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  • 51. Clifford, Marian
    et al.
    Kerfoot, Caroline
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    English: language of hope or broken dreams?1992In: Adult basic education in South Africa: literacy, English as a second language, and numeracy / [ed] Barbara Hutton, Cape Town: Oxford University Press, 1992, p. 152-218Chapter in book (Other academic)
    Abstract [en]

    This chapter provides a critical overview of the major debates, theories and teaching approaches in second language education for adults with little or no formal education. The first two sections examine the contested role of English as a language of access in South Africa and the debates surrounding the language of instruction for initial literacy. They draw on Nicaraguan and Mozambican literacy campaigns to illuminate some of the consequences of decisions on language of instruction for large-scale campaigns. The third section critically examines current approaches to teaching English as a second language to adults in South Africa in terms of the understandings of language and language learning that underpin them. The fourth and final section attempts to lay the groundwork for the second or additional language component of a future adult education policy. Framed by a vision of participatory democracy, it proposes a model which integrates theoretical principles from Freirean-inspired popular education, adult education and second language learning.

  • 52.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språk som ingång till gemenskap2010In: Flerspråkighet, identitet och lärande / [ed] Nigel Musk, Åsa Wedin, Lund: Studentlitteratur, 2010, p. 79-94Chapter in book (Other academic)
  • 53.
    Eliaso Magnusson, Josefina
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. University of the Western Cape, South Africa.
    High proficiency in markets of performance a sociocultural approach to nativelikeness2012In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 34, no 2, p. 321-345Article in journal (Refereed)
    Abstract [en]

    High-proficiency second language (L2) learners challenge much theory and methodology in contemporary sociolinguistic and L2 acquisition research, which suggests the need for honest interdisciplinarity when working in the interstices of style, stylization, and advanced acquisition processes. When to consider fluent and highly competent speakers of a language to be language learners in ways relevant to SLA theory is a fraught and contentious issue. This study suggests that highly fluent multilinguals provide key data on notions of nativelikeness and near-nativelikeness that are of value for understanding processes of acquisition and use. It suggests that relative judgments of nativelikeness are interactionally accomplished (membership) categorizations made on the basis of specific linguistic features relative to particular linguistic markets. The data for the study are taken from a unique population-namely, young people from multilingual family backgrounds, born and raised in Sweden, all of whom ethnically self-identify as Assyrian-Syrian but whose repertoires are complexly multilingual. All participants are generally perceived to be native speakers of Swedish on a daily basis. Nevertheless, at certain moments, these young people are reclassified as near-native or native-like. The study analyzes their narrative accounts of metalinguistic reflexivity from occasions and interactional moments when they are classified as nonstandard speakers and, therefore, near-natives or learners. The findings suggest the necessity of revisiting notions of nativelikeness and account for the phenomenon in terms of register, voice, and identity relative to different symbolic and linguistic markets.

  • 54.
    Englund Dimitrova, Birgitta
    et al.
    Stockholm University, Faculty of Humanities, The Institute for Interpretation and Translation Studies.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Exploring retrospection as a research method for studying the translation process and the interpreting process2009In: Methodology, technology and innovation in translation process research: a tribute to Arnt Lykke Jakobsen / [ed] Inger M. Mees, Fabio Alves, Susanne Göpferich, Frederiksberg: Samfundslitteratur , 2009, p. 109-134Chapter in book (Refereed)
  • 55.
    Fraurud, Kari
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Romani2010In: Sveriges Nationalatlas, band 22: Språken i Sverige / [ed] Wastenson, Leif, Ulla Arnberg, Pär Aspenberg, Mathias Cramér & Margareta Elg (red.); Dahl, Östen & Lars-Erik Edlund (temared.), Stockholm: Norstedts Förlagsgrupp AB , 2010, 1, p. 136-139Chapter in book (Other (popular science, discussion, etc.))
  • 56.
    Fraurud, Kari
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Boyd, Sally
    Institutionen för filosofi, lingvistik och vetenskapsteori, Göteborgs universitet.
    The native–non-native speaker distinction and the diversity of linguistic profiles of young people in multilingual urban contexts in Sweden2011In: Young urban Swedish: Variation and change in multilingual settings / [ed] Källström, Roger & Inger Lindberg, Göteborg: Göteborgs universitet , 2011, 1, p. 67-87Chapter in book (Refereed)
    Abstract [en]

    The distinction between native and non-native speakers (NS/NNS) has played a central role in all areas of linguistics, but is also perennially questioned. This paper aims to contribute to the discussion of the distinction by exploring a large body of empirical data collected in the SUF project. Data about linguistic background and practices of 222 informants were analyzed by means of linguistic profiling. The resulting profiles display great diversity among informants regarding nativeness criteria, which can also be expected to be found in other similar contexts. This implies that the application of a binary NS/NNS distinction in such contexts will either result in a categorization of informants into two heterogeneous groups, or, if only clear cases are included, result in the exclusion of a considerable number of language users from the investigation. These observations have implications for the study of language variation and change in multilingual contexts more generally.

  • 57.
    Fraurud, Kari
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Boyd, Sally
    University of Gothenburg.
    The native–non-native speaker distinction and the diversity of linguistic profiles of young people in Swedish multilingual urban contexts2006In: Language Variation – European Perspectives. : Selected papers from the Third International Conference on Language Variation in Europe (ICLaVE 3), Amsterdam, June 2005 / [ed] Hinskens, Frans, Amsterdam: John Benjamins , 2006, 1, p. 53-69Chapter in book (Refereed)
    Abstract [en]

    The notion of native speaker (NS) has played a central role in all areas of linguistics, but it is also perennially questioned. This paper aims to contribute to the discussion of the usefulness of the binary distinction between native and non-native speakers (NNS) by exploring a relatively large body of empirical data collected in a study of language and language use among young people in contemporary multilingual urban settings in Sweden.

    Data about linguistic background and practices from 222 informants were analyzed by means of so called linguistic profiling – here involving a number of variables reflecting various nativeness criteria. The resulting complex and varied linguistic profiles display the great diversity among informants. This diversity is presumably not unique to these 222 young people, but can also be expected to be found in other similar contexts. The application of a binary NS/NNS distinction in such contexts will either – if a single criterion is used – result in a categorization of informants into two widely heterogeneous groups, or – if multiple criteria are combined and only clear cases considered – result in the exclusion of a considerable number of language users from the object of study. These observations should also have implications for the study of language variation and change in multilingual contexts more generally.

  • 58.
    Fraurud, Kari
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, KennethStockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Multilingualism in global and local perspectives: Papers from the 8th Nordic Conference on Bilingualism, November 1-3, 20012003Collection (editor) (Other academic)
  • 59.
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Ordföljdvariation som språklig strategi bland ungdomar i flerspråkiga storstadsmiljöer.2008In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 2, no 3, p. 57-81-Article in journal (Refereed)
  • 60.
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Syntactic Variation in the Swedish of Adolescents in Multilingual Urban Settings: Subject-verb Order in Declaratives, Questions and Subordinate Clauses2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates the use of word order variation, in particular the variable use of subject-verb inversion and non-inversion in main declarative clauses, among adolescents in contemporary multilingual settings in Sweden. The use of non-inversion in contexts that in standard Swedish require inversion is sometimes claimed to be characteristic of varieties of Swedish spoken among adolescents in multilingual urban areas. The present study includes a wide range of data, both spontaneous and elicited, and explores how common the use of non-inversion is among a relatively large group of participants in different contexts, and how the use of non-inversion is influenced by different demographic, linguistic and socio-pragmatic factors.

    The results show that non-inversions are used to a limited extent in all types of data in the studied population. Only certain individuals frequently employ non-inversions in some contexts. Further, no direct link is found between second language acquisition and the use of non-inversion in this study. Factors related to the issue of nativeness, for example participants’ reported age of onset of Swedish acquisition, only marginally explain the results. In general, examples of non-inversion are employed more extensively, and by more participants, in peer-peer interaction than with adults. The use of non-inversion appears to be part of some adolescents’ spontaneous language use in certain contexts. More importantly, however, the results suggest that some adolescents employ non-inversions as an active linguistic resource to express their identification with the multilingual environment and the different varieties of Swedish spoken there, to show solidarity with peers, to contest official school discourses, and to play around with linguistic stereotypes.

  • 61.
    György Ullholm, Kamilla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Flerspråkighet, enspråkighet och etnisk identitet2010In: Flerspråkighet, identitet och lärande / [ed] Nigel Musk och Åsa Wedin, Lund: Studentlitteratur , 2010, p. 23-54Chapter in book (Other academic)
  • 62.
    György Ullholm, Kamilla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Language planning between pluralism and assimilationism: Reflections on Hungarian mother tongue instruction in Sweden2004In: Estudios de Sociolingüística, ISSN 1576-7418, Vol. 5, no 2, p. 277-298Article in journal (Refereed)
    Abstract [en]

    Sweden is internationally known as a pluralistic country, providing supplemental instruction in the languages of immigrant minorities as part of the regular education. However, the mother tongue instruction system established in the 1970s has undergone several changes during the last decades. In an earlier study the effects of current Swedish language policy and its implementation on a micro level have been examined, using Hungarian, one of the country 's minor immigrant languages, as an example (György-Ullholm, 2002). This paper examines the second generation's opportunities to reach active bilingualism, the officially expressed goal of Swedish minority education. Nevertheless, the results of the study indicate that monolingualismor in the best case passive bilingualism are the most probable outcomes of the current language-in-education policy for these pupils.

  • 63.
    György Ullholm, Kamilla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Språkval i praktiken2005In: Invandrare & minoriteter, ISSN 1404-6857, Vol. 32, no 3, p. 9-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Funktionellt flerspråkiga tar ständigt nya, mer eller mindre medvetna beslut – vilket av språken de ska använda och i vilka sammanhang. Artikeln bygger på intervjuer med förlädrar och barn i flerspråkiga familjer och diskuterar föräldrarnas roll som språkliga modeller och deras påverkan för barnens framtida valmöjligheter i språkligt och socialt avseende.

  • 64.
    György-Ullholm, Kamilla
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Same Mother Tongue - Different Origins: Implications for Language Maintenance and Shift among Hungarian Immigrants and their Children in Sweden2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study investigates intergenerational language transmission amongst Hungarian immigrants, using in-depth interviews and participant observation as the main methods. The analysis examines the experiences of parents and their school-aged children in 61 families living in Sweden´s two main cities, Stockholm and Göteborg.

    The sample families were separated into four groups, based on two pre-contact factors, namely (1) the parents´ linguistic environment and (2) their social identity prior to migration. Three of the four groups turned out to be comparable in size and serve as the focus groups of the study. Group 1 comprises families in which one or both parents are former majority members from monolingual parts of Hungary. Group 2 comprises families in which one or both parents are former majority members from Hungary, but in contrast, these parents grew up in bilingual areas, being exposed to other languages in their childhood settings. Group 3 comprises families in which often both parents grew up as members of a vital ethnic minority in bilingual or multilingual settings in Transylvania (Romania).

    It was hypothesised that the parents´ childhood experiences would have an effect on their ways of raising children in a migrant situation, which, in turn, will affect children´s bilingualism as well as the group´s maintenance chances. The results of the statistical analysis confirm the hypothesis and show significant differences between the focus groups in a number of factors, e.g. marriage pattern, religious engagement, cultural orientation, children’s opportunities to meet other group members, and language awareness. Most importantly, the investigation revealed broad variation in language use norms among the sample families, especially for family and group internal communication. This, together with the poor demographic conditions of the group, seriously threatens group cohesion. The prospects for Hungarian language maintenance in Sweden are therefore seen as limited.

  • 65.
    Haglund, Charlotte
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Ethnicity at work in peer-group interactions at school2007In: Encyclopedia of Language and Education, 2nd Edition: Volume 3: Discourse and Education, Springer, Heidelberg , 2007, p. 171-184Chapter in book (Refereed)
  • 66.
    Haglund, Charlotte
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Flerspråkighet, institutionell ordning och sociokulturell förändring i det senmoderna Sverige2007In: NORDAND - Nordisk tidskrift för andraspråksforskning, ISSN 0809-9227, Vol. 2, no 2, p. 7-23Article in journal (Refereed)
    Abstract [sv]

    Flerspråkiga ungdomars möte med den svenska skolan mynnar i bästa fall ut i en gemensam strävan mot ömsesidighet i läroprocess och integration. I denna artikel ser vi exempel på förhållningssätt och strategier som de unga utvecklar när en sådan ömsesidighet inte kommer till stånd. Ungdomarna tenderar exempelvis att söka sig till kontexter, såsom kamratgrupp och gemenskaper på internet, som bättre kan svara mot deras strävan att lära på villkor som utgår från deras erfarenheter i en vardag präglad av etnisk och språklig mångfald. Artikeln bygger på en etnografisk studie som genomfördes under tre år bland ungdomar i ett förortsområde i Stockholm. Studien visar hur föreställningar och förhållningssätt som betonar homogenitet och normalitet ifråga om t ex språk och identitet utmanas av de flerspråkiga ungdomarna. Deras förhandling präglas av kreativitet och en drivkraft att dra nytta av den flerspråkiga kompetens och de flerkulturella referensramar som finns bland dem. Med hjälp av analyser av språkliga samspel på mikronivå görs i artikeln ett försök att belysa processer på den mer övergripande och abstrakta makronivån. Genom en etnografisk forskningsansats möjliggörs ett longitudinellt perspektiv och en flerkontextuell utgångspunkt.

  • 67.
    Haglund, Charlotte
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Flerspråkighet och identitet2004In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam & Inger Lindberg, Lund: Studentlitteratur, 2004, p. 359-387Chapter in book (Other academic)
  • 68.
    Haglund, Charlotte
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Linguistic diversity, institutional order and sociocultural change: Discourses and practices among teachers in Sweden2007In: Learning and teaching in two languages? Resources of multilingual education in context, Peter Lang, Frankfurt a.M. , 2007Chapter in book (Refereed)
    Abstract [en]

    The changes and transformations characteristic of late modernity increasingly also mark Sweden. Despite the fact that immigration to Sweden has grown over the years bringing about linguistic and ethnic diversity, the country still appears to be struggling with the idea of uniformity and homogeneity. Drawing on ethnographic research conducted in a multilingual school setting the present chapter focuses on the conflicting nature of contemporary Swedish society and sets out to examine the recurrent discourses on the increasing linguistic diversity and manifestations of these discourses in daily educational practice among teachers and students. The paper focuses in particular on how dominant discourses in society and across the institution are both reproduced and contested in the local discourses and in the daily teaching practices. The positionings and practices of the teachers offer insights into the traditional institutional order and the problems associated with it in late modern Sweden.

  • 69.
    Haglund, Charlotte
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Social interaction and identification among adolescents in multilingual suburban Sweden: A study of institutional order and sociocultural change2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is based on an ethnographic fieldwork among a group of adolescents in and out of school in suburban Sweden. The adolescents share the diasporic experience of living outside of the countries or nations of origin, experiencing marginalization in relation to majority society and concurrently being part of global, national and local transformations and changes. Their voices, of the margin and the center, in relation to traditional institutional order and sociocultural change respectively, are described, interpreted and partly explained in the thesis. A number of strategic positionings, allegiances and identifications are identified. The adolescents are positioned and collectively position themselves and each other in everyday social interaction. They manifest allegiances and identifications based on their diverse experiences and beliefs in the benefits of being multilinguals and having experiences in more than one, and across, cultural and national networks. Together the adolescents challenge stigmas and stereotypes related to language, culture and education and struggle to legitimize themselves and escape marginalization. They also exploit their own and each other’s experiences, backgrounds and knowledge for their individual and collective purposes. Besides these dominating counter-discourses, most commonly manifested in peer group interaction and in formal classroom interaction with teachers, the adolescents’ individual accounts give evidence of more submissive attitudes and responses, characterized by ambivalence and compliance. The study is an illustration of how structures of domination and discrimination are contested but also reestablish themselves on the micro-level of speech. It uncovers connections between the micro-level of face-to-face verbal interaction and the macrolevel of institutional order and sociocultural change. It also indicates that social actors are not simply subjected to static relations of power but on the contrary are most active in making transformations and changes come true. Pointing in the direction of a linkage between social order and interactional order and at the role of contestation and opposition in social process, the present work constitutes a contribution to empirical and theoretical developments in sociolinguistics. Further insights are provided both into the established traditional social order and the reformulations of it in the course of late modernity.

  • 70.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Dyslexi och tvåspråkighet: ett forskningsområde i utveckling2008In: Dyslexi: aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 13, no 1, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 71.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Dyslexi på två språk2010In: Elevhälsa, no 4, p. 20-24Article in journal (Other (popular science, discussion, etc.))
  • 72.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Dyslexi på två språk: En multipel fallstudie av spansk-svensktalande ungdomar med läs- och skrivsvårigheter2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The complicated task of deciding whether reading and writing difficulties in a second language learner stem from dyslexia or from problems associated with second language learning serves as the primary theme of this study. The theoretical framwork of dyslexia-related issues is a phonological cause model (Ramus, 2004). Generally, the study is based on psycholinguistically oriented research of reading in a second language (eg. Kulbrandstad, 1998) and dyslexia in second language learners (Frederickson & Frith, 1998; Geva, 2000; Miller Guron & Lundberg, 2003).

    The overall aim of the study is to contribute to our knowledge of how reading and writing difficulties in bilingual adolescents could be expressed, characterised and delimited, in order to enhance our understanding of how various prerequisites effect literacy development and to facilitate identification and handling of dyslexia in bilinguals. The study is based on data from ten Spanish-Swedish speaking adolescents with reading and writing difficulties. The multiple case study perspective has made it possible to investigate a number of linguistic and cognitive parameters in both languages. Furthermore, comparisons were made with a bilingual group of ten Spanish-Swedish speaking adocelscents without reading and writing difficulties as well as with a group of ten monolingual Spanish and Swedish speaking adolescents with dyslexia. Dyslexia has been defined and delimited in a bilingual dyslexia profiles continuum. This continuum is one of the significant theoretical-methodological contributions of the thesis. Another important contribution is the research design, that is, the use of a bilingual matched comparison group (without reading and writing difficulties) as the norm. Furthermore, quantitative and qualitative analyses have been summarised as various profiles, such as reading profiles, writing profiles and oral discourse profiles. The results are discussed on both group and individual levels and show that language dominance ha a major impact on the manifestations of the reading and writing difficulties. The differences between the two orthographies are also of importance. Furthermore, advantageous results in both languages co-vary with extensive L1 education in the bilingual participants both with and without dyslexia.

  • 73.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Ordblindhed på to sprog2009In: Sprog och integration, ISSN 1601-541X, no 4, p. 25-27Article in journal (Other (popular science, discussion, etc.))
    Abstract [da]

    Hvordan finder man ud af, om tosprogede elever med læse- og skrivevanskeligheder lider af dysleksi eller om deres problemer bunder i andetsprogsindlæringen? Der skal fokuseres på, hvordan problemerne kommer til udtryk, og hvordan de kan karakteriseres og afgrænses.  Tosprogede elever har tendens til enten at blive over- eller underidentificerede.

  • 74.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Barn och vuxna möter nya språk2009In: Samtal i rörelse: elva essäer om mänskliga möten och språkets kraft / [ed] Marie Cronqvist, Göteborg: Makadam Förlag, 2009, p. 43-62Chapter in book (Other (popular science, discussion, etc.))
  • 75.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Begreppen språk och dialekt och meänkielis status som eget språk2007In: Mer än ett språk: En antologi om flerspråkigheten i norra Sverige, Norstedts Akademiska Förlag , 2007, p. 237-282Chapter in book (Other academic)
  • 76.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Critical period2012In: The Encyclopedia of Applied Linguistics / [ed] Chapelle, C. A., Oxford: Wiley-Blackwell, 2012Chapter in book (Refereed)
  • 77.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Critical periods2010In: The Cambridge Encyclopedia of the Language Sciences / [ed] Hogan, P., Cambridge University Press , 2010Chapter in book (Other academic)
  • 78.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Engelskan, skolans språkundervisning och svensk språkpolitik2004In: Engelskan i Sverige: Språkval i utbildning, arbete och kulturliv. Småskrift utgiven av Svenska språknämnden, Norstedts Akademiska Förlag/Svenska språknämnden, Stockholm , 2004, p. 36-110Chapter in book (Other academic)
  • 79.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Forskarna är ju ense!2006In: DN, no 2006-04-22, p. KULTUR 4-5Article in journal (Other (popular science, discussion, etc.))
  • 80.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Halvhjärtat åtagande2006In: Invandrare och minoriteter, ISSN 1404-6857, no 2, p. 10-14Article in journal (Other (popular science, discussion, etc.))
  • 81.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Linguistic minorities in Scandinavia II: Immigrant minorities2005In: The Nordic Languages: An International Handbook of the History of the North Germanic Languages, Volume 2, Mouton de Gruyter, Berlin , 2005, p. 2119-2127Chapter in book (Other academic)
  • 82.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Läs- och skrivsvårigheter hos tvåspråkiga2010In: Utredning av läs- och skrivsvårigheter / [ed] Ericson, B., Lund: Studentlitteratur , 2010, 4:e, p. 305-339Chapter in book (Other academic)
  • 83.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Modersmål och svenska som andraspråk2007In: Att läsa och skriva: Forskning och beprövad erfarenhet, Stockholm: Liber Distribution/Myndigheten för skolutveckling , 2007, p. 45-71Chapter in book (Other academic)
  • 84.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Modersmålsbaserade utbildningssystem, kunskapskapital och ekonomisk tillväxt2006In: Interkulturell pædagogik.: Flere sprog - problem eller resurce?, Kroghs Forlag, Köpenhamn , 2006, p. 25-42Chapter in book (Other academic)
  • 85.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Vilket undervisningsspråk favoriserar vilka elever?2008In: Sprogforum, Temanummer: Førstesproget som ressource, ISSN 0909-9328, no 43, p. 44-48Article in journal (Refereed)
  • 86.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Våra inhemska minoriteter2005In: Vandringar med böcker, litteraturvägledning från BTJ förlag., ISSN 0503-6968, no 3Article in journal (Other (popular science, discussion, etc.))
  • 87.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Älvdalskan inte bortglömd 2008In: Språktidningen, no 6, p. 75-Article in journal (Other (popular science, discussion, etc.))
  • 88.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Age and L2 learning: The hazards of matching practical “implications” with theoretical “facts”.: (Comments on Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow’s “Three misconceptions about age and L2 learning”).2001In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 35, no 1, p. 151-170Article in journal (Refereed)
  • 89.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Age of onset and ultimate attain­ment in near-native speakers of Swedish2003In: Multilingualism in global and local perspectives: selected papers from the 8th Nordic Conference on Bilingualism, November 1-3, 2001, Stockholm - Rinkeby / [ed] Kari Fraurud, Kenneth Hyltenstam, Stockholm: Centre for Research on Bilingualism, Stockholm university , 2003, p. 319-340Conference paper (Other academic)
  • 90.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Introduction: High-Level L2 Acquisition, Learning, and Use2012In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 34, no 2, p. 177-186Article in journal (Other academic)
  • 91.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Maturational constraints in SLA2003In: The handbook of second language acquisition / [ed] Catherine J. Doughty, Michael H. Long, Oxford: Blackwell Publishing, 2003, p. 539-588Chapter in book (Other academic)
  • 92.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Málhafar sem tala sænsku sem annað mál nánast eins infæddir: Áhrif aldurs við upphaf máltileinkunar og endenlag færni.2007In: Mál málanna: um nám og kennslu erlendra tungumála / [ed] Birna Arnbjörnsdóttir, Auður Hauksdóttir, Reykjavík: Háskólaútgáfan, 2007, p. 49-73Chapter in book (Other academic)
  • 93.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Startålder och slutlig behärsk­ning hos nästan infödda talare av svenska som andraspråk2002In: Forskning i nordiske sprog som andet- og fremmedsprog: rapport fra konference i Reykjavík 23.-25. maj 2001 / [ed] Auður Hauksdóttir, Birna Arnbjörnsdóttir, María Garðarsdóttir, Sigríður Þorvaldsdóttir, Reykjavík: Háskólaútgáfan , 2002, p. 84-110Conference paper (Other academic)
  • 94.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Who can become native-like in a second language? All, some, or none?: On the maturational constraints controversy in second language acquisition.2000In: Studia Linguistica, ISSN 0039-3193, E-ISSN 1467-9582, Vol. 54, no 2, p. 150-166Article in journal (Refereed)
  • 95.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Âge de l’exposition initiale et niveau terminal chez des locuteurs quasi-natifs du Suédois L2.2003In: Acquisition et Interaction en Langue Étrangère, Vol. 18, p. 99-127Article in journal (Refereed)
  • 96.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Axelsson, MonicaStockholm University, Faculty of Humanities, Department of Language Education.Lindberg, IngerStockholm University, Faculty of Humanities, Department of Language Education.
    Flerspråkighet: En forskningsöversikt2012Collection (editor) (Refereed)
  • 97.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Fant, Lars
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    High Level Proficiency in Second Language Use. Forskningsprogramsansökan hos Riksbankens Jubileumsfond, febr. 20052005Other (Other academic)
  • 98.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Park, Hyeon-Sook
    Dominant-language replacement. The case of international adoptees2009In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 12, no 2, p. 121-140Article in journal (Refereed)
    Abstract [en]

    This article challenges a recent proposal for the theoretical interpretation of L1 and L2 interaction that results from the abrupt change of language environment in internationally adopted children. According to this proposal (Pallier, Dehaene, Poline, LeBihan, Argenti, Depoux and Mehler, 2003; Ventureyra, Pallier and Yoo, 2004), such children experience a total loss of their L1, while, as adults, they exhibit a nativelike ultimate attainment of their L2. These authors suggest that what they see as a total loss of L1 allows a resetting of the neural network that normally subserves L1 retention and hence permits a complete acquisition of the L2. Data from two of our own research projects, one on L1 remnants in Korean adoptees in Sweden (see Park, forthcoming), and the other on age of acquisition and ultimate L2 attainment of Swedish (see Abrahamsson and Hyltenstam, in press), which included data from Latin American adoptees in Sweden among other participants, suggest (i) that L1 remnants are indeed maintained, (ii) that L2 attainment is not enhanced by severe L1 attrition, and (iii) that there is an age dimension to both the degree of L1 attrition and the level of L2 ultimate attainment in international adoptees. We therefore contend that a maturational interpretation of language replacement data is preferable.

  • 99.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Lindberg, IngerStockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Svenska som andraspråk: i forskning, undervisning och samhälle2004Collection (editor) (Other academic)
  • 100.
    Hyltenstam, Kenneth
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Milani, Tommaso
    University of the Witwatersrand, Sydafrika.
    Flerspråkighetens sociopolitiska och sociokulturella ramar2012In: Flerspråkighet: En forskningsöversikt / [ed] Hyltenstam Kenneth , Axelsson Monica och Lindberg Inger, Stockholm: Vetenskapsrådet , 2012, p. 17-152Chapter in book (Refereed)
1234 51 - 100 of 195
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