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  • 1.
    Wrethed, Joakim
    Stockholm University, Faculty of Humanities, Department of English.
    Conceptual and Performative Art in Tom McCarthy, Michel Houellebecq, and Don DeLillo2024In: The Routledge Companion to Literature and Art / [ed] Neil Murphy; W. Michelle Wang; Cheryl Julia Lee, London: Routledge, 2024, p. 480-491Chapter in book (Refereed)
    Abstract [en]

    Peter Boxall’s recent study The Prosthetic Imagination stresses the status of the novel form as the principal prosthesis of the imagination. The Bakhtinian echo in Boxall’s title is highly relevant in our multimedia saturated times. The novel’s aesthetic expression provides us with an exceptional form that can encompass and explore different artforms such as painting, photography, and indeed, conceptual and performative art. The tension that can be scrutinised is basically the same aesthetic pressure that arises in ekphrastic endeavours generally and historically, that is, descriptive prose is not identical to colours and forms on a canvas or any pixelated surface. However, it is precisely this discrepancy that can be reflectively and even systematically incorporated in the prosthetic dimension of the literary mind. Even more profoundly formulated, the novel form explores mimesis as such while performing it. This aesthetic facet comes to the fore in sharp relief through the analytic triangulation of three works by prominent contemporary novelists. In The Making of Incarnation, Tom McCarthy continues his project of exploring the interface between reality and a digitalised and mostly visual counterpart, which seems to reproduce a given reality as well as produce an altered reality. A similar mimetic scrutiny—with obvious Baudrillardian shades—is performed by Michel Houellebecq in The Map and the Territory. Both novels examine the economized networks which art and the technology of representation are forced to adapt to. Partly in contrast, in The Body Artist Don DeLillo sets up the performative arena of the body as a liminal zone in which art and life interact as a near metaphysical force in the creative act itself. Through a careful analysis of these works, this essay explores the aesthetic dimension of the novel as a prosthetic device that in turn inspects the aspects of projection and imaging, while simultaneously making manifest art’s immanent core of affectivity that per definition cannot be transcended. The essay ultimately displays the way in which the novel form provokes aesthetic thinking in relation to conceptual and performative artforms.

  • 2.
    Mezek, Spela
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    English-medium instruction in higher education in Scandinavia2024In: The Routledge Handbook of English-Medium Instruction in Higher Education / [ed] Kingsley Bolton; Werner Botha; Benedict Lin, London: Routledge, 2024, p. 190-203Chapter in book (Refereed)
    Abstract [en]

    This chapter provides an overview of the background of English-medium instruction (EMI) in the Scandinavian region. While there are different views on what the Scandinavian region covers geographically, for our present purposes, we include, alphabetically, Denmark, Finland, Norway, and Sweden. In our overview, we will touch upon some important differences that these four countries have despite the frequent discussion of the homogenous nature of these countries. Among these differences are the status of the local languages, the history of higher education, and the different implementations of EMI, which we believe are important. In search for a better and more nuanced understanding of EMI in the region, we will discuss the development and expansion of EMI in Scandinavian higher education and draw some conclusions on the differences and similarities that emerge from our review. We also argue that we need continued, fine-tuned research that carefully considers the histories and current sociolinguistic realities of these countries, thereby explaining the many faces of EMI in this geographical region.

  • 3.
    Jeong, Hyeseung
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Lindemann, Stephanie
    Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces2024In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, p. 1-31Article in journal (Refereed)
    Abstract [en]

    Research has suggested that Swedish higher education institutions’ (HEIs’) language policies may exclude some academic staff from work-related activities due to (dual) monolingual ideologies requiring one language at a time. This study, based on the analysis of twenty-one language policy texts, investigates HEIs’ policies using a lens of inclusion at workplaces with linguistic diversity, drawing on concepts from diversity management and language policy for democracy of inclusion. All documents examined began with statements of HEIs’ values relevant to the policies. Inclusion was seldom explicitly emphasized, although policies suggested ways to facilitate it. We argue that some of the approaches – namely, taking a top-down monolinguistic approach to language choice, requiring staff to be highly proficient in both Swedish and English, and offering unspecified language support – reinforce language-based in-groups and out-groups, likely compromising rather than facilitating inclusion. Another approach, emphasizing individuals’ rights to choose what language they use, facilitates inclusion only if support is provided for everyone’s understanding. Providing immediate language support and encouraging bottom-up, flexible language choice were less common approaches but seem particularly likely to facilitate inclusion. Our analysis suggests that policies prioritizing successful communication, not specific languages, facilitate inclusion and help employees develop job-related language and intercultural communicative competence.

    Download full text (pdf)
    Jeong and Lindemann (2024)
  • 4. Erdocia, Iker
    et al.
    Soler, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    In pursuit of epistemic authority in public intellectual engagement: the case of language and gender2024In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 43, no 1, p. 91-118Article in journal (Refereed)
    Abstract [en]

    Public intellectual life is an area of inquiry that has not received a great deal of attention within the field of sociolinguistics. This article investigates the performative dimension of public intellectual engagement in the area of language and gender and, more specifically, how epistemic authority about gender-neutral language is constructed in public intellectual contributions in Catalonia, Spain. Adopting Arendt’s notion of truth claim and the Foucauldian concepts of regimes of truth and epistemic sovereignty, we empirically examine the mechanisms of reception and validation of the public engagements of one highly visible linguistic scholar. Our study shows the ways in which this intellectual figure strives to be recognised as having exclusive scientific authority about language. We argue that pursuing the allegedly impartial standpoint of epistemic authority about gender and language inevitably advances the interests of specific political actors and large media corporations of a conservative strand that fervently oppose gender-neutral language. 

  • 5.
    Lindqvist, Nellie
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Soler, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    World Englishes in ELT textbooks in Swedish upper-secondary schools2024In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 43, no 1, p. 125-140Article in journal (Refereed)
    Abstract [en]

    In this article, we investigate how different varieties of English are represented in a selection of materials used in upper-secondary schools in Sweden. A 2011 policy reform of the curriculum for the teaching and learning of English at upper-secondary level underscored the global dimension of the language, taking a distance from the traditional focus on British English. Findings from our content analysis of two selected textbooks suggest that despite this policy change, emphasis is still placed on standard varieties of Inner Circle countries. When other varieties are represented, the characters that utilise them are often portrayed in a more negative light than their Inner Circle counterparts. We suggest that this is indicative of a policy–practice disconnect. We discuss the pedagogical implications for the students of the limited exposure to linguistic variation in English that emerges from the textbooks and point at different ways to continue investigating this issue. 

  • 6.
    Beckman, Frida
    Stockholm University, Faculty of Humanities, Department of English.
    A Governmentality Perspective on Polycentric Governing2023In: Polycentrism: How Governing Works Today / [ed] Frank Gadinger; Jan Aart Scholte, Oxford: Oxford University Press, 2023, p. 305-324Chapter in book (Refereed)
    Abstract [en]

    This chapter explores the tension between how we are governed and how we think we are governed. The diffusion and multiplication of centers, practices, and techniques of power in a polycentric world challenges philosophical and political traditions which assume that we are liberal subjects, and that political power can be located in the state. Adopting a Foucauldian perspective, the chapter maps such increasingly dispersed and diverse techniques of power as they develop to create a neoliberal society of control. Whereas older forms of disciplinary control relied on more centralized and therefore more readily identifiable forms of power, neoliberal control thrives on continuous modulations and variations of power, which thereby becomes more elusive. The dispersion and invisibility of neoliberal power encourages a spread of uncertainty and paranoia in the contemporary West. Uncertainty extends to everything including knowledge (e.g. what news is ‘true’ and what is ‘fake’) and identity (e.g. what can replace the liberal subject). The (increasingly desperate) will for certainty brings an intensification of extremist and nationalist identitarian forces. Through it all runs a legitimacy crisis that emerges from the clash between deep-rooted conceptions of the liberal subject and neoliberal modes that no longer operate on the basis of such conceptions.

  • 7. Gao, Man
    et al.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    Consonant cluster simplification in world Englishes2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] Kingsley Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 8.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Digital Genres in Academic Knowledge Production and Communication: Perspectives and Practices by María José Luzón and Carmen Pérez-Llantada2023In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450XArticle, book review (Refereed)
  • 9. Breeze, Ruth
    et al.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Editorial2023In: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, no 45, p. 1-6Article, review/survey (Other academic)
    Abstract [en]

    We would like to welcome readers to issue 45 of Ibérica, which brings together articles from New Zealand, Ukraine, the USA, China, Ghana, HongKong, Iran, and Spain. Both the geographical spread and the range of topics covered reflect the journal’s commitment to serving the LSP community across the world and reaching out to contiguous disciplines suchas specialised translation and communication.

  • 10.
    Bolton, Kingsley
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Bacon-Shone, John
    Botha, Werner
    EMI (English-medium instruction) across the Asian region2023In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 42, no 3, p. 392-404Article in journal (Refereed)
    Abstract [en]

    This article has two main aims. First, to describe the general background to English-medium instruction (EMI) with reference to Outer Circle and Expanding Circle societies in South Asia, Southeast Asia, and East Asia. Second, it analyses data from each of the four case studies in the symposium in this issue in order to identify and explain the background to, and varying forms, of EMI in higher education in Cambodia, Indonesia, Singapore, and South Korea.

  • 11. Lin, Benedict
    et al.
    Bolton, Kingsley
    Stockholm University, Faculty of Humanities, Department of English.
    Bacon-Shone, John
    Khan, Bophan
    EMI (English-medium instruction) in Cambodian higher education2023In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 42, no 3, p. 405-423Article in journal (Refereed)
    Abstract [en]

    This article is based on empirical research carried out at the Royal University of Phnom Penh (RUPP), Cambodia, between 2018 and 2019. The research involved both quantitative and qualitative approaches. In the case of the former, the researchers conducted a large-scale survey of students involving 956 respondents, of whom 79 were postgraduate students, while the overwhelming majority were studying at the undergraduate level. The qualitative data collected in this project comprised detailed interviews with undergraduates studying at RUPP. The results of both types of data collection indicated that, although many students faced difficulties in studying through the medium of English, there was widespread support across the student body for the use of English in Cambodian higher education. 

  • 12.
    Bolton, Kingsley
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Hill, Christopher
    Bacon-Shone, John
    Peyronnin, Karen
    EMI (English-medium instruction) in Indonesian higher education2023In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 42, no 3, p. 424-446Article in journal (Refereed)
    Abstract [en]

    This article reports on the investigation of English-medium instruction (EMI) in Indonesian higher education. Two separate but related studies were carried out. In Phase One, a mixed method approach using a questionnaire and interviews was used at a private university in Jakarta in order to gauge the responses of undergraduates studying a range of subjects through English. The results of Phase One suggested that the students at this university generally had high levels of proficiency in English and coped rather well with EMI. Phase Two of the study involved interviewing 17 educators across multiple institutions, and the results of this provided a nuanced picture of the implementation of EMI in higher education across this diverse multilingual nation.

  • 13. Botha, Werner
    et al.
    Bolton, Kingsley
    Stockholm University, Faculty of Humanities, Department of English.
    Bacon-Shone, John
    EMI (English-medium instruction) in Singapore's major universities2023In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 42, no 3, p. 447-464Article in journal (Refereed)
    Abstract [en]

    In this article we report on the dynamics of English-medium instruction (EMI) in Singaporean higher education, where we describe the context of EMI with reference to the multilingual background and multilingual practices of university students in their educational as well as personal lives. Our study surveyed over one thousand students from Singapore's six main universities, where we investigated the multilingual backgrounds of students at these universities, their language practices, and their experience of EMI education. Whereas our previous research has focused on the language policies and practices in just one of Singapore's universities, this project surveyed language use in all six major universities. It is hoped that the report presented here will serve as a record of current practices, as well as a benchmark for future research.

  • 14.
    Bolton, Kingsley
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Ahn, Hyejeong
    Botha, Werner
    Bacon-Shone, John
    EMI (English-medium instruction) in South Korean elite universities2023In: World Englishes, ISSN 0883-2919, E-ISSN 1467-971X, Vol. 42, no 3, p. 465-486Article in journal (Refereed)
    Abstract [en]

    This article provides an extensive review of previous research on English-medium instruction (EMI) in South Korean higher education. It then goes on to discuss the findings of a 2017 survey at four elite universities in South Korea, which were Seoul National University, Korea University, Yonsei University, and Korea Advanced Institute of Science and Technology (KAIST). While some of the results could be regarded as predictable, there were a number of findings which extended previous research. Despite the extensive complaint tradition about English in South Korea, many of the students in our sample rated their proficiency rather highly. Notwithstanding the extensive critiques of EMI in much of the previous literature, students typically displayed pragmatic and sometimes positive attitudes to dealing with EMI in their institutions.

  • 15.
    Sigurjónsson, Pétur
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    English in Iceland2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] Kingsley Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 16. Nguyen, Xuan Nhat Chi Mai
    et al.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    English in Vietnam2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] K. Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 17. Erdocia, Iker
    et al.
    Soler, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    English language and the career progression of academics in Anglophone universities2023In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174XArticle in journal (Refereed)
    Abstract [en]

    This study aims to contribute to the ongoing scholarly debate about linguistic privilege in academia. The article pushes this debate forward by considering the role of English in the career development of academics in Anglophone universities. More concretely, our study empirically explores the career trajectories of multilingual scholars in Ireland who speak English as an additional language (EAL). Adopting a Bourdieusian lens, the article conceptualises academia as a locus of competitive struggle over authority, recognition, and prestige, in which scholars avail themselves of different kinds of capital, including linguistic capital, and deploy strategies to flourish. Through a qualitative approach, the article examines data from university documents and procedures, from interviews with EAL scholars in different disciplines and at different stages of their career, and from interviews with academics holding senior management positions in three universities in Dublin. We analyse the language-related challenges that EAL scholars encounter and the affordances with which Anglophone universities provide them, as well as the ways in which language impacts on their career progression. The empirical data reveals a complex and nuanced interplay between language and other academic factors. Our findings suggest the need to go beyond simple hierarchies of academic privilege or disadvantage based on a scholar’s first or additional language alone.

  • 18.
    Siegel, Joseph
    Stockholm University, Faculty of Humanities, Department of English.
    From notes to writing: three students in focus2023In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526Article in journal (Refereed)
    Abstract [en]

    Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and research attention. Students use their notes for a variety of post-listening activities, one of which is writing assignments. The present paper examines the relationship between notes taken by three L2 English students while listening to an academic English text, and writing tasks based on the notes taken. Quantitative and qualitative analysis of the written tasks are presented and discussed in light of note content, providing insights as to how notes are used to generate post-listening writing tasks. Pedagogic implications related to the note-writing task relationship stemming from the findings are presented. 

  • 19. Gao, Man
    et al.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    Glottalling and glottalization in world Englishes2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] K. Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 20.
    Wrethed, Joakim
    Stockholm University, Faculty of Humanities, Department of English.
    Gothic Hauntology: Everyday Hauntings and Epistemological Desire2023Book (Refereed)
    Abstract [en]

    The study pursues the phenomenon of hauntology within the gothic genre. Hauntings in various forms constitute one of the defning features of the gothic category of fction from the very Walpolian beginning. Here, hauntology is mainly defined in accordance with Derrida’s central concepts of limitrophy, temporality and the presence of the past in the present. Hauntology is sought on a primordial level of experience in the characters of the narratives. Therefore, hauntology is generally seen as an inevitable affective and experiential phenomenon that highlights a fundamental human predicament. Fiction is an eminent tool for scrutinising such phenomena, which the selection of heterogenous works here emphatically demonstrates. The investigation moves from contemporary works by Atwood, Munro and Ajvide Lindqvist back to older canonised gothic fiction by Polidori, Poe, James and Lovecraft. Hauntology is shown to be a central force in these works in similar but also slightly different ways. By utilising the phenomenological concept of epistemological desire, which is set apart from the desire of needs, the analysis seeks to explicate the human striving for knowledge as a Sisyphus project and as an impossible desire for desire itself. By zooming in on details of experience, parts of the study move within the everyday spheres of the gothic and hauntology. In that way, the gothic and hauntology merge as a realistic force in any life lived and the paradox of absolute indeterminacy seems to constitute the only reasonable way of understanding life as an experiential movement. The gothic has always filled the function of reminding us of our vulnerability and to beware of rational and scientifc hubris. This study confirms that this is also the case in contemporary fiction.

  • 21.
    Ayele, Tesfaye Woubshet
    Stockholm University, Faculty of Humanities, Department of English.
    Haddis Alemayehu's Vision of the Old World: Literary Realism and the Tragedy of History in the Amharic Novel Fikir iske Mekabir2023In: Cambridge Journal of Postcolonial Literary Inquiry, ISSN 2052-2614, Vol. 10, no 3, p. 353-376Article in journal (Refereed)
    Abstract [en]

    Haddis Alemayehu’s classic novel ፍቅር እስከ መቃብር (Fikir iske Mekabir, Love until Death, 1958 Ethiopian Calendar, 1965/6 Gregorian Calendar), is lauded by critics as a pioneering realist and modern novel in the Amharic literary tradition. My aim in this article is to scrutinize this take by examining the novel’s narrative temporalities and modes through a dialectical lens. This leads me to argue that the novel’s realism is marked by contradiction and fluidity. Specifically, the emergence of realism in Fikir iske Mekabir is accompanied by its breakdown while the realist narrative mode is accompanied by the traditional narrative modes of epic and hagiography (or, gedl). This hitherto unexamined textual and intertextual quality of Haddis’s novel reveals new insights into its thematic content regarding modernity, tradition, and social reproduction under the old Ethiopian order.

  • 22.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Knowledge flows and languages of publication: English as a bridge and a fence in international knowledge exchanges2023In: Journal of English for Research Publication Purposes, ISSN 2590-0994, Vol. 4, no 1, p. 80-93Article in journal (Refereed)
    Abstract [en]

    Ongoing debates in the humanities and social sciences concern different ways in which knowledge is viewed and constructed. As the main language of academic publication, English features prominently in these debates. In this Perspectives piece, I discuss how knowledge flows and language uses are intertwined, and how English serves both as a bridge and a fence in the context of international knowledge exchanges. In particular, the tensions around English and multilingualism, as well as variability within English, are discussed in connection with language policies, editorial practices, and structural inequalities. I conclude by considering the role of institutional structures vis-à-vis individual authors, peer reviewers, and editors, and offer a few suggestions on how to address the limitations of centripetal English-medium publishing. 

  • 23.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Love in the Time of the Antonine Plague: Pater's Decadent Pisa2023In: Studies in Walter Pater and Aestheticism, ISSN 2445-5962, Vol. 8, p. 1-22Article in journal (Refereed)
  • 24. Gao, Man
    et al.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    Non-pulmonic speech sounds in world Englishes2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] K. Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 25.
    Johannesson, Nils-Lennart
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Cooper, Andrew
    Stockholm University, Faculty of Humanities, Department of English.
    Ormulum: edited from Oxford, Bodeleian library, MS Junius 1 and London, Lambeth Palace Library, MS 783, Volume 1-2: Text and Glossary2023Book (Refereed)
    Abstract [en]

    The Ormulum consists of metrical English sermons, composed and phonetically written by a late twelfth-century priest, Orm, in the East Midlands, and surviving in his autograph manuscript, Oxford, Bodleian Library, MS Junius 1, and now newly edited from a fresh transcription, The text has previously only been available for study in Holt and White's edition, now over 140 years old. The editors have been able to recover all known missing parts of the manuscript from Jan van Vliet's seventeenth-century copy (London, Lambeth Palace Library, MS 783), and place them in context. These two manuscripts have now been combined in a single edition, and the result gives a new and fuller picture of the Ormulum than ever before. The Ormulum is the sole witness to a unique transitional dialect, long recognized for its importance in understanding the developments between Old and Middle English. It provides essential information for linguists, philologists, students of literature, and historians of religion. New fonts have been specially designed to represent Orm's elaborate spellings and punctuation. 

  • 26.
    Siegel, Joseph
    Stockholm University, Faculty of Humanities, Department of English.
    Pen and paper or computerized notetaking? L2 English students? views and habits2023In: Computers and Education Open, ISSN 2666-5573, Vol. 4, article id 100120Article in journal (Refereed)
    Abstract [en]

    Many students have the option of taking notes using the traditional pen and paper method or using computers to take notes digitally. Decisions about which notetaking method to use can be particularly important for students operating in a second language (L2), as they often face challenges in listening comprehension and note production in comparison to working in their first language (L1). While empirical research has begun to investigate which notetaking method might be more beneficial in terms of note content and lecture comprehension, less is known about how preference for pen and paper or computerized notetaking may affect views of notetaking and notetaking habits. Therefore, this paper builds on previous survey studies on student notetaking by comparing responses from those who prefer taking notes with pen and paper with those who prefer computerized notetaking. In addition, while much research has focused on students listening to content and taking notes in their L1, participants in this study were doing so in English as an L2. Data from 385 participants across four countries was collected via an online survey, and 2 × 2 chi squared tests of independence were used to determine any differences between those who prefer pen and paper and those who prefer computerized notetaking in relation to statements about and habits related to notetaking. Results showed more differences in opinions, in particular related to feelings about comprehension and concentration levels, and more consistency in notetaking habits. Implications are discussed in relation to levels of processing and encoding theories as well as to previous research.

  • 27. Gao, Man
    et al.
    Sundkvist, Peter
    Stockholm University, Faculty of Humanities, Department of English.
    Pulmonic ingressive speech in world Englishes2023In: The Wiley Blackwell Encyclopedia of World Englishes / [ed] K. Bolton, Oxford: Wiley-Blackwell, 2023Chapter in book (Refereed)
  • 28.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Shifting Comprehension in Novels by Abdulrazak Gurnah and Zoë Wicomb: Lingualism in Action2023In: Journal of Literary Multilingualism, E-ISSN 2667-324X, Vol. 1, no 1, p. 118-133Article in journal (Refereed)
    Abstract [en]

    In an attempt to conceptualise literary multilingualism—or just “lingualism,” to use Robert Stockhammer’s term—without reifying language boundaries, this article reads literary fiction as a negotiation of different regimes of comprehensibility. These negotiations occur (1) on the level of the story-world, (2) materially, in the mediation of the narrative as book artefact and (3) between these two levels. Lingualism, then, is notjust context-sensitive but context-constituted. The apparently anarchic freedom of literary language is held in check by regimes of comprehensibility that ensure that even nonsense will carry meaning. The article’s analysis of works by Abdulrazak Gurnahand Zoë Wicomb shows how they engage potentially transformative moments of (in)comprehensibility in what Pratt named the colonial “contact zone.”

  • 29.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Tension-filled English at the multilingual university: A Bakhtinian perspective2023Book (Refereed)
    Abstract [en]

    This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of the increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author's own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

  • 30.
    Sundman, Alice
    Stockholm University, Faculty of Humanities, Department of English.
    The Bloomsbury Handbook to Toni Morrison, Edited by Kelly L. Reames and Linda Wagner-Martin, Bloomsbury Academic, 20232023In: Contemporary Women's Writing, ISSN 1754-1476, E-ISSN 1754-1484Article, book review (Refereed)
    Abstract [en]

    The Bloomsbury Handbook to Toni Morrison is a rich collection of critical essays discussing the acclaimed African American author’s oeuvre and the first to appear after Morrison’s passing in August 2019. The volume, divided into three parts, includes thoughtful analyses of Morrison’s novels, insightful explorations of how her texts relate to our contemporary world, and useful discussions of her texts in pedagogical contexts. Furthermore, Morrison’s critical writings are discussed in many of the essays in the volume, albeit not in a separate section. The individual essays are generally strong contributions to Morrison criticism; here, unfortunately, I can only mention a few of the 25 essays included in the book.

  • 31.
    Helgesson, Stefan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Stella, Marcello G. P.
    The Luso-African Literary World: Introduction2023In: Cambridge Journal of Postcolonial Literary Inquiry, ISSN 2052-2614, Vol. 10, no 2, p. 139-147Article in journal (Refereed)
    Abstract [en]

    With reference to the five articles in the special issue, this introduction reflects on the relative absence of Lusophone African literature from the mainstream of African literary studies. Because of the insular and backward nature of Portugal's colonialism, the protracted wars in Angola and Mozambique, and the sheer magnitude of the postcolony of Brazil as a center for the reception of Lusophone writing, this literature has followed a path of its own. However, although a fair amount of scholarly attention has been paid to the early anticolonial and nationalist generations of writers, this special issue updates the account of the Luso-African literary world by looking also at current developments in publishing (locally and abroad) and reception, especially in Brazil.

  • 32.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    The text is dead! Long live the text!2023In: Deutsche Vierteljahrsschrift für Literaturwissenschaft und Geistesgeschichte, ISSN 0012-0936, Vol. 97, no 4, p. 1033-1040Article in journal (Refereed)
    Abstract [en]

    Whither literature in an age of semiotic overload? In a discussion of J.M. Coetzee’s El Polaco, Mohamed Mbougar Sarr’s La plus secrète mémoire des hommes and Zoë Wicomb’s Still Life, this essay suggests that a dialectic between textual evasion and the intertextual productivity of commentary, translation and generative AI might show the way forward.

  • 33.
    Conning, Carl-Ludwig
    Stockholm University, Faculty of Humanities, Department of English.
    Towards an “Aesthetics of Weather”: Gustaf Fröding and Percy Bysshe Shelley’s “Hymn to Intellectual Beauty”2023In: European Romantic Review, ISSN 1050-9585, E-ISSN 1740-4657, Vol. 34, no 6, p. 732-751Article in journal (Refereed)
    Abstract [en]

    In spring 1892 the Stockholm literary magazine Ord och bild commissioned Swedish poet Gustaf Fröding (1860–1911) with a translation of Shelley’s “Hymn to Intellectual Beauty” (1816). At the time, Fröding was an accomplished poet and an experienced translator of Romantic poetry from English, German, and French. However, Fröding lamented in a letter to his editor that in “Hymn” he had encountered an unexpected problem with rendering Shelley’s poetry of meteorological form into Swedish. This is peculiar as Fröding’s own poetic compositions, original and translations alike, are deeply preoccupied with meteorology. Taking its outset in Fröding’s struggle with the translation, this essay investigates weather in “Hymn,” arguing that what had puzzled Fröding was a mode of meteorological representation idiosyncratic to Shelley. The essay suggests that it is precisely through these idiosyncratic meteorological representations that Shelley develops discourses of French materialist and British skeptical and empirical philosophy. This development culminates in an “aesthetics of weather,” expressive of Shelley’s radical conceptions of the social and physical world. The essay concludes that Fröding’s pronounced struggle and the variation in semantic content of his version of the poem reveal what is really the meteorologically precise poetic form of an aesthetics of weather in “Hymn.”

  • 34.
    Siegel, Joseph
    Stockholm University, Faculty of Humanities, Department of English. Örebro University, Sweden.
    Translanguaging options for note-taking in EAP and EMI2023In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 77, no 1, p. 42-51Article in journal (Refereed)
    Abstract [en]

    Taking notes while simultaneously listening to academic content in a second language is a daunting task for many students. While doing so, the note-taker is faced with a number of choices, including when, where, and how to take notes. Choices that students make are related to the overall format and system of notes as well as how to record specific pieces of information. The option of translanguaging, or making use of their multilingual resource, in note-taking is often overlooked by students and teachers in English for academic purposes (EAP) settings. The present article reports results of an international survey of EAP students with respect to their translanguaging habits and preferences when taking notes and presents a range of related pedagogic implications with the intent of preparing students for English medium instruction (EMI) in higher education.

  • 35.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    Transnational postgraduate students’ experience of voice and participation2023In: Applied Linguistics Review, ISSN 1868-6303, E-ISSN 1868-6311, Vol. 14, no 1, p. 1-23Article in journal (Refereed)
    Abstract [en]

    The article examines transnational students’ experiences of participation in European higher education by applying the notion of voice that encompasses the capacity to communicate and to be heard (Hymes 1996. Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis). Relating voice to access and participation, the article moves forward debates around incorporating students’ multilingual knowledge resources in diverse writing practices in academia. It takes into account structural and ideological conditions as well as the creative potential of translanguaging in students’ knowledge production. The instrumental case study explores the lived experiences of three multilingual students with highly diverse linguistic and educational backgrounds, who are enrolled in humanities master’s programmes at a Swedish university. It investigates the students’ perceptions of how they can make use of their linguistic and educational repertoires. The data derive from interviews around texts and audio-recorded writing diaries. The results demonstrate how translanguaging is mainly connected to writing for personal use and limited or regulated in assignment writing. They reveal multiple and contrasting ideological views on language use and knowledge, and highlight possibilities and obstacles for appropriating and recontextualising knowledge across languages, educational contexts and disciplines. The article thus connects translanguaging to questions of participation and access more broadly.

  • 36.
    Metreveli, Anna
    Stockholm University, Faculty of Humanities, Department of English.
    "You're a woman now": Depiction of first menstruation in movies and TV series2023In: Journal of Language and Sexuality, ISSN 2211-3770, E-ISSN 2211-3789, Vol. 12, no 2, p. 258-283Article in journal (Refereed)
    Abstract [en]

    This paper analyses menarche episodes from TV series using the discourse-historical approach to compare how menarche has been depicted on TV during different decades and takes a closer look into inter-generational experience of menarche. The analysis focuses on membership categorization analysis of the scenes and dialogues involving menarche. After analyzing several decades of menstrual discourse, it is possible to conclude that TV discourse has changed from depicting menarche as a shameful taboo to a powerful visual storyline statement. However, the menarche scenarios did not change dramatically and continue to rely heavily on a mother-daughter bonding plot and highlight childbearing as the main and sometimes the only positive aspect of menstruation. The continuous use of menstruational euphemisms is still predominating the TV discourse.

  • 37.
    Siegel, Joseph
    et al.
    Stockholm University, Faculty of Humanities, Department of English. Örebro University, Sweden.
    Kusumoto, Yoko
    A cross-cultural investigation of L2 notetaking: student habits and perspectives2022In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557Article in journal (Refereed)
    Abstract [en]

    The importance of notetaking for English for academic purposes (EAP) students and teachers is growing due to a rapid increase in the number of universities offering English as a medium of instruction (EMI) courses around the world (e.g. [Teng, H. C. 2011. “Exploring Note-taking Strategies of EFL Listenerst.” Procedia - Social and Behavioral Sciences 15: 480–484.]). While there have been several studies on second language (L2) notetaking that focus on the types and styles of notes students take (e.g. [Siegel, J. 2016. “A pedagogic cycle for EFL note-taking.” ELT Journal 70 (3): 275–286]; [Crawford, M. 2015. “A Study on Note Taking in EFL Listening Instruction.” JALT2014 Conference Proceedings, Tokyo, JALT, 416–424]; Tsai and Wu 2010), student perspectives regarding their stated beliefs about and reported habits related to notetaking remain in need of further exploration. This paper reports on an investigation of notetaking from EAP students’ perspectives. It presents the results of a cross-cultural survey on the views and habits expressed by Japanese (n = 256) and Swedish (n = 272) students. Findings from the study demonstrate the similarities and differences between students in the two countries in relation to notetaking in EAP courses. 

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  • 38.
    Rasmussen, Irina
    Stockholm University, Faculty of Humanities, Department of English.
    A Homemade History: Documenting the Harlem Renaissance in Alexander Gumby’s Scrapbooks2022In: Literature and the Making of the World: Cosmopolitan Texts, Vernacular Practices / [ed] Stefan Helgesson; Helena Bodin; Annika Mörte Alling, London: Bloomsbury Academic, 2022, p. 173-214Chapter in book (Refereed)
    Abstract [en]

    In 1951, L. S. Alexander Gumby donated his vast collection of handmade scrapbooks to Columbia University. Preserved institutionally in Rare Book & Manuscript section at Butler Library, Alexander Gumby Collection of Negroiana, [ca. 1800]–1981 compiles local materials about the impact of the Harlem Renaissance at home and abroad and records of its worldwide audience and appeal. By combining artistic and historiographic aims and blending cultural historiography and sentimental history, Gumby develops a crossover form of vernacular historiography that defies generic categorization and straddles the fields of artistic production and social historiography. The project’s scope and the multi-dimensionality of its records transform the traditional and highly idiosyncratic scrapbook format into a curatorial project with clear political, conservationist, and aesthetic implications. By focusing on Gumby’s choice of material, method of archiving, and book-making techniques, this chapter develops a form-sensitive reading to show how the documenting practices he develops transform scrapbooking into an archival practice. Drawing on the ongoing theorization of literary worlds within world-literature studies, this chapter argues that Gumby’s material practices of assemblage, categorization, and exhibition allow his collection to reappraise the dynamics between world-historical and local perspectives and stage a dialogue among the competing national, local, and global outlooks shaped the period’s aesthetics and politics.

  • 39.
    Conning, Carl-Ludwig
    Stockholm University, Faculty of Humanities, Department of English.
    ‘A poet, however, whom we fear that few Swedes know about’: Hellen Lindgren’s 1892 Essay on Percy Bysshe Shelley2022In: Nordic Romanticism: Translation, Transmission, Transformation / [ed] Cian Duffy, Robert W. Rix, Palgrave Macmillan , 2022, p. 263-292Chapter in book (Refereed)
    Abstract [en]

    Carl-Ludwig Conning explores a previously undocumented aspect of the Swedish reception of Percy Shelley. In 1892, the literary critic Hellen Lindgren published the first major Swedish analysis of Shelley along with Fröding’s translation of Shelley’s ‘Hymn to Intellectual Beauty’. Conning’s chapter investigates the cultural-historical context for Lindgren’s introduction of Shelley to Swedish readers and reads Lindgren’s account of Shelley alongside the literary manifestos of the Swedish writers Fröding and von Heidenstam. Conning shows how Lindgren found in Shelley a particularly compelling integration of idealism and materialism, thereby offering a potential resolution to a dichotomy which was much debated in Swedish literature at the time as part of an ongoing transition from national Romanticism toward Naturalism. Conning also provides a full English translation of Lindgren’s essay. 

  • 40.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English. Rhodes University, South Africa.
    African angles on world literature2022In: The Routledge Companion to World Literature / [ed] Theo D'haen; David Damrosch; Djelal Kadir, London: Routledge, 2022, 2, p. 416-424Chapter in book (Other academic)
  • 41. Lindskog Whiteley, Cecilia
    et al.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Allusion to 'Cricket-a-Wicket' In Nicholas Breton's 'A Description of Jelousie' (1600)2022In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 69, no 2, p. 108-111Article in journal (Refereed)
  • 42.
    Ludwigs, Marina
    Stockholm University, Faculty of Humanities, Department of English.
    Another Look at Retrospection: The Backward Movement of the Narrative Unconscious2022In: Poetics today, ISSN 0333-5372, E-ISSN 1527-5507, Vol. 43, no 4, p. 697-727Article in journal (Refereed)
    Abstract [en]

    This essay proposes that understanding a text in narrative terms is based on the reverse causality of what it calls the narrative unconscious. The argument revisits literary and critical treatments of retrospection as a phenomenon of narrative temporality. It considers retrospection from a thematic angle, from the cognitive perspective of mind time, and from a reader-response motivation to fill gaps in the story, arriving at a necessity to postulate “invisible” reverse causality. The backward logic of the narrative unconscious, defined here as consolidation, works hand in hand with the conscious, forward-oriented operation of narrative thinking that appears to us as cumulative and anticipatory. In other words, narrative thinking or narrative processing oscillates between the forward direction of anticipation and backward direction of consolidation. Although we do not have access to the anti-intuitive workings of reverse causality, we can thematize this oscillation on a performative level as the interplay between the narrator's and narratee's perspectives, which are looked at collectively as the two foci of narrative consciousness. Finally, and while leaving the important question of practical application still open, the article considers the relevance of this supposition to the literary field of narratology and suggests that the concept of the narrative unconscious is a productive way to explain the aesthetic narrative effects of “oscillatory” and affective nature.

  • 43.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Arnold the Humorist? Romantic Irony in Friendship's Garland2022In: Nineteenth century prose, ISSN 1052-0406, Vol. 49, no 2, p. 45-68Article in journal (Refereed)
  • 44. Hultgren, Anna Kristina
    et al.
    Owen, Nathaniel
    Shrestha, Prithvi
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Mežek, Špela
    Stockholm University, Faculty of Humanities, Department of English.
    Assessment and English as a medium of instruction2022In: Journal of English-Medium Instruction, ISSN 2666-8882, Vol. 1, no 1, p. 105-123Article in journal (Refereed)
    Abstract [en]

    As English as a Medium of Instruction (EMI) continues to expand across the globe, there is a glaring absence of research on assessment. This article reviews the scarce literature to date and maps out a research agenda for the future. Drawing on Shohamy’s (2001, 2007) Critical Language Testing and McNamara et al.’s (2019) notions of “fair” and “just” language assessment, our reading of the literature to date is that it has revealed considerable complexities around implementing assessment in EMI contexts, with key questions centring not only on what and who to assess but also on how and why assessment should take place. In outlining a research agenda for the future, we suggest that one way of bypassing such challenges may be to carve out a greater role for assessment for learning in higher education. This could capitalize on – and raise stakeholders’ awareness of – bodies of knowledge that are well established within applied linguistics about the integral role of language in learning. Whilst we acknowledge challenges in securing institutional buy-in for putting this agenda into practice, we suggest that doing so could turn assessment challenges into opportunities and significantly enhance learning not only in EMI contexts but beyond.

  • 45.
    Mahmutovic, Adnan
    Stockholm University, Faculty of Humanities, Department of English.
    Buffalo – Sex, drugs & böneutrop i Islamshus2022In: Platser i världen: tolv litterära besök / [ed] Anette Nyqvist; Helena Wulff, Stockholm: Appell förlag , 2022Chapter in book (Refereed)
  • 46.
    Foster, Jonathan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Mills, Elliott
    Trinity College Dublin.
    Bureaucratic Poetics: Brian O’Nolan and the Irish Civil Service2022In: The Parish Review: Journal of Flann O'Brien Studies, E-ISSN 2634-145X, Vol. 6, no 1Article in journal (Other academic)
    Abstract [en]

    This guest editorial introduces the topic of this special issue, ‘Brian O’Nolan and the Irish Civil Service,’ and sets out some key points on why the theme of bureaucracy should be considered more closely in O’Nolan criticism. At the same time, the editorial sketches out aspects of the current political and cultural context in which the issue approaches the bureaucrat as a topic of discussion. Calling to attention certain critical interventions on the question of how writers operate when they are concurrently state functionaries, the note sets the stage for O’Nolan to be re-considered as a ‘writer-official.’ Introducing the articles which make up the issue, the authors point towards how the contributors have taken on such a task of critical re-orientation. The note concludes with an appendix, which provides a detailed timeline of O’Nolan’s career in the Irish Civil Service.

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    Bureaucratic Poetics: Brian O'Nolan and the Irish Civil Service
  • 47.
    Foster, Jonathan
    Stockholm University, Faculty of Humanities, Department of English.
    Bureaucratic Sensibility: Bleak House as a Layperson's Guidebook to Officialdom2022In: Dickens quarterly, ISSN 0742-5473, E-ISSN 2169-5377, Vol. 39, no 1, p. 24-41Article in journal (Refereed)
  • 48.
    Wrethed, Joakim
    Stockholm University, Faculty of Humanities, Department of English.
    Cancel Culture and the Trope of the Scapegoat: A Girardian Defense of the Importance of Contemplative Reading2022In: Contagion, ISSN 1075-7201, E-ISSN 1930-1200, Vol. 29, p. 15-38Article in journal (Refereed)
    Abstract [en]

    The article argues that contemporary phenomena such as cancel culture, presentism, and deplatforming enhance the escalation of violence and mimetic desire. Together with the dimension of ICT, and the acceleration of speed that comes with it, these phenomena tend to organise reality in such a way that carefully constructed arguments are wiped out beforehand. Moreover, the overall dominance of increased velocity, lack of deep attention, and decrease of the dominance of print culture, are seriously threatening the craft of slow and close reading. In turn, this decline actually changes the culture of the humanities fundamentally, since the younger generations of poor readers engage in various activities of cleansing. In addition, arguments are no longer neither carefully constructed nor carefully scrutinised. In the vein of cancel culture, the senders of certain arguments should rather be unplugged (deplatformed). History should be edited according to a set of contemporary moral principles, which even though they seem to be ethically sound, will actually only contribute to escalating violence. By means of a close reading of Christina Rossetti’s “In an Artist’s Studio,” the article attempts to illustrate that the only way out of the destructive dialectics of mimetic desire is through the Christian concepts of agape and kenosis.

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    fulltext
  • 49.
    Wrethed, Joakim
    Stockholm University, Faculty of Humanities, Department of English.
    Charles Maturin Revisited2022In: The Palgrave Handbook of Gothic Origins / [ed] Clive Bloom, Palgrave Macmillan, 2022, p. 555-571Chapter in book (Refereed)
    Abstract [en]

    This chapter looks at Charles Robert Maturin through his major literary achievement Melmoth the Wanderer (1820). By more closely analysing the Calvinist theology utilised as the required anti-Catholicism within the genre at the time, it argues that the gothic energy stems from a set of paradoxes and tensions. These can be seen biographically and as part of the Irish historical context, but more importantly, in terms of the fundamentals of the genre, the force mainly emanates from another central paradox: the attraction of the repulsive and voyeurism as an inevitable component of any moralising tale. The textual lacunae of the novel contribute to an implied problematisation of epistemological desire. By a brief analysis of the phenomenology of the eye, the chapter ends by concluding that Maturin essentially confirms the excess of desire while apparently trying to do the opposite.

  • 50.
    Bolton, Kingsley
    Stockholm University, Faculty of Humanities, Department of English.
    Coda: New perspectives on English in contemporary China2022In: English in China: Creativity and Commodification / [ed] Songqing Li, London: Routledge , 2022, p. 165-166Chapter in book (Other academic)
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