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  • 1.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Backjumps: writing, watching, erasing train graffiti2018Ingår i: Social Semiotics, ISSN 1035-0330, E-ISSN 1470-1219, Vol. 28, nr 1, 41-59 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 2.
    Toth, Jeanette
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, 189-207 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 3.
    Hanell, Linnea
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Anticipatory discourse in prenatal education2017Ingår i: Discourse & Communication, ISSN 1750-4813, E-ISSN 1750-4821Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores communicative aspects of preparing others, by studying prenatal education classes in which midwives prepare expectant parents for delivery. Data include documentation from classes and interviews with the presenters. This twofold dataset enables investigation into how ideologies of communication figure into the production of discourse. A dominant idea is that discourse can stand in for lived experience in the endeavor to decrease nervousness and fear in the expectant parents. The observation data are therefore analyzed by paying attention to how the expectant parents’ future deliveries are discursively represented. Drawing on the conceptual framework for analyzing anticipatory discourse, the study shows how the midwives largely frame this future as predictable and the mother as highly agentive. When addressing unexpected turbulence, however, the midwives use the opportunity to stress the agency of medical professionals to maintain a representation of the delivery event as generally predictable.

  • 4.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Authentic Language: Övdalsk, metapragmatic exchange and the margins of Sweden’s linguistic market2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This compilation thesis engages with practices that in some way place stakes in the social existence of Övdalsk (also älvdalska, Elfdalian, Övdalian), a marginal form of Scandinavian used mainly in Sweden’s Älvdalen municipality. The practices at hand range from early 20th century descriptive dialectology and contemporary lay-linguistics to language advocacy and language political debate. The four studies focus on the logic by which such practices operate, on the historically produced visions that they bring into play, as well as on the symbolic effects that they have produced. Study I provides a zoomed-out account of the ordering of Övdalsk in Sweden’s linguistic market. Focusing on a relatively recent debate over the institutional regimentation of Övdalsk, it analyses the forms of agreement upon which the exchange in question has come to rest. The contention has mainly developed over the classification of Övdalsk, percolating in the question of whether Övdalsk ‘is’ a ‘language’ or a ‘dialect’. Analysing this debate, the study takes interest in the relationship between state power and metapragmatic exchange. Study II deals with the history of linguistic thought and research on Övdalsk. It analyses the genesis of some durable visions of the relationship between Övdalsk and linguistic authenticity, focusing on the research practice of the Swedish dialectologist Lars Levander (1883–1950), whose work on Övdalsk commands representative authority to this day. By engaging with Levander’s techniques of scholarly objectivation, as well as with their language theoretical fundaments, the study seeks to create some perspectives on, and distance to, the canonical representations of Övdalsk that have precipitated from Levander’s research. Study III looks into the reuse and reordering of such representations. It provides an ethnographic account of a metapragmatically saturated exchange over Övdalsk grammar, in which descriptivist artefacts play an important part. Through an analysis of texts, in situ interaction, and interviews, the study seeks to grasp the ways in which textual renditions of grammar interrelate with practically sustained, socially recognized models of language and language use (i.e. registers). Study IV tracks the ways in which such visions of authenticity have been drawn into institutionally and politically invested metapragmatic exchanges. It looks into a process of naming of roads in Älvdalen, in which ideas about the contrast between Swedish and Övdalsk played a central part. In all studies, various visions of Övdalsk authenticity and authentic Övdalsk constitute a central theme. The thesis maintains that such visions must be understood in relation to the practices in which they hold currency. Following Silverstein, this epistemological stance entails an engagement with the dialectic between historical formations and situated exchange. Through this analytical orientation, the studies seek to account for the visions of authenticity that have been at the forefront of various symbolic struggles over Övdalsk. Thus, in addition to their respective analytical accounts, the separate studies seek to add shifting temporal horizons to the superordinate heuristic, combining a deep historical backdrop with accounts of protracted institutional processes and analyses of situated linguistic interaction. Ultimately, this mode of analysis provides an in-depth understanding of the object of inquiry.

  • 5.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Tatah, Gwendoline
    Constructing invisibility: The discursive erasure of a black immigrant learner in South Africa2017Ingår i: Entangled Discourses: South-North Orders of Visibility / [ed] Caroline Kerfoot, Kenneth Hyltenstam, New York: Routledge, 2017, 37-58 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Jansson, Gunilla
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Wadensjö, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    Creating Opportunities for Residents to Engage in Social Exchange: Brokering in Multilingual Residential Care Settings2017Ingår i: Multilingual interaction and dementia / [ed] Charlotta Plejert, Camilla Lindholm, Robert W. Schrauf, Bristol: Multilingual Matters, 2017, 103-132 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter, by analysing brokering as a set of interactional practices, we  demonstrate how participants – residents and caregivers – who do not share a language are brokered into mutual interaction. Three different settings: a ‘how-are-you’ sequence, a singing and dancing activity, and a recreational activity with the use of a photo are analysed. The excerpts illustrate the challenges as well as the potentials of caregivers’ brokering practices. As our analyses attest, in a linguistically and culturally complex care context involving persons who do not share a common language, brokering can be organised not in a single way, but variously and with different interactional outcomes.

  • 7.
    Westberg, Gustav
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Det legitima moderskapets genealogi: En transtextuell diskurshistorisk analys2017Ingår i: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 9, nr 1, 1-60 s.Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel syftar till att visa hur en diskurs om modern som primär förälder transformeras till en legitim och förgivettagen tankefigur under perioden 1870–2010. Med en sociosemiotisk och multimodal legitimeringsanalys (van Leeuwen, 2008) undersöks hur frågorna ”varför moderskap?” och ”varför moderskap på detta sätt?” besvaras i svenska och välspridda sakprosatexter publicerade under 1870, 1940- och 2010-talet. Inspirerad av Mackay (2015) analyseras vidare hur svaren på dessa frågor relaterar till varandra över tid och inom ett transtextuellt representationskontinuum mellan legitimering och legitimitet. Analysen visar hur kristna föreställningar legitimerar modern som primär förälder under 1870-talet, och att tankefiguren representeras som mer eller mindre legitim under 1940- och 2010-talet. Artikeln fångar samtidigt hur ett kristet tolkningssystem reproduceras som ett tyst fundament när diskursen representeras som legitim under de senare perioderna. Artikelförfattaren kritiserar avslutningsvis nutida diskurser om moderskap för att vara icke-rationella och manipulativa i habermasisk mening (Reisigl & Wodak, 2001, 2016), och resonerar kring hur kritisk diskursanalys kan tjäna som medel för att påverka diskurser i emancipatorisk riktning.

  • 8.
    Blåsjö, Mona
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Arneback, Emma
    Doing interdisciplinarity in teacher education: Resources for learning through writing in two educational programmes2017Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a “block approach” that allows students to work independently, while the other is shaped as a “bridging approach” with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as “independent” or “collaborative” students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.

  • 9.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hyltenstam, KennethStockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Entangled discourses: South-North orders of visibility2017Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book uniquely explores the shifting structures of power and unexpected points of intersection – entanglements – at the nexus of North and South as a lens through which to examine the impact of global and local circuits of people, practices and ideas on linguistic, cultural and knowledge systems. The volume considers the entanglement of North and South on multiple levels in the contemporary and continuing effects of capitalism, colonialism, and imperialism, in the form of silenced or marginalized populations, such as refugees, immigrants, and other minoritised groups, and in the different orders of visibility that make some types of practices and knowledge more legitimate and therefore more visible. It uses a range of methodological and analytical frames to shed light on less visible histories, practices, identities, repertoires, and literacies, and offer new understandings for research and for language, health care, education, and other policies and practices.

  • 10.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Straszer, Boglárka
    Wedin, Åsa
    Epilogue2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, 226-230 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 11. Zilliacus, Harriet
    et al.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Holm, Gunilla
    Essentializing vs. non-essentializing students' cultural identities: curricular discourses in Finland and Sweden2017Ingår i: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, Vol. 12, nr 2, 166-180 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how students' cultural identities are discursively constructed in the Finnish and Swedish national curricula for the compulsory school. The aim is to illuminate the manifold discourses on cultural identity which prevail within Nordic educational policy. The study employs a critical multicultural education and postcolonial perspective with a particular focus on essentialist and non-essentialist views of identity in the curricular discourses. Through discourse analysis, key terms such as 'cultural identity' and 'multicultural identity' as well as different aspects of cultural identities such as language, gender and religion are investigated. The results show diverging discourses, with distinct differences in their explicitness and implicitness in the two countries. A clear effort to see all students as having multi-layered and multicultural identities is evident in the Finnish curricular discourse whereas a more essentializing discourse emerges in the Swedish curriculum. We conclude with a discussion on the importance of addressing policy discourses on students' cultural identities in order to ensure non-essentialist and socially just teaching and educational practice.

  • 12. Shaikjee, Mooniq
    et al.
    Stroud, Christopher
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet. University of the Western Cape, South Africa.
    Fanon in drag: Decoloniality in sociolinguistics?2017Ingår i: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 21, nr 3, 371-396 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In focus in this paper is the genre of drag, and the uses to which it is put by its proponents in subverting conventional and repressive (Western) models of gender, sexuality and race. We raise the question of to what extent performances of drag, while arguably disrupting gender stereotypes, nevertheless continue to reproduce colonialities of race and sexuality. Framing an analysis of a drag king performance in a sociolinguistics of subjectification inspired by the work of Frantz Fanon, we offer an account that recognizes how, rather than subverting or challenging conventional images of gender, the performance is one part of a complex circulation of textual and corporeal semiotics that enregisters racialized categories of male and female cut to the cloth of coloniality/modernity. On the other hand, the analysis also reveals that there are moments of interruption and slippage in the reproduction of colonial constructs of race, gender and sexuality that may offer more complex and multifarious understandings of what may comprise the exercises of decoloniality. We conclude with a discussion of what a decolonial Fanonian approach to subjectification might offer sociolinguistics.

  • 13.
    Hanell, Linnea
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Four tips on using Instagram to study the emotions of parenthood2017Ingår i: Politics, Protest, Emotion: Interdisciplinary Perspectives: A Book of Blogs / [ed] Paul Reilly, Anastasia Veneti, Dimitrinka Atanasova, Sheffield: Pressbooks , 2017, 169-172 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 14.
    Montero-Melis, Guillermo
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Bylund, Emanuel
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Linnaeus University, Sweden; Stellenbosch University, South Africa.
    Getting the ball rolling: The cross-linguistic conceptualization of caused motion2017Ingår i: Language and Cognition, ISSN 1866-9808, E-ISSN 1866-9859, Vol. 9, nr 3, 446-472 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Does the way we talk about events correspond to how we conceptualize them? Three experiments (N = 135) examined how Spanish and Swedish native speakers judge event similarity in the domain of caused motion (‘He rolled the tyre into the barn’). Spanish and Swedish motion descriptions regularly encode path (‘into’), but differ in how systematically they include manner information (‘roll’). We designed a similarity arrangement task which allowed participants to give varying weights to different dimensions when gauging event similarity. The three experiments progressively reduced the likelihood that speakers were using language to solve the task. We found that, as long as the use of language was possible (Experiments 1 and 2), Swedish speakers were more likely than Spanish speakers to base their similarity arrangements on object manner (rolling/sliding). However, when recruitment of language was hindered through verbal interference, cross-linguistic differences disappeared (Experiment 3). A compound analysis of all experiments further showed that (i) cross-linguistic differences were played out against a backdrop of commonly represented event components, and (ii) describing vs. not describing the events did not augment cross-linguistic differences, but instead had similar effects across languages. We interpret these findings as suggesting a dynamic role of language in event conceptualization.

  • 15. Henricson, Sofie
    et al.
    Nelson, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Giving and receiving advice in higher education. Comparing Sweden-Swedish and Finland-Swedish supervision meetings2017Ingår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 109, 105-120 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we compare advice-giving in academic supervision meetings at Swedish-speaking university departments in Sweden and Finland. Working within the field of variational pragmatics and analyzing interaction in detail we show how Sweden-Swedish and Finland-Swedish supervisors and students, as experts and non-experts in an institutional setting, initiate and respond to advice. The data consist of video and/or audio recordings of eight naturally occurring supervision meetings. All meetings show a similar pattern regarding the frequency and sequential structure of advice initiation and reception. The main differences between the two data sets occur in how advice is formulated and acknowledged. In the Sweden-Swedish data, advice is often given with strong mitigation and responded to by upgraded acknowledgements. In the Finland-Swedish data, advice delivery is more succinct and acknowledgements are often neutral.

  • 16.
    Norrby, Catrin
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Nilsson, Jenny
    Hej, hej, hemskt mycket hej 2.02017Ingår i: Svenskans beskrivning 35: Förhandlingar vid trettiofemte sammankomsten Göteborg 11–13 maj 2016 / [ed] Emma Sköldberg, Maia Andréasson, Henrietta Adamsson Eryd, Filippa Lindahl, Sven Lindström, Julia Prentice & Malin Sandberg, Göteborg: Förlag Göteborgs Universitet, 2017, 1, 229-242 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Alla samtal måste börja på något sätt, och det vanligaste sättet att inleda är att

    utbyta hälsningsfraser. I den här artikeln undersöker vi bruket av hälsningsfraser

    i finlandssvenska och sverigesvenska servicesamtal.* Inom forskningsprogrammet

    Interaktion och variation i pluricentriska språk (IVIP) har vi samlat

    in ett omfattande videomaterial i servicesituationer i Sverige och Finland (se

    t.ex. Norrby m.fl. 2015). Syftet här är att kartlägga bruket av hälsningsfraser i

    finlandssvenska och sverigesvenska utifrån 260 av dessa samtal vid teaterkassor

    och bokningscentraler. Mer specifikt vill vi undersöka:

    1. Hur ser hälsandets lexikon ut i sverigesvenska och finlandssvenska?

    2. Hur varierar hälsningsfras med talarens ålder, kön och interaktionella

    roll?

    3. Vilka eventuella anpassningar gör deltagarna i sitt hälsningsbeteende?

    Artikelns titel anspelar på en studie av Lars-Gunnar Andersson från 1996, nämligen

    Hej, hej, hemskt mycket hej, där han undersökte hälsningsmönster i olika

    servicesituationer. Genom att låta 60 studenter vid Göteborgs universitet göra

    etnografiska observationer i sammanlagt över 150 timmar kunde Andersson

    beskriva svenskans hälsningsmönster. Hans studenter noterade också att vissa

    individer tog efter andras hälsningsbeteende. I den här studien jämför vi våra

    resultat med Anderssons (1996) och därigenom kan vi också jämföra etnografiska

    observationer med videoinspelningar.

  • 17.
    Bylin, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Hit och dit i prototypkategorin: Historien om viljas hjälpverbsstatus2017Ingår i: Svenskans beskrivning 35: Förhandlingar vid trettiofemte sammankomsten Göteborg 11-13 maj 2016 / [ed] Emma Sköldberg, Maia Andréasson, Henrietta Adamsson Eryd, Filippa Lindahl, Sven Lindström, Julia Prentice & Malin Sandberg, Göteborg, 2017, 67-80 s.Konferensbidrag (Refereegranskat)
  • 18.
    Svahn, Elin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    "Identité et territoire" – om det quebeckiska förlaget La Peuplade i översättningsfältets periferi2017Ingår i: Provins: Norrländsk litterär tidskrift, ISSN 0280-9974, nr 1, 47-49 s.Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 19.
    Ganuza, Natalia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Ideology vs. practice: Is there a space for pedagogical translanguaging in mother tongue instruction?2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, 208-226 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 20. Lindström, Jan
    et al.
    Lindholm, Camilla
    Norrby, Catrin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Wide, Camilla
    Nilsson, Jenny
    Imperatives in Swedish medical consultations2017Ingår i: Imperative Turns at Talk: The design of directives in action / [ed] Marja-Leena Sorjonen, Liisa Raevaara, Elizabeth Couper-Kuhlen, John Benjamins Publishing Company, 2017, 299-324 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter investigates the use of imperative-formatted directives in Swedish medical consultations. The specific focus of the chapter is the division of labor between straight, non-modulated imperative turns and imperative turns which are modulated with a discourse particle or some other verbal mitigating device. The results show that non-modulated imperative turns are embedded in diagnostic work, nominating subsequent actions in a series. Orientations to projected trajectories of action and the other participant’s expectations are clearly present when modulated imperative turns are produced; they are also frequent in the opening and closing routines of the consultations. Thus, there is a link between routinized and projectable actions and the use of imperatives with a pragmatic modulating element.

  • 21. Lindström, Jan K.
    et al.
    Norrby, Catrin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Wide, Camilla
    Nilsson, Jenny
    Intersubjectivity at the counter: Artefacts and multimodal interaction in theatre box office encounters2017Ingår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 108, 81-97 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigates the interplay between language, material and embodied resources in one specific type of service encounters: interactions at theatre box offices. The data consist of video recorded interactions in Swedish at three box offices, two in Sweden and one in Finland. Cases representative of the interactions are selected for a multimodal micro-analysis of the customer--seller interactions involving artefacts from the institutional and personal domain. The study specifically aims at advancing our understanding of the role of artefacts for structuring and facilitating communicative events in (institutional) interaction. In this way, it contributes to the growing research interest in the interactional importance of the material world. Our results show that mutual interactional focus is reached through mutual gaze in strategic moments, such as formulation of the reason for the visit. Artefacts are central in enhancing intersubjectivity and mutual focus in that they effectively invite the participants for negotiation, for example, about a seating plan which can be made visually accessible in different ways. Verbal language can be sparse and deictic in these moments while gaze and pointing to an artefact does more specific referential work. Artefacts are also a resource for signalling interactional inaccessibility, the seller orienting to the computer in order to progress a request and the customer orienting to a personal belonging (like a bag) to mirror and accept such a temporary non-accessibility. We also observe that speech can be paced to match the deployment of an artefact so that a focal verbal item is produced without competing, simultaneous physical activity.

  • 22.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hyltenstam, Kenneth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Introduction: Entanglement and Order of Visibility2017Ingår i: Entangled discourses: South-North Orders of Visibility / [ed] Caroline Kerfoot, Kenneth Hyltenstam, New York: Routledge, 2017, 1-15 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 23. Byding, Katarina
    et al.
    Blåsjö, Mona
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Kärlek kräver mer än tusen ord2017Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 24.
    Aktürk Drake, Memet
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Language dominance as a factor in loanword phonology2017Ingår i: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 21, nr 5, 584-599 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this paper is to examine the role of language dominance in loanword phonology. It is investigated how onset clusters in loanwords are integrated into Turkish by two groups: English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. It is hypothesised that the bilinguals in Sweden will display significantly higher rates of cluster adoption because Turkish is not the dominant language there.

    The data were collected through an oral loanword elicitation task, a text recitation task in the second languages and a questionnaire on language proficiency and use.

    The study had 53 participants (24 in Turkey and 29 in Sweden). The material consisted of 29 loanwords from English and French, and of 50 structurally comparable words in the bilinguals’ second languages. The data were analysed auditively by the author and subjected to an interrater reliability test.

    The results confirmed the hypothesis as the bilinguals in Sweden displayed significantly higher cluster adoption rates. The difference between the groups’ medians was 36.5 percentage points. Furthermore, it was shown that in individual speakers the combination of accurate second-language pronunciation, and clearly higher proficiency in the second language (corresponding to the donor language) compared to the L1 (i.e. the recipient language) guaranteed very high cluster adoption rates.

    This paper provides the first rigorous quantitative proof for the theoretical assumption that accurate pronunciation is not sufficient for structural adoption in loanword phonology but needs to be complemented with sociolinguistic variables. Furthermore, it demonstrates in greater detail than before how societal and individual dominance are connected and through which channels they impact loanword integration.

    Self-reported relative proficiency in the donor language was shown to be a powerful predictor of the sociolinguistic incentive to adopt and could therefore be used as a quick and reliable alternative to elaborate and time-consuming attitude investigations in loanword phonology.

  • 25.
    Kerfoot, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Simon-Vandenbergen, Anne-Marie
    Language in epistemic access: mobilising multilingualism and literacy development2017Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.

  • 26.
    Svahn, Elin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    Lily Vallquist, 1897–19862017Ingår i: Svenskt översättarlexikon / [ed] Lars Kleberg, Huddinge: Södertörns högskolebibliotek , 2017Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Östberg, Urban
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Maarten ´t Hart: Nederländernas Hjalmar Söderberg?2017Ingår i: Horisont (Svenska Österbottens litteraturförening), ISSN 0439-5530, nr 3, 17-20 s.Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Artikeln behandlar framför allt en självbiografisk novell ("De weegstoel", ur samlingen "De moeder van Ikabod", 2016) av den kände nederländske författaren Maarten ´t Hart. Där berättar författaren om sin beundran för Hjalmar Söderberg, som kommit att bli en av hans favoritförfattare. Vidare ger han en åskådlig och ganska ironisk beskrivning av sitt första besök i Sverige och Stockholm och av sin kontakt med den svenska översättaren.

  • 28.
    Jansson, Gunilla
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Wadensjö, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    Plejert, Charlotta
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Linköping University, Sweden.
    Managing complaints in multilingual care encounters2017Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, nr 3, 313-345 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Troubles-telling and complaints are common in contexts of care for older people and need to be managed by care staff in a respectful manner. This paper examines the handling of an older person’s complaints in multilingual care encounters that involve participants who do not share a common language. The data consist of video-recordings and ethnographic fieldwork in a residential home for older people in Sweden that is characterised by a variety of languages and backgrounds. The findings are based on analyses of multi-party interactions involving an Arabic-speaking resident and caregivers with different levels of knowledge in different languages. We focus on complaint sequences when the resident expresses a negative stance (displeasure, anger, etc.) towards some difficult circumstance. Using the methodology of conversation analysis, we analyse the affect-regulating work through which the caregivers attempt to turn a pressing situation into a moment of cheerfulness and intimacy. The analyses bring to light the multilingual practices that the caregivers draw upon in pursuing this work, such as translating and giving voice to the resident’s complaining.

  • 29.
    Blåsjö, Mona
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Möten i domäner: Uppsatsarbete i styrda strukturer2017Ingår i: Kampen om texten: Examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon, Olle Josephson, Lund: Studentlitteratur AB, 2017, 127-152 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, JennyStockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.Straszer, BoglárkaWedin, Åsa
    New Perspectives on Translanguaging and Education2017Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

  • 31.
    Rosén, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    New speakers in a multilingual Sweden: Policy in practice2017Ingår i: 11th ISB: 2017 International Symposium on Bilingualism, 2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Sweden is a multilingual country: in 2014, 23.8% of students in compulsory schools spoke languages in addition to Swedish. Over 160,000 individuals applied for asylum in Sweden in 2015 many of them children aged 7-16 with the right to education during the asylum-seeking process (Swedish Migration Agency, 2016). While Sweden has educational policies and programs in place to meet the needs of multilingual students, the exceptional numbers of recent arrivals has been a challenge to the educational system. In view of the changing linguistic landscape in educational settings, the aim of this colloquium is to critically analyze how new speakers in a range of educational contexts in Sweden are constructed in policy and practice.

    To frame the four studies, the colloquium begins with a presentation of language and education in the Swedish context. Following this, the first paper examines compulsory school teacher education, specifically researching how teachers are prepared to meet increasingly diverse student populations. The study considers the perspectives of teacher educators and pre-service teachers in order to understand the ideological and implementational spaces afforded multilingualism in teacher training policies. The second paper explores tensions between conceptualizations and regulations framing languages as "mother tongues" and approaches to teaching Kurdish through the subject of mother tongue instruction to children in lower secondary school. The findings contribute to understandings of the new and traditional speaker dichotomy—a relevant issue in research on heritage or multilingual language education in all contexts. The third paper focuses on other new speakers in a Swedish primary school, namely language minority students enrolled in an English-Swedish bilingual program. As new speakers of both languages of instruction, these students may encounter particular challenges with academic content learning. However, results reveal how students resist language separation policies and legitimize their own language practices in the classroom. Finally, the fourth paper moves the focus to literacy education for adult immigrants. The study utilizes a critical sociocultural perspective on literacy and language learning to investigate how the “illiterate learner” is constructed in Swedish adult education policy and how the conceptualization is subsequently related to understandings of these new speakers as the Other. With our presentations ranging from primary school to adult education, we expand the view of the new speaker, by exploring categorizations and conceptualizations of new speakers and their language practices in Sweden. 

    To conclude, the discussant will consider the themes presented by the four papers, focusing on the ways these empirical studies shed light on the range of issues surrounding new speakers in the Swedish context. This conceptual discussion will be briefly compared to similar challenges and possibilities in other contexts before we open the floor for a dialogue amongst the participating audience and the presenting speakers.

  • 32.
    Hanell, Linnea
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Salö, Linus
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Nine months of entextualizations: Discourse and knowledge in an online discussion forum thread for expectant parents2017Ingår i: Entangled Discourses: South–North Orders of Visibility / [ed] Caroline Kerfoot, Kenneth Hyltenstam, New York: Routledge, 2017, 154-170 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

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

  • 33.
    Östberg, Urban
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Och jag vet att jag är genial: Agnes von Krusenstjernas brev 1903-19402017Ingår i: Historielärarnas förenings årsskrift, ISSN 0439-2434, 237-239 s.Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 34.
    Paulsrud, BethAnne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning. Dalarna University, Sweden.
    Rosén, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Straszer, Boglárka
    Wedin, Åsa
    Perspectives on Translanguaging in Education2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, 10-19 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Preparing teachers to meet linguistic diversity in the Swedish compulsory school2017Ingår i: 11th ISB: 2017 International Symposium on Bilingualism, 2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In the Swedish compulsory school today, at least 140 languages are spoken by students—a situation entailing both challenges and opportunities for teachers. This paper presents an investigation of how teachers are prepared to meet these students, who may be either newly arrived and fairly new speakers of Swedish or students born in Sweden with other languages at home. The focus is on how ideological and implementational spaces for supporting linguistic diversity in the classroom are created and accessed in pre-service teacher training. First, the national curriculum for the compulsory school as well as the education plans and syllabi of obligatory pre-service teacher training courses were analysed, with an aim to identity spaces for multilingualism in these educational policies. Second, a study of teacher educators and pre-service teachers from four national universities was conducted, with semi-structured interviews to elicit their perspectives and experiences. The results reveal a lack of explicit emphasis in the national curriculum on students as a diverse population, with ideological spaces for multilingualism only implicit. Likewise, teacher educators and pre-service teachers generally feel that preparation for how to support linguistic diversity in the mainstream classroom is deficient in teacher education and could be afforded greater attention. With a lack of clear directives in policy and a lack of focus in pre-service training, there are risks of inconsistent interpretation and implementation of practices supporting linguistic diversity in the compulsory school.

     

  • 36.
    Östberg, Urban
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Prepositioner, verbpartiklar och stavning är svårt i svenskan2017Ingår i: Språkbruk, ISSN 0358-9293, nr 2, 19-23 s.Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    I artikeln diskuteras resultatet av en undersökning, där ett antal avancerade studenter i svenska som främmande språk vid Stockholms universitet med skilda modersmål (germanska språk: tyska och nederländska, romanska språk: spanska, franska och rumänska samt finska) fått ange särskilda svårigheter vid inlärning av ord och fraser i svenskan. Studenternas exempel är hämtade från läromedlet Klara ordtest i svenska som främmande språk (Studentlitteratur, 2005).

  • 37.
    Norberg, Ulf
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    Stachl-Peier, Ursula
    Quality in speech-to-text interpreting: A study of condensation strategies2017Ingår i: Interpreting Studies at the Crossroads of Disciplines / [ed] Simon Zupan, Aleksandra Nuč, Berlin: Frank & Timme, 2017, 129-155 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Speech-to-text interpreting, or speech-to-text transcription, is a mode of communication in which spoken language is transcribed by a person using a standard or specially adapted keyboard with the text being instantly displayed on the screen. It is typically used in public service interpreting settings by late-deafened or hearing-impaired adults who have insufficient knowledge of sign language to benefit from sign language interpreting. Since typing is typically slower than speaking, efficient condensation seems crucial to ensure that the message of the spoken text is captured. This article examines the use of condensation by two speech-to-text interpreters transcribing the interaction during a university seminar for a hearing-impaired student. The results indicate that the speech-to-text interpreters effectively omit non-essential information and repetition but are less successful when it comes to condensation that requires more cognitive processing.  They also tend to use the pauses after the lecturer's questions for almost verbatim transcriptions with considerable timelag, a decision or a strategy which significantly limits the client's opportunity for active participation.

  • 38.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Roads to regimentation: Place, authenticity and the metapragmatics of naming2017Ingår i: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 53, 11-24 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 39.
    Montero-Melis, Guillermo
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Eisenbeiss, Sonja
    Narasimhan, Bhuvana
    Ibarretxe-Antuñano, Iraide
    Kita, Sotaro
    Kopecka, Anetta
    Lüpke, Friederike
    Nikitina, Tatiana
    Tragel, Ilona
    Jaeger, T. Florian
    Bohnemeyer, Juergen
    Satellite- vs. Verb-Framing Underpredicts Nonverbal Motion Categorization: Insights from a Large Language Sample and Simulations2017Ingår i: Cognitive Semantics, ISSN 2352-6408, E-ISSN 2352-6416, Vol. 3, nr 1, 36-61 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Is motion cognition influenced by the large-scale typological patterns proposed in Talmy’s (2000) two-way distinction between verb-framed (V) and satellite-framed (S) languages? Previous studies investigating this question have been limited to comparing two or three languages at a time and have come to conflicting results. We present the largest cross-linguistic study on this question to date, drawing on data from nineteen genealogically diverse languages, all investigated in the same behavioral paradigm and using the same stimuli. After controlling for the different dependencies in the data by means of multilevel regression models, we find no evidence that S- vs. V-framing affects nonverbal categorization of motion events. At the same time, statistical simulations suggest that our study and previous work within the same behavioral paradigm suffer from insufficient statistical power. We discuss these findings in the light of the great variability between participants, which suggests flexibility in motion representation. Furthermore, we discuss the importance of accounting for language variability, something which can only be achieved with large cross-linguistic samples.

  • 40.
    Hellberg, Staffan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Sjutton studier: valda artiklar om fonologi, grammatik, semantik, text och språkhistoria2017Bok (Refereegranskat)
    Abstract [sv]

    Staffan Hellberg var professor i nordiska språk vid Stockholms universitet från 1987 till 2009. Han är en av huvudförfattarna till Svenska Akademiens grammatik och fortfarande verksam forskare. I denna bok finns ett urval ur hans vetenskapliga produktion under ett långt forskarliv, alltifrån en diskussion om stavning som lingvistiskt problem från 1975 till en studie av medeltidsskalden Sigvat från 2010. Artiklarna behandlar vitt skilda ämnen: ljudförändringar, perspektiv i skönlitteratur, substantivböjning, dialogicitet och dolda konflikter i myndighetstext, adjektivens grundläggande betydelser, ordet vikings historia, svenskans sätt att uttrycka uppmaningar och åtskilligt annat. Genomgående kännetecknas de av att omsorgsfull empirisk kartläggning förenas med djupgående diskussion av modeller och teorier. För den som vill förstå hur en modern lingvist arbetar vetenskapligt med svenskt och nordiskt språk finns här mycket att läsa och lära.

    Boken har sammanställts till Staffan Hellbergs 75-årsdag som en hyllning från vänner och arbetskamrater.

  • 41.
    Blåsjö, Mona
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Wittek, Line
    Skrivandet i professionsutbildningar: Forskningsöversikt och teoretiska utgångspunkter2017Ingår i: Kampen om texten: Examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon, Olle Josephson, Lund: Studentlitteratur AB, 2017, 31-51 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 42.
    Björkvall, Anders
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Järlehed, Johan
    Kullenberg, Christopher
    Nielsen, Helle Lykke
    Nord, Andreas
    Rosendal, Tove
    Van Meerbergen, Sara
    Stockholms universitet, Humanistiska fakulteten, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, Nederländska.
    Westberg, Gustav
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Slutrapport anslagstavlan: Forskarfredags massexperiment 20162017Rapport (Övrig (populärvetenskap, debatt, mm))
  • 43.
    Salö, Linus
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Sociolinguistics and epistemic reflexivity2017Ingår i: Working Papers in Urban Language & Literacies, nr 206, 1-20 s.Artikel, forskningsöversikt (Övrigt vetenskapligt)
    Abstract [en]

    In this brief paper, I argue that some sociolinguistic research seems to end up showing and saying exactly what one would have expected it to show and say,  based on the position  –   social, academic or otherwise  –   from which the research was produced. Often, this is because scholars embody the values of the group they investigate and, all too often, fail to create a rupture with their inherited vi ew of the problem they investigate. Bourdieu’s principle of epistemic reflexivity  offers a way of understanding and, subsequently, handling one’s own position and dispositions, as handed down by one’s field. Thus, it offers the critical researcher the intellectual means to equip oneself with the necessary means to understand one’s naïve view of the object of study (Bourdieu 1996a, 207) and thereby ‘avoid being the toy of social forces in your  practice’ (Bourdieu & Wacquant 1992, 183, empha sis removed). Therefore, it is also a pivotal driver for yielding better sociolinguistic research.

  • 44.
    Karlander, David
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    State categories, state vision and vernacular woes in Sweden’s language politics2017Ingår i: Language Policy, ISSN 1568-4555, E-ISSN 1573-1863Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 45.
    Pettersson, Theresia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet.
    Stockholms stads tänkeböcker: Funktionell texthistoria 1476-16262017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this thesis is to shed light on language variation and language change in judicial protocols from the municipal court in Stockholm during the period 1476−1626. These documents provide a unique insight into late medieval and early modern use of written vernacular. The main material consists of 700 courtroom notes from seven different periods of time, a hundred documents from each year: 1476, 1499, 1525, 1550, 1575, 1600, and 1626. The study draws theoretically on functional linguistics; more specifically, it utilizes Halliday’s systemic-functional grammar, Ulf Teleman’s (1985) theoretical model of language change, as well as dialogism.

    The results are presented in four analytical chapters. In the first of these, the aim is to systemize the somewhat heterogeneous material, and the corpus is divided in two different ways: one due to judicial content (‘categories of matter’), and one due to textual structure (‘discourse levels’). These systemizations also serve as a methodological foundation for the lexicogrammatical analysis in the following chapters. A main result is that multi-party cases over time develop a functional need for new communication strategies, while unilateral cases already from the beginning seem to bear a more deep-rooted textual stability. In addition, there is a significant increase of discourse level 3, representing communicative events outside the courtroom, in multi-party cases found in texts from 1600 and 1626. In the two following chapters, lexicogrammatical resources of ‘personal reference’ and ‘time and tense’ are analysed. The texts realize different patterns of anaphora, where individuation explains much of the variation: texts with high degree of individuation (criminal cases) materialize a high degree of pronouns, whereas texts regarding property issues materialize low individuation with few pronouns and many full NPs. Regarding the use of tense, the past tense is the most common tense. Still, the study shows an diachronic increase in the use of present tense. The last analytical chapter examines the use of three lexical features: judicial pronouns; word pairs; and nominalizations. The results show that judicial pronouns and word pairs typically occur in registrations matters; nominalizations occur throughout the genre. In the last chapter, the results and implications of the thesis are summated and discussed.

    The results point towards a pragmatic use of the written language. Although the lexicogrammatical resources are the same during the period, the usages vary. Hence, linguistic variation and change are highly motivated by an intercommunion of contextual factors such as a more solid administrative literacy, a changing litigation, and an increase of legal demands for linguistic precision and documentation. It is argued that the language variety in the genre can be understood as instantiations of different registers.  

  • 46.
    Blåsjö, Mona
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Josephson, Olle
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    Texter och genrenormer2017Ingår i: Kampen om texten: Examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon, Olle Josephson, Lund: Studentlitteratur AB, 2017, 189-209 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 47. Airey, John
    et al.
    Lauridsen, Karen M.
    Räsänen, Anne
    Salö, Linus
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Schwach, Vera
    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?2017Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, nr 4, 561-576 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecific language-learning outcomes.

  • 48.
    Hanell, Linnea
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Svenska/Nordiska språk.
    The failing body: Narratives of breast­feeding troubles and shame2017Ingår i: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 27, nr 2, 232-251 s.Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Den här artikeln utforskar förhållandet mellan diskurs och erfarenheter av ohälsa. Med hjälp av narrativa data visar artikeln hur en mor som har problem med amningen förkroppsligar skamkänslor över vad hon uppfattar som ett misslyckande att performera moderskap. Begreppen interdiskursivitet och historisk kropp används för att förstå hur individens erfarenheter relaterar till diskursiva praktiker, samt för att föra fram tesen att skam är en känsla som uppstår i disharmoni med biopolitiska ideologier som konstrueras i dessa praktiker. Att uttrycka skam blir en resurs för att ta på sig ansvaret för det misslyckade moderskapet, samtidigt som det förefaller förhindra återgången till en fungerande amning.

  • 49.
    Pedersen, Jan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    The FAR model: assessing quality in interlingual subtitling2017Ingår i: Journal of Specialised Translation, ISSN 1740-357X, nr 28, 210-229 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    To this day, there exists only a generalized quality assessment model for intralingual (live) subtitles for the deaf and hard of hearing – the NER model. Translated subtitles seem to be quality assessed mainly using in-house guidelines. This paper contains an attempt at creating a generalized model for assessing quality in interlingual subtitling. The FAR model assesses subtitle quality in three areas: Functional equivalence (do the subtitles convey speaker meaning?); Acceptability (do the subtitles sound correct and natural in the target language?); and Readability (can the subtitles be read in a fluent and non-intrusive way?).

    The FAR model is based on error analysis and has a penalty score system that allows the assessor to pinpoint which area(s) need(s) improvement, which should make it useful for education and feedback. It is a tentative and generalised model that can be localised using norms from guidelines, commissioner specs, best practice etc. The model was developed using existing models, empirical data, best practice and recent eye-tracking studies and it was tried and tested on Swedish fansubs.

  • 50.
    Ganuza, Natalia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2017Ingår i: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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