexity was examined by using two different versions of each task. The less complex version of the narrative task was based on a cartoon strip with a tight structure and no background events. On the contrary, in the more complex version the cartoon strip depicted a story without a clear sequence and with background events which are relevant to the story plot. Regarding the decision-making task, task complexity was manipulated by changing the number of elements involved. The task itself consisted in writing a message to a friend suggesting a holiday destination. To do so, the participants had to consider the friend´s needs and check them against the possibilities offered by a travel agency. The less complex version included two destinations, while the more complex one contained six. When analysing the effect of manipulating task complexity, structural complexity measures were included with the purpose of investigating if changes in lexical richness go hand in hand with or at the expense of changes in structural complexity. The results of the analysis of these three factors showed different patterns depending on the task type examined. These results suggest that overall proficiency seems to have an effect on lexical richness only in the narrative task, whereas passive vocabulary knowledge would influence lexical richness only in the decision-making task. The manipulation of task complexity apparently affected lexical diversity and structural complexity in the narrative task, on the one hand, and lexical sophistication in the decision-making task, on the other hand. When manipulating task complexity, the relationship between lexical richness and structural complexity turned out to be unclear, as it varied in unpredictable ways depending on the learners´ overall proficiency and passive vocabulary knowledge. The intrinsic complexity inherent to task type, i.e. the different cognitive load that different task types place on the learner, showed the most consistent effect in the study, as it was supported by all the measures of lexical richness and some measures of structural complexity. Finally, the regression model conformed by overall proficiency, passive vocabulary knowledge, and the manipulation of task complexity did not prove to be suitable to predict lexical richness in either of the task types under investigation in the study.

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  • 314.
    Beyza, Björkman
    Stockholm University, Faculty of Humanities, Department of English.
    English as the Lingua Franca of Engineering: The Morphosyntax of Academic Speech Events2008In: Nordic Journal of English Studies: NJES, ISSN 1654-6970, Vol. 7, no 3, p. 103-122Article in journal (Refereed)
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  • 315.
    Bibo, Jamilla Charlotte
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Ett monumentalt misslyckande: En diskursanalys av veteranmonumentet Restare2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ett monument hyser samhällets kollektiva värderingar och ideal. I denna studie undersöks hur olika aktörer tillskriver betydelser till det kontroversiella svenska veteranmonumentet Restare i texter. För att studera hur dessa centrala aktörer, som är inblandade i resandet av monumentet rättfärdigar eller kritiserar monumentet används en legitimeringsanalys. Resultatet visar att olika legitimeringsstrategier används av de olika aktörerna, som pekar på att olika aktörer förstår veteranmonument olika. Dessutom visar resultatet att Sveriges institutioner är avståndstagande till diskurser som krig och veteraner, vilket möjligtvis är en av anledningarna till att militära veteraner kritiserar Restare. Studien ansluter även till tidigare forskning som visar att abstrakta monument har svårt att förmedla sitt tänkta budskap till en bred mottagarmassa.

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  • 316.
    Bijvoet, Ellen
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Attityder till språk2007In: Sociolingvistik, Liber,Stockholm , 2007, p. 357-Chapter in book (Other academic)
  • 317.
    Bijvoet, Ellen
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fraurud, Kari
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    ”Rinkebysvenska” och andra konstruktioner av språklig variation i dagens flerspråkiga Sverige2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] K. Hyltenstam & I. Lindberg, Lund: Studentlitteratur, 2013, 2. uppl., p. 369-396Chapter in book (Other academic)
  • 318.
    Bissinger, Frederik H.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Family Language Policies and Immigrant Language Maintenance: Lithuanian in Sweden2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation investigates family language policies of Lithuanian families in Sweden and strives to shed some light on the maintenance of Lithuanian as a heritage language. The aims of the study are to understand how Lithuanian families in Sweden construct, negotiate and implement their family language policies, and to identify challenges regarding the maintenance of Lithuanian which Lithuanian families in Sweden encounter.

    Applying an ethnographic sociolinguistic approach, the study analyses data that was collected over a time span of three years (2016-2019), including observations, interviews and recordings of ten participating families. Despite a supportive language policy in Sweden which encourages the use and development of heritage languages, the analysis shows that families make not solely including but also excluding experiences regarding the status of their heritage language in Sweden.

    Most parents are aware of their children’s limited access to Lithuanian which motivates different language management strategies: They try to establish and maintain Lithuanian language practices in their families, and they try to support their children’s Lithuanian language development, correcting their children’s Lithuanian language use. The analysis shows that explicit management of children’s language practices is more successful than implicit language management, as children often do not understand implicit language management. Furthermore, not only parents manage language practices, but children can take the role of a language manager and influence the family language policy, either in supportive or counteracting ways.

    Parents do also rely on additional Lithuanian language activities to support their children’s Lithuanian language development and to foster their Lithuanian language practices. Lithuanian social networks are, however, seldomly capitalised, as some children rather speak the majority language with peers, and contacts are not maintained outside of the activities. Parents reveal thus context based beliefs regarding their ability to manage their children’s language practices.

    Finally, the study illustrates how aspects of family language policies contribute to either harmonious or frustrative and conflictive development of the Lithuanian heritage language within the family. It exemplifies some challenges which families face and underlines the need to foster children’s identification with their heritage language, to include them in decision-making processes, and to resolve language-related problems jointly.

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  • 319.
    Bissinger, Frederik H.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Baltic Languages.
    Lithuanian language discourses and family language policies of Lithuanian families in Sweden: A case study2019In: Acta Baltico-Slavica, ISSN 0065-1044, Vol. 43, p. 126-142Article in journal (Refereed)
    Abstract [en]

    This case study shares first insights of the family language policy of a Lithuanianfamily in Sweden. It identifies Lithuanian language discourses that might affect this policy and analyses discourse strategies applied by the family members. The aim isto shed some new light on the negotiation processes of family language policies thateither support the maintenance of an ethnic language as the means of intra-familycommunication in immigrant contexts or, conversely, work against it. Applyinga linguistic ethnographical approach, the study indicates that in this case the familylanguage policy is mostly shaped by the mother in a protective and monolingualway in order to foster the maintenance of the Lithuanian heritage in anticipation ofan external threat for Lithuanian language and identity.

  • 320.
    Bixler, Sandra
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Analyse des Lehrwerkes “Alles Deutsch” für die Klassen sechs bis neun des schwedischen Schulsystems im Hinblick auf die Eignung für SchülerInnen mit Aufmerksamkeitsdefizit-Hyperaktivitätsstörung und Lese-Rechtschreib-Schwäche2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Die vorliegende Arbeit thematisiert die Eignung des Lehrwerks Alles Deutsch an die Diagnosen Lese-Rechtschreib-Schwäche und Aufmerksamkeitsdefizit- Hyperaktivitätsstörung. Durch Erarbeitung der Kennzeichen und didaktischer Empfehlungen für die beiden Diagnosen wird der theoretische Rahmen für die folgende praktische Analyse des Lehrwerks gestellt. Die Arbeit soll damit durch die Forschungsfrage „Inwiefern ist das Lehrwerk Alles Deutsch an die fremdspachliche Förderung der Diagnosen Lese- Rechtschreib-Schwäche und Aufmerksamkeitsdefizit-Hyperaktivitätssyndrom angepasst?“ sowohl Lehrpersonen bei der Wahl eines geeigneten Lehrwerks für den DaF-Unterricht helfen als auch zur Verbesserung von Lehrwerken im Hinblick auf diese Diagnosen beitragen.

     Die Analyse ergibt, dass das Lehrwerk in vielen der erarbeiteten Kriterien gut an die Diagnosen angepasst ist. Sie zeigt jedoch auch deutlich, dass auch Verbesserungsmöglichkeiten zu finden sind, die die Anpassung noch besser gestalten könnten. Diese Überarbeitungen sowie auch weitergehende Forschung mit Fokus auf Parallelen zu anderen Diagnosen sowie die Befragung von Lehrpersonal und SchülerInnen kann die Entwicklung in diesem Forschungsgebiet weiterführend bereichern.

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  • 321.
    Bixo, Hanna
    Stockholm University, Faculty of Humanities, Department of English.
    Representation of Gender and Sexuality in Swedish ELT Textbooks: A Study of Language, Norms, and Stereotypes in Education2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Issues regarding how gender and sexuality are represented within different discourses have gained increased attention in the past decades. Within the field of language, gender, and sexuality, topics such as sexist language, stereotypes and heteronormativity have been continuously problematised as means of sustaining societal norms. The ramification of such norms can have a negative impact on how people engage with and express their identity, especially within the context of education. Research conducted on textbooks shows problematic representations of gender and sexuality where women are disfavoured and non-binary and LGBTQ+ identities often are excluded. Whilst gender representation has become increasingly more equal, a heterosexual norm is still very much prevalent within education. In response to such issues, the pedagogical approach norm critical pedagogy emerged in Sweden a few decades ago with the aim to develop critical thinking and thus challenge discriminatory beliefs and prejudice. In the present study, the representation of gender and sexuality within education will be investigated in a Swedish context. Linguistic patterns and word choice in three ELT textbooks are analysed through two approaches to content analysis. The findings showed that there is unequal representation of gender and sexuality overall, with gender identities outside the binary and varying sexualities being predominantly excluded. Additionally, implicit linguistic patterns which reinforce gender stereotypes and further limit the scope of acceptable gender expressions emerged across all textbooks. However, the most recent book stood out by being more inclusive and engaging with issues in a way which engages critical thinking. 

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    Bixo2023
  • 322.
    Björklund, Sara
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Bilingüismo como lengua de herencia: – Un estudio sobre hispano- y catalanohablantes residentes en Suecia2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Existen muchos estudios sobre temas relacionados con el bilingüismo, sin embargo, el bilingüismo como lengua de herencia parece ser un campo menos explorado. La presente monografía tiene como objetivo investigar cuáles son las variables decisivas al escoger una lengua familiar, y determinar la selección de idioma(s) a traspasar a la siguiente generación en parejas lingüísticamente mixtas residentes en Suecia, de las cuales como mínimo un integrante de la pareja es de Cataluña. Hemos elegido dedicarnos al bilingüismo catalán/español como lengua de herencia, principalmente por su situación de co-existencia en su lugar de origen.

    Se pretende responder a las preguntas de investigación, sobre qué factores ganan o pierden importancia respectivamente al encontrarse en un nuevo entorno lingüístico, y si surgen factores nuevos que influyen en la decisión de la transmisión lingüística. Partimos de la premisa de que existen factores determinantes en el lugar de origen, que pierden su valor una vez los hablantes se encuentran en otro entorno lingüístico. La hipótesis de la investigación es que la identidad tiene un papel determinante en la decisión, debido a la polémica que existe por la convivencia de los dos idiomas en cuestión. Para realizar nuestra investigación hemos aplicado una metodología cualitativa, realizando 4 entrevistas semi-estructuradas, cuya estructura se basa en un estudio sobre la transmisión lingüística intergeneracional realizado en Cataluña por Boix-Fuster & Torrens Guerrini (2011). De los 4 informantes, uno era hombre, y tres eran mujeres, dos tenían hijos y dos no.

    Nuestros resultados muestran, entre otras cosas, que el estatus de la lengua es un factor que pierde valor y que la creencia de impacto por parte de los padres (la creencia de que los padres pueden ejercer cierto control sobre la funcionalidad lingüística de sus hijos) gana valor por el hecho de que el papel de los padres gana importancia cuando la lengua se convierte en una lengua de herencia. En cambio, no hemos detectado factores nuevos que influyan en la decisión. Además, hemos encontrado una situación que no podría ocurrir en Cataluña: niños que crecen con el catalán como una de sus lenguas habituales, pero sin saber el español.

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    Bilingüismo como lengua de herencia
  • 323.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Effective academic communication with non-standard form?2008Conference paper (Other (popular science, discussion, etc.))
  • 324.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    English as a lingua franca at a Swedish technical university: an effective medium?2009In: EAP in a globalizing world: English as an academic lingua franca: Proceedings of the 2007 BALEAP Conference / [ed] Melinda Whong, Reading: Garnet Education , 2009Conference paper (Refereed)
  • 325.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    English as the lingua franca of engineering education2008Conference paper (Other (popular science, discussion, etc.))
  • 326.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    From code to discourse in spoken ELF2009In: English as a lingua franca: studies and findings / [ed] Anna Mauranen, Elina Ranta, Newcastle: Cambridge Scholars , 2009, p. 225-254Chapter in book (Other academic)
  • 327.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Spoken English in academic lingua franca settings: An investigation of form and communicative effectiveness2008Conference paper (Other (popular science, discussion, etc.))
  • 328.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Spoken Lingua Franca English at a Swedish Technical University: An investigation of form and communicative effectiveness2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    As a part of the process of globalization, an increasing number of higher education institutions are adopting English as the medium of instruction for parts of their education. Within most universities in continental Europe, there are English as a lingua franca (ELF) settings where English is spoken by users of a wide spectrum of first languages for various purposes, be it for academic activity or social interaction. This is clearly the case for Sweden, where higher education has become increasingly international and thus linguistically diverse, for educational, idealistic and financial reasons.

    This study reports the findings of a project that investigated the form and pragmatics of spoken lingua franca English in Swedish higher education. The group in focus is exclusively engineering students and lecturers in content courses. The results are based on authentic data from high-stakes spoken communication.

    The study comprises two dimensions, namely form and communicativeness. In the form dimension, the material was checked extensively for non-standard morphosyntactic features. In the second dimension, communicativeness was investigated. The emphasis was then put on the discourse level for further examination, and the material was checked intensively for pragmatic strategies. Finally, a survey was carried out to investigate perceived communicativeness and attitudes towards morphosyntactic non-standardness.

    The results indicate that communication takes place without much overt disturbance in this lingua franca setting with the exception of non-standard question formulation. Pragmatically, these speakers use a variety of strategies to negotiate and clarify meaning, such as commenting on discourse structure, signaling importance etc. Finally, the results of the survey show some irritation towards non-standardness. From these results, the notion of effectiveness in ELF settings emerges as being determined primarily by pragmatic ability and less by proficiency.

  • 329.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Spoken lingua franca English in tertiary education at a Swedish technical university: An investigation of communicative and pedagogical effectiveness2008Conference paper (Other (popular science, discussion, etc.))
  • 330.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    The language of the international engineering classroom: Spoken lingua franca English in Sweden2008Conference paper (Other (popular science, discussion, etc.))
  • 331.
    Björkstrand, Thomas
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Wallin, Lars
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Bäckström, Joel
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Jonsson, Mats
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Mesch, Johanna
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Gunnarsson, Magnus
    Svenskt teckenspråkslexikon2010Other (Other academic)
  • 332.
    Björkström, Mikael
    Stockholm University, Faculty of Humanities, Department of English.
    Base-generation of Old English Adverbials2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine 30 occurrences of each of the four Old English adverbials eac swilce, soðlice, swa þeah and witodlice within the theoretical framework of Government and Binding Theory. This theory distinguishes deep structure from surface structure, where the former is a basic structure of grammatical hierarchy, and the latter the structure derived from it, i.e. the sentence as it appears in a text. Within the deep structure there are three levels of organisation: the verb phrase, the inflectional phrase and the complementation phrase. Within each of these phrases there is a possible location for the origin, or base-generation, of an adverbial. The purpose of this essay is thus to determine where each adverbial was base-generated. The sentences examined were extracted from a selected portion of the Dictionary of Old English Corpus. Base-generation is revealed by means of a tree-diagram, in which the deep structure and surface structure are illustrated simultaneously, and arrows are drawn between two positions in order to indicate the movements necessary to generate a given surface structure out of a given deep structure.

  • 333.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Artefakters betydelsepotentialer: En presentation av den sociosemiotiska etnografin som teori och metod2012In: Nordisk socialsemiotik: Pædagogiske, multimodale og sprogvidenskabelige landvindinger / [ed] Thomas Hestbæk Andersen & Morten Boeriis, Odense: Syddansk Universitetsforlag, 2012, p. 59-88Chapter in book (Refereed)
    Abstract [sv]

    I kapitlet introduceras den sociosemiotiska etnografin som teori och metod genom analyser av olika typer av artefakter: bord från Ikea och texter och andra artefakter som yngre barn använder hemma och i skolan. Artefakternas betydelsepotentialer betraktas dels som teoretiska, dels som aktualiserade. De förra har att göra med de mer systematiska och designrelaterade betydelserna och de senare med de betydelser som verkliga användare av artefakterna väljer att aktualisera i olika situationer. Denna distinktion har metodologiska implikationer för den sociosemiotiska etnografin: både design och användning av artefakterna måste analyseras, även om tyngdpunkten kan ligga på det ena eller det andra. I kapitlet diskuteras hur Ikea-bordsstudien främst är designorienterad samtidigt som den också tar in användning av borden och hur de placeras i verkliga hem. Studien av barnens artefakter och texter tar främst upp användning i olika kontexter, men deras design analyseras också.

    Resultaten visar hur Ikea-bord har utvecklade teoretiska betydelsepotentialer, främst när det gäller interpersonella betydelser och sådana som har att göra med exponering av andra artefakter. Analysen visar också hur användare av borden kan välja att lyfta fram eller tona ned dessa betydelsepotentialer. Beträffande barnens texter och artefakter så visar kapitlet bl.a. att intressen och diskurser från hemmet kan kopplas till skoldiskurser genom att artefakterna och texterna flyttas från den ena kontexten till den andra, inte minst med hjälp av datorer. Detta kan ha positiva effekter för barnens utvecklande av multimodal literacy.

  • 334.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Att göra barn till konsumenter: Språkhandlingar för utbyte av varor och tjänster i reklam i Kalle Anka & C:o under fyra decennier2007In: Språkets roll och räckvidd: Festskrift till Staffan Hellberg den 18 februari 2007, Almqvist & Wiksell International, Stockholm , 2007, p. 44-53Chapter in book (Other academic)
  • 335.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Bild och text i annonser2006In: Textvård: Att läsa, skriva och bedöma texter, Norstedts akademiska förlag, Stockholm , 2006, p. 141-Chapter in book (Other academic)
  • 336.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Book review: DAVID MACHIN, Introduction to Multimodal Analysis.2008In: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214, Vol. 7, no 1, p. 123-127Article, book review (Other academic)
  • 337.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Den visuella texten: Multimodal analys i praktiken2009 (ed. 1)Book (Other academic)
  • 338.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Multimodality2012In: Handbook of Pragmatics Online / [ed] Jan-Ola Östman, Jef Verschueren, Amsterdam: John Benjamins Publishing Company, 2012Chapter in book (Refereed)
  • 339.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Places and Spaces for Multimodal Writing in ‘One-to-One’ Computing2015In: Multimodality in Writing: The State of the Art in Theory, Methodology and Pedagogy / [ed] Arlene Archer, Esther Breuer, Leiden: Brill Academic Publishers, 2015, p. 204-230Chapter in book (Refereed)
    Abstract [en]

    In ‘one-to-one’ computing, schools provide learners with individual laptops. This chapter presents an analysis of how such laptops are used for writing and text creation by students in two secondary schools. The chapter is framed by a theoretical interest in the interconnections between uses of ‘one-to-one’ laptops in physical places, the virtual spaces they may ‘open up’, and their uses for performing semiotic actions. The results point to differences and possible inequalities in terms of how students perceive and use the semiotic potentials of the laptops as a means for engaging with and acting on the world through writing in combination with other semiotic modes.

  • 340.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Practical function and meaning: a case study of Ikea tables2014In: The Routledge Handbook of Multimodal Analysis / [ed] Carey Jewitt, London & New York: Routledge, 2014, 2. rev. uppl., p. 342-353Chapter in book (Refereed)
  • 341.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Practical function and meaning: A case study of IKEA tables2009In: The Routledge handbook of multimodal analysis, London & New York: Routledge , 2009, p. 242-252Chapter in book (Other academic)
  • 342.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Practices of visual communication in a primary school classroom: digital image collection as a potential semiotic mode2014In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 5, no 1, p. 22-37Article in journal (Refereed)
    Abstract [en]

    ‘One-to-one’ computing projects in which learners work with individual laptops or tablets across subjects are rapidly increasing in number. One aspect of this is that as the laptops give access to the Internet; digital images and texts – potentially from all over the globe – move into the classroom in an unprecedented manner. The paper presents an analysis of specific classroom practices involving seven- to eight-year-olds: the collecting of digital images and their use as semiotic resources in the creation of multimodal texts. The aim is to describe the children’s digital image collections as more or less mode-like – that is, as a more or less systematically organised set of resources for making meaning. The methodology is described as social semiotic ethnography, combining semiotic analysis of images and texts with ethnographic understandings of the personal histories and interests of participants. The paper concludes that there are obvious practices in the classroom in which the children use their image collections in a mode-like way, such as categorising images according to semantic criteria, using them for display of identities in the classroom and systematically using them when designing multimodal texts, expressing both simple denotational meanings and more complex connotational semiotic potentials. Another conclusion is that the children’s image collections have untapped learning potentials, for example regarding critical reflections on how images create meaning, which could form the foundation for concrete learning activities in the classroom.

  • 343.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Text- och resursorientering inom multimodalitetsforskningen: En teoretisk diskussion om förklaringsvärden2012In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 22:1, no 1, p. 135-161Article in journal (Refereed)
    Abstract [en]

    This article discusses the explanatory value of two theoretical orientations within multimodal research on texts and communication, and it explores the potential benefits of combining them. Firstly, the multimodal text (involving other semiotic modes than language) can be taken as a point of departure for the analysis and understanding of meaning making. This has been a common approach within text and discourse analysis. Secondly, there is an orientation toward the multimodal resources being employed when people make meaning, placing the interests of sign-/text-makers and processes of text creation just as much in focus as the textual products that emerge from them.

    The discussions in the article primarily make reference to the broader framework of social semiotic multimodality research, taking the theoretical assumptions made in Kress & van Leeuwen’s influential book Reading images: The grammar of visual design (2006) as one important point of departure. In particular, research categorised under the tentative labels of multimodal discourse analysis, social semiotic multimodal analysis and multimodal interactional analysis is reviewed and related to the status the authors ascribe to texts and semiotic resources. The text analytical implications of text and resource orientations and combinations of the two are finally illustrated by a sample analysis of multimodal texts created by children in educational contexts.

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    Björkvall_Text_resursorientering_multimodalitetsforskning
  • 344.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    The business of turning children into consumers: A diachronic analysis of the symbolic exchange of goods and services in advertisements in a Swedish comic book2008In: Bridging Discourses: ASFLA 2007 online proceedings, 2008Conference paper (Refereed)
    Abstract [en]

    The child as a consumer is not a new concept but a changing one. This paper discusses the development of discourses around Swedish child consumers during the 20th century. The data comprise advertisements from the Swedish comic book Donald Duck & Co from the 1940s through the 1980s. The methodology is inspired by the systemic functional linguistic view of basic speech functions; an analysis of how child readers are incorporated in the symbolic exchange of goods and services through the use of commands and offers is presented. One finding is that child readers of early texts are ascribed little power over their own consumption. They are commanded and/or offered a chance to ‘compete’, to ‘win’, and to ‘mail’, but rarely to make direct consumer decisions. In the 1980s, a more competent child consumer can be discerned, commanded to ‘buy’ and to make independent consumer decisions.

  • 345.
    Björkvall, Anders
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Visuell textanalys2012In: Textens mening och makt: Metodbok i samhällsvetenskaplig text- och diskursanalys / [ed] Göran Bergström & Kristina Boréus, Lund: Studentlitteratur, 2012, 3, p. 307-351Chapter in book (Other academic)
  • 346.
    Björkvall, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Archer, Arlene
    Ecologies of ‘upcycling’ as design for learning in Higher Education2016In: Short papers, 2016, p. 7-12Conference paper (Other academic)
    Abstract [en]

    As society changes, new ways of understanding and using existing semiotic resources are needed. This study looks at artefacts from a social semiotic perspective in order to explore the concepts of ‘recycling’ and ‘upcycling’ and their relevance for pedagogy in Higher Education. We look at recycling in terms of ‘texts’ and employ methodological tools from multimodal discourse analysis. ‘Recycling’ involves converting materials from one product to create a different product with a different function, without necessarily adding any type of value. In ‘upcycling’, economic, aesthetic or functional value is always added. ‘Upcycling’ can thus be understood as a process of recontextualization of semiotic resources, in both spatio-linguistic and sensory terms. This paper looks at how resources are recontextualized as part of global ecologies of production and consumption. Then, we explore these insights in the pedagogical domain, looking at possible implications of the principles of ‘upcycling’ and value adding through design as a means for educating global critical citizens.

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    fulltext
  • 347.
    Björkvall, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Charlotte, Engblom
    Högskolan i Gävle.
    Flerspråkighet och multimodalitet som lärandepotential2010In: Flerspråkighet, identitet och lärande: Skola i ett föränderligt perspektiv / [ed] N. Musk & Å. Wedin, Lund: Studentlitteratur , 2010, 1, p. 193-214Chapter in book (Other academic)
    Abstract [sv]

    Dagens barn lever i ett mångfasetterat textlandskap och de flesta kommer tidigt i kontakt med olika sätt att hantera text. Barnen skriver med penna och papper eller via datorn och mobilen. De hanterar också text vid dataspelande och tevetittande. Texthanteringen sker i olika miljöer: i det egna hemmet, i kompisars hem, i skolan och för många barn på flera olika språk. Vi vet att dagens barn kommer att behöva använda och producera text på många olika sätt i framtiden. Vi vet också att flerspråkigheten är en resurs som såväl individen som samhället behöver ta vara på och utveckla. I kapitlet diskuteras hur flerspråkiga barns totala litteracitet kan utgöra en värdefull lärandepotential i skolan.

  • 348.
    Björkvall, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Engblom, Charlotte
    Att skapa mening är att lära: Datorer och yngre barns textanvändning2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 48-57Conference paper (Other academic)
    Abstract [sv]

    Yngre barn, i detta fall 7‐  och 8‐ åringar, använder datorer både i skolan och hemma. I så kallade ”en till en”‐projekt har varje barn en dator i skolan, och huvuddelen av undervisningen är knuten till denna dator. Projektet visar hur kopplingar mellan det som barnen gör med datorer hemma och i skolan, och mellan självvalda och lärarinitierade aktiviteter i klassrummet, kan ha underutnyttjad potential för lärande. Dessutom diskuteras principer för hur yngre barns texter där skrift, bild och grafik blandas kan bedömas. Ett barn barn kan till exempel skapa julkänsla i en text genom samspelet mellan färger och skrift, medan andra förlitar sig helt på skriften.

  • 349.
    Björkvall, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Engblom, Charlotte
    Finns det nytta med nöje?: Barns självvalda skärmbaserade textaktiviteter som resurs för lärande i skolan2007In: Ett vidgat textbegrepp, 2007Conference paper (Other academic)
  • 350.
    Björkvall, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Engblom, Charlotte
    Högskolan i Gävle.
    Young children’s exploration of semiotic resources during unofficial computer activities in the classroom2010In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 10, no 3, p. 271-293Article in journal (Refereed)
    Abstract [en]

    The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.

     

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