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  • 51.
    Bylund, Emanuel
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Linnaeus University, Sweden.
    Ramirez-Galan, Pedro
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Language Aptitude in First Language Attrition: A Study on Late Spanish-Swedish Bilinguals2016In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 37, no 5, p. 621-638Article in journal (Refereed)
    Abstract [en]

    Language aptitude remains one of the most understudied predictor variables in L1 attrition research. The current study seeks to address this gap by investigating the effects of language aptitude on L1 retention in late attriters. Forty L1 Spanish - L2 Swedish bilinguals living in Sweden participated in the study, along with 20 functionally monolingual L1 speakers of Spanish. L1 proficiency was measured by means of a grammaticality judgement test (GJT) and language aptitude data were obtained through the LLAMA Language Aptitude Test (Meara 2005). Additional data on the participants' linguistic background were also collected. Results revealed a robust difference in GJT scores between the bilinguals and the control group. However, degree of language aptitude was not found to exert a significant influence on the bilinguals' GJT performance. Instead, the only significant predictor for GJT performance was linguistic identification, showing that those participants with strong L1 identification were more accurate in judging L1 grammaticality. The lack of aptitude effects on L1 attrition is discussed against the background of age-related attrition susceptibility.

  • 52.
    Choi, Natalie
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Perspectives on the Occupy Central Demonstrations in Hong Kong: A Critical Discourse Analysis on English-language Press in Hong Kong S.A.R, Taiwan and China2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This paper is concerned with media perceptions and how these manifest as hegemonic practices. Exploring the theme ‘language and politics’, against the backdrop of the Occupy Central with Love and Peace (OCLP) demonstrations in Hong Kong Special Administrative Region (SAR), this paper sheds light on the discursive constructions of media representations in three ‘Chinese’[1] regions as well as on how such representations constitute vested interests. By addressing mediatised social, political and institutional discourses in the ‘Chinese’ context, this leads to an exploration as to how perceptions are embedded within larger socio-political discourses of sovereignty and legitimacy. The focus of analysis is the English-language press in Hong Kong (HK/HKSAR), China (PRC) and Taiwan (ROC). Critical discourse analysis is carried out on a series of thirteen newspaper articles[2] with the objective of making explicit the invisible ‘work’ that discursive strategies do in influencing interpretations and understanding of a political event in a non-Western context. Guided by Martin & White’s (2005) appraisal theory, the analysis views newspaper discourses not only as value-laden texts but by doing so also reveals readers’ and writers’ stance thus dispelling the myth that ‘news’ is objective. Findings depict varied perspectives on the Occupy Central demonstrations – Mainland and HK newspapers’ treatment were rather critical, while Taiwanese perceptions tended towards the analytical. This difference suggests HK and Mainland media as ideologically aligned – hegemonic – and positions Taiwanese media as potentially counter-hegemonic. Amidst issues of declining press freedoms, considerable variations were also found among the HK newspapers suggesting the presence press plurality. Regardless, media hegemony over public perceptions were found not only to contribute to and uphold certain interests vested in the maintenance of ‘Chinese’ sovereignty over HK under the ‘one country, two systems’ framework. Overall, findings confirmed just how influential a role the media plays as an extension of and in the realm of politics as well as in shaping public opinion. Through the lens ‘language and politics’, this paper explores the notion of ‘language’ and ‘discourse’, its functions and significance within non-English/Western national media systems. Such an examination thus highlights concepts and issues relevant in the field of bi-/multilingualism in society.

    [1] The term ‘Chinese’ is used in inverted commas throughout this paper and is mainly employed as an umbrella term to refer to the regions of Hong Kong, Taiwan and China for expediency. However, the inverted commas also denote that caution should be exercised when using the term as a referent to either language, culture and/or people as it may index different norms depending on context. This point is further elucidated in the introductory part of this paper as the term ‘Chinese’ is viewed as a social construction.

    [2] The data is taken from two newspapers per region with two news articles per newspaper, with the exception of Hong Kong’s South China Morning Post (SCMP) where 3 news articles were analysed.

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    nchoi_mastersthesis_oclp perspectives
  • 53. Creese, Angela
    et al.
    Blackledge, Adrian
    Bhatt, Arvind
    Jonsson, Carla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Juffermans, Kasper
    Li, Jinling
    Martin, Peter
    Muhonen, Anu
    Takhi, Jaspreet Kaur
    Researching bilingual and multilingual education multilingually: A linguistic ethnography2015In: The Handbook of Bilingual and Multilingual Education / [ed] Wayne E. Wright, Sovicheth Boun, Ofelia García, Wiley-Blackwell, 2015, p. 127-144Chapter in book (Refereed)
  • 54.
    Djerf, Farangis
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Lärares metoder och synsätt gällande samtal och interaktion i språkutvecklande undervisning2017Independent thesis Basic level (degree of Bachelor), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med mitt arbete är att dels ta reda på lärares metoder och synsätt gällande samtal och interaktion och dels undersöka hur de ser på att arbeta språkutvecklande i praktiken. Mot bakgrund av forskning inom samtal och interaktion, samt språkutveckling har vi genom denna studie sett hur verksamma språklärare tillämpar teorierna i praktiken. I detta syfte har jag valt att intervjua tre verksamma lärare som i dagsläget arbetar i en gymnasieskola i Skåne.

     

    Enigheten kring interaktionens positiva effekter i undervisningen anses vara stor på det praktiska respektive teoretiska planet. Socialt medierande lärandeform föredras framför en mer eller mindre isolerad sådan, både i teori och i praktik.

     

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  • 55.
    Donoso, Alejandra
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Stellenbosch University, South Africa.
    The Construal of Goal-Oriented Motion Events by Swedish Speakers of L2 Spanish: Encoding of motion endpoints and Manner of motion2015In: The Acquisition of Spanish in Understudied Language Pairings / [ed] Tiffany Judy, Silvia Perpiñán, Amsterdam: John Benjamins Publishing Company, 2015, p. 233-254Chapter in book (Refereed)
    Abstract [en]

    The current study investigates motion event construal in Swedish speakers of L2 Spanish. In particular, the study examines the encoding of motion endpoints and manner of motion through elicited video clip descriptions of everyday motion event situations. The results show that Swedish learners of Spanish exhibit the same, high endpoint frequencies as their monolingual Swedish peers, thus deviating from the Spanish native pattern. Moreover, the learners used the same amount of manner verbs as Spanish natives, but were more prone to give additional manner information in periphrastic constructions. These findings are interpreted in relation to previous literature on the construal of motion events in L2 learners and the notion of conceptual transfer (Cadierno & Ruiz, 2006; Jarvis & Pavlenko, 2008; von Stutterheim, 2003).

  • 56.
    Ekberg, Lena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Flerspråkigheten och den nordiska språkgemenskapen2015In: Språk i Norden, E-ISSN 2246-1701, p. 9-22Article in journal (Other academic)
    Abstract [sv]

    I artikeln diskuteras vilken roll flerspråkigheten har i nordisk språkpolitik, med utgångspunkt i Deklaration om nordisk språkpolitik. Vidare diskuteras ideologin bakom några av de centrala begreppen i den språkpolitiska diskursen, däribland den nordiska språkgemenskapen. Trots att flerspråkighet är en av fyra arbetsfrågor som pekas ut i deklarationen, är andraspråksperspektivet näst intill osynligt. Målet att alla nordbor i första hand ska kunna kommunicera med varandra på ett skandinaviskt språk ignorerar att runt en fjärdedel inte har ett skandinaviskt språk som modersmål. Slutsatsen är att en översyn av deklarationen är motiverad med hänsyn till de nya immigrationsmönster och språkkontaktsituationer som globaliseringen för med sig.

  • 57.
    Ekberg, Lena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Flerspråkigheten och språkpolitiken: svenskan, engelskan och alla andra språk2013In: Profession, politik och passion: Inger Lindberg som andraspråksforskare - en vänbok / [ed] Monica Axelsson, Marie Carlson, Qarin Franker, Karin Sandwall, Göteborg: Om institutionen Arbetsmiljö Beredningsgrupper Bibliotek Doktorand Institutionsråd Internt Ledningsgruppen Likabehandling Miljö och hållbar utveckling Styrdokument Institutionen för svenska språket, Göteborgs universitet , 2013, p. 121-139Chapter in book (Other academic)
  • 58.
    Ekberg, Lena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Grammatik och lexikon i svenska som andraspråk på nästan infödd nivå2013In: Svenska som andraspråk - i forskning, undervisning och samhälle / [ed] K. Hyltenstam & I. Lindberg, Lund: Studentlitteratur, 2013, 2. uppl., p. 259-279Chapter in book (Other academic)
  • 59.
    Ekberg, Lena
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Opsahl, Toril
    Wiese, Heike
    Functional gains: a cross-linguistic case study on three particles in Swedish, Norwegian and German2015In: Language, Youth and Identity in the 21st Century: Linguistic practices across urban spaces / [ed] Jacomine Nortier, Bente A. Svendsen, Cambridge: Cambridge University Press, 2015, p. 93-116Chapter in book (Refereed)
  • 60.
    Ekberg, Lena
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Östman, Jan-Ola
    Medlare – eller dubbelt marginaliserad? Identitetskonstruktion hos immigranter i Österbotten2017In: Svenskans beskrivning 35: Förhandlingar vid trettiofemte sammankomsten, Göteborg 11–13 maj 2016 / [ed] Emma Sköldberg, Maia Andréasson, Henrietta Adamsson Eryd, Filippa Lindahl, Sven Lindström, Julia Prentice, Malin Sandberg, Göteborg: Göteborgs universitet, 2017, p. 81-92Conference paper (Refereed)
  • 61.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    "Självklart känns det mer tryggt att vara där inne i huset" - om den sociokulturella kontextens betydelse för språkliga repertoarer och identiteter2015In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, no 1, p. 7-28Article in journal (Refereed)
  • 62.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Språk, makt och "Den Andre": Erfarenheter av underordning och/eller "möjliggörande" i Sverige2018In: Paideia, ISSN 1904-9633, no 16, p. 46-56Article in journal (Refereed)
    Abstract [sv]

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

  • 63.
    Fernando, Rashmi
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Digitala och sociala medier som stöd för andraspråksinlärning: Lärare och elevers attityder till användningen  av sociala medier i SFI- undervisning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

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

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  • 64.
    Freunberger, Dominik
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Breit, Simone
    Lexikalische Kompetenzen von Kindern der Grundstufe I2019In: Fokus Grundschule Band 1: Forschungsperspektiven und Entwicklungslinien / [ed] Andrea Holzinger, Silvia Kopp-Sixt, Silke Luttenberger, David Wohlhart, Muenster: Waxmann Verlag, 2019, p. 209-220Chapter in book (Refereed)
  • 65.
    Frey, Vanessa
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Identitetsskapande i ett andraspråk: En kvalitativ studie om hur vuxna svenska för invandrare-elever från Polen betraktar sina identiteter i svenska2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 66. Freywald, Ulrike
    et al.
    Cornips, Leonie
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Nistov, Ingvild
    Opsahl, Toril
    Beyond verb second – a matter of novel informationstructural effects? Evidence from Norwegian, Swedish, German and Dutch2015In: Language, Youth and Identity in the 21st Century: Linguistic Practices Across Urban Spaces / [ed] Jacomine Nortier, Bente A. Svendsen, Cambridge: Cambridge University Press, 2015, p. 73-92Chapter in book (Refereed)
  • 67.
    Galantini, Nicolò
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Language policies and early bilingual education in Sweden: An ethnographic study of two bilingual preschools in Stockholm2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

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

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  • 68.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ideology vs. practice: Is there a space for pedagogical translanguaging in mother tongue instruction?2017In: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, p. 208-226Chapter in book (Refereed)
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  • 69.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

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

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  • 70.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning: möjligheter och utmaningar2018In: En god fortsättning: nyanländas fortsatta väg i skola och samhälle / [ed] Tore Otterup, Gilda Kästen-Ebeling, Lund: Studentlitteratur AB, 2018, p. 163-180Chapter in book (Other academic)
  • 71.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Struggles for legitimacy in mother tongue instruction in Sweden2015In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 29, no 2, p. 125-139Article in journal (Refereed)
    Abstract [en]

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

  • 72.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2019In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 40, no 1, p. 108-131Article in journal (Refereed)
    Abstract [en]

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

  • 73.
    Gijswijt, Katrijn
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Processing Dutch: A study on the acquisition of Dutch as a second language using Processability Theory as a framework2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

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

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  • 74. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Muntlig språkfärdighet i främmande språk: en studie av samspelet mellan lärande, undervisning och bedömning2019In: Resultatdialog 2019, Vetenskapsrådet , 2019, p. 29-33Chapter in book (Other academic)
    Abstract [sv]

    De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.

  • 75. Granfeldt, Jonas
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Erickson, Gudrun
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Österberg, Rakel
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Special issue on Learning, teaching and assessment of second foreign languages in school contexts2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 1-5Article in journal (Other academic)
    Abstract [en]

     The current special issue of Apples – Journal of Applied Language Studies features a subset of the papers presented at the symposium Learning, teaching and assessment of second foreign languages in school contexts held at Lund University, Sweden, in December 2016. The symposium was organised by the TAL-project (Granfeldt et al., 2016), a research project funded by the Swedish Research Council and focusing on the learning, teaching and assessment of second foreign languages (SFLs) in Swedish schools1.

  • 76. Granfeldt, Jonas
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    Second Foreign Languages in the Swedish school context: The attitudes of school leaders2019In: Des mots et des langues qui nous parlent...: représentations langagières, enseignement et apprentissage / [ed] Virginie Conti, Laure Anne Johnsen, Jean-François Di Pietro, Neuchâtel: Institut de recherche et de documentation pédagogique (IRDP) , 2019, p. 37-53Chapter in book (Refereed)
  • 77. Granfeldt, Jonas
    et al.
    Sayehli, Susan
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Ågren, Malin
    The context of second foreign languages in Swedish secondary schools: Results of a questionnaire to school leaders2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 1, p. 27-48Article in journal (Refereed)
    Abstract [en]

    This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socio-economic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.

  • 78.
    Guissemo, Manuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Orders of (in)visibility: Colonial and postcolonial chronotopes in linguistic landscapes of memorization in Maputo2018In: Making Sense of People, Place and Linguistic Landscapes / [ed] Amiena Peck, Christopher Stroud, Quentin Williams, London: Bloomsbury Academic, 2018Chapter in book (Refereed)
  • 79.
    Guissemo, Manuel Armando
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hip Hop Activism: Dynamic Tension between the Global and Local in Mozambique2018In: Journal of World Popular Music, ISSN 2052-4900, E-ISSN 2052-4919, Vol. 5, no 1, p. 50-70Article in journal (Refereed)
    Abstract [en]

    From its inception in the late 1980s to the present day, hip hop culture in Mozambique underwent several stages in which the process of “keeping it real” was in constant negotiation with the association of the Global Hip Hop Nation (GHHN), and its local cultural and linguistic elements. This article, using tropes of temporality as the main framework, discusses how relocalization of the GHHN is constructed in Mozambican hip hop. There is a progressive connection between the past, present and future which is highlighted by local rappers. The article argues that Mozambican hip hop activism is built through acts of engagement in political tropes, in which local rappers are acting as spokesmen of the marginalized population through lyrics that claim citizenship. The political discourses produced during the Frelimo’s socialist governance era are rescued to challenge the liberal politics developed in the present democratic period, which, in large part, is contested by the population at the margin of the development. Therefore, local rappers’ lyrics address popular complaints related to some political decisions that negatively affect the population at the margins and lead to general societal malfunction. The local African languages that were ideologically marginalized since the colonial regime are now being rescued by local rappers as a way to contextualize them into contemporary, metropolitan and transnational languages. This linguistic relocalization indexes a new present and an aspiration for a different future, where these languages will be inserted together with Portuguese to allow communication in urban spaces. This engagement by rappers can be perceived as acts of linguistic citizenship.

  • 80.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Lindberg, Inger
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Josefson, Ingela
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Studium av ett invandrarsvenskt språkmaterial1983Report (Other academic)
    Download full text (pdf)
    SSM Report 9
  • 81.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Forskning kring svenska som målspråk: Två forskningsöversikter: 1. Grammatik och ordförråd (Åke Viberg)2. Fonologi (Björn Hammarberg)1984Report (Other academic)
    Download full text (pdf)
    SSM Report 10
  • 82.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Viberg, Åke
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Platshållartvånget, ett syntaktiskt problem i svenskan för invandrare1979Report (Other academic)
    Download full text (pdf)
    SSM Report 2
  • 83.
    Hammarberg, Björn
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Williams, Sarah
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    A study of third language acquisition1993In: Problem, process, product in language learning: Papers from the Stockholm-Åbo Conference, 21-22 October 1992 / [ed] Björn Hammarberg, Stockholm: Stockholm University, Department of Linguistics , 1993, p. 60-70Conference paper (Other academic)
  • 84.
    Hanell, Linnea
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Nine months of entextualizations: Discourse and knowledge in an online discussion forum thread for expectant parents2017In: Entangled Discourses: South–North Orders of Visibility / [ed] Caroline Kerfoot, Kenneth Hyltenstam, New York: Routledge, 2017, p. 154-170Chapter in book (Refereed)
    Abstract [en]

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

  • 85.
    Hanell, Linnea
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Salö, Linus
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    ‘That’s weird, my ob-gyn said the exact opposite!’: Discourse and knowledge in an online discussion forum thread for expecting parents2015Report (Other academic)
    Abstract [en]

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

  • 86.
    Hayakawa Thor, Masako
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Thinking and seeing for speaking: The viewpoint preference in Swedish/Japanese monolinguals and bilinguals2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

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

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    HayakawaThor_M_2016_Thinking and seeing for speaking_MA_thesis
  • 87.
    Heinold Johansson, Lina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    På spaning efter interkulturell kompetens: En analys av representationer av mat i tre läromedel i sfi (svenska för invandrare)2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

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    fulltext
  • 88. Heugh, Kathleen
    et al.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Diversities, affinities and diasporas: a southern lens and methodology for understanding multilingualisms2018In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    We frame multilingualisms through a growing interest in a linguistics and sociology of the 'south' and acknowledge earlier contributions of linguists in Africa, the Americas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with 'de-colonial theory', and with 'southern' theory, thinking and epistemologies. In these, 'southern' is regarded as a metaphor for marginality, coloniality and entanglements of the geopolitical north and south. Northern debates that receive traction appear to focus on recent 're-awakenings' in Europe and North America that mis-remember southern experiences of linguistic diversity. We provide a contextual backdrop for articles in this issue that illustrate intelligences of multilingualisms and the linguistic citizenship of southern people. In these, southern multilingualisms are revealed as phenomena, rather than as a phenomenon defined usually in English. The intention is to suggest a third direction of mutual advantage in rethinking the social imaginary in relation to communality, entanglements and interconnectivities of both South and North.

  • 89. Heugh, Kathleen
    et al.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    Scarino, Angela
    Spaces of exception: southern multilingualisms as resource and risk2018In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 1, p. 100-119Article in journal (Refereed)
    Abstract [en]

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

  • 90.
    Hu, Guohua
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Svenska studenters uppfattningar av tonerna i kinesiska tvåstaviga ord2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Foreign adult students with atonal language usually have, in the beginning of their Chinesestudy, difficulties to identify the Chinese tones. On one side, only monosyllabic tones arementioned in course books during this earlier stage and to illustrate the tone contours withhands has been treated as an effective pedagogy. On the other side, research on Chinese hasfor long been solely concentrated upon the values of the fundamental frequency (F0) of thevowels in monosyllabic words. In cross-linguistic studies many factors, among others the effectsof consonants on F0 that native speakers are not aware of, have still not been paidspecial attention to.There is no consensus regarding the explanation to tone confusion patterns. Earlier theoriesof Second Language Acquisition (SLA) like Perception Assimilation Model (PAM) andSpeech Learning Model (SLM) are no longer suited for tone perception. Recently, PAMSuprasegmenthas tried to approach that the intonation of the learners’ native language is assumedto be assimilated to the Chinese tone system. However, this model ignores the wordprosody. Nowadays, when the modern Chinese vocabulary consists of a majority of disyllabicwords, research has to be re-directed to find other criteria e.g. temporal and stress for explainingthe complexity of Chinese tone perception, i.e. how two tones behave when they arecombined in one word.The purpose of this essay is to explore how native Swedish speakers learning Chinese assecond/foreign language perceive the Chinese tones of disyllabic words. The experiment isnot based on elaborated test words. The results show that tones are first of all affected by theinitial consonants and sequentially influenced by the surrounding tones with accordance toChinese. It further reveals that Swedish accent I/II patterns might be a reasonable explanationfor the Chinese tone confusion patterns since partially acoustic properties of Chinese disyllabicwords overlap the Swedish accents.These results mean that tone perception is a dynamic and complex process. Further researchon tone perception should explore profoundly and widen interaction between sounds andword prosody, which paves the way for more effective prosodic practice in language education.

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    fulltext
  • 91.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Advanced Proficiency and Exceptional Ability in Second Languages2016Collection (editor) (Refereed)
  • 92.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Andraspråk på skilda villkor: variationer i slutnivå hos barn och vuxna2013In: Profession, Politik och Passion: Inger Lindberg som andraspråksforskare – en vänbok / [ed] Monica Axelsson, Marie Carlson, Qarin Franker, Karin Sandwall, Göteborg: Institutionen för svenska språket, Göteborgs universitet , 2013, p. 21-35Chapter in book (Other academic)
  • 93.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Att förstå tal i bullriga miljöer: ’nästan infödda’ andraspråksanvändare i experiment med vitt brus och cocktailsorl2013In: Text, tal och tecken: några perspektiv inom språkforskningen / [ed] Björn Lindblom, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2013, p. 94-113Chapter in book (Refereed)
  • 94.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Introduction: Perspectives on advanced second language proficiency2016In: Advanced Proficiency and Exceptional Ability in Second Languages / [ed] Kenneth Hyltenstam, Boston/Berlin: Mouton de Gruyter, 2016, p. 1-14Chapter in book (Refereed)
  • 95.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Läs- och skrivsvårigheter hos tvåspråkiga2014In: Ungdomar läser och skriver / [ed] Fischbein, S., Lund: Studentlitteratur AB, 2014, p. 207-241Chapter in book (Other academic)
  • 96.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Polyglotism: A synergy of abilities and predispositions2018In: High-level language proficiency in second language and multilingual contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 170-195Chapter in book (Refereed)
  • 97.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Second language ultimate attainment: Effects of maturation, exercise, and social/psychological factors2018In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 21, no 5, p. 921-923Article in journal (Other academic)
    Abstract [en]

    Mayberry and Kluender (2017) offer a rich review of empirical research that contributes to the understanding of age-related effects on first and second language acquisition. Their keynote article compiles current, primarily linguistic and neurolinguistic, research on the notion of a critical period for language (CPL). The authors conclude “that the putative CPL applies to L1 learning, and that L2 effects are a consequence of this prior learning” (Mayberry & Kluender, 2017: p. 6). As they propose a clear role for CPL in L1 learning, and because their exact position on its role in L2 learning is, to my mind, not as clearly articulated, I will take the opportunity to argue the following: If a CPL exists at all, it should have identifiable implications for all kinds of language acquisition (cf. Gleitman & Newport, 1995). In the case of L2 acquisition what needs to be identified is how maturational constraints (implicated by a CPL) interact with other conditions that are at hand when the second language comes onto the scene.

  • 98.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    The exceptional ability of polyglots to achieve high-level proficiency in numerous languages2016In: Advanced Proficiency and Exceptional Ability in Second Languages / [ed] Kenneth Hyltenstam, Boston/Berlin: Mouton de Gruyter, 2016, p. 241-272Chapter in book (Refereed)
  • 99.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    The polyglot – an initial characterization on the basis of multiple anecdotal accounts2016In: Advanced Proficiency and Exceptional Ability in Second Languages / [ed] Kenneth Hyltenstam, Boston/Berlin: Mouton de Gruyter, 2016, p. 215-240Chapter in book (Refereed)
  • 100.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bartning, IngeStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.Fant, LarsStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Avancerad andraspråksanvändning: slutrapport från ett forskningsprogram2014Collection (editor) (Other academic)
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