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  • 1. Alisaari, Jenni
    et al.
    Møller Daugaard, Line
    Dewilde, Joke
    Harju-Autti, Raisa
    Heikkola, Leena Maria
    Iversen, Jonas Yassin
    Kekki, Niina
    Pesonen, Sari
    Reath Warren, Anne
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Yli-Jokipii, Maija
    Mother tongue education in four Nordic countries - problem, right or resource?2023In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 17, no 2, p. 52-72Article in journal (Refereed)
    Abstract [en]

    he Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.

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  • 2.
    Börestam, Ulla
    et al.
    Uppsala universitet, Institutionen för nordiska språk.
    Gröndahl, SatuUppsala universitet, Centrum för multietnisk forskning.Straszer, Boglárka
    Revitalisera mera!: En artikelsamling om den språkliga mångfalden i Norden tillägnad Leena Huss2008Collection (editor) (Other academic)
    Abstract [sv]

    Boken innehåller artiklar med anknytning till flerspråkighet och språkmöten på nordiskt område, företrädesvis i samband med stärkandet av minoritetsspråkens ställning vid revitalisering och språklig emancipation. Flertalet av bokens författare tillhör de främsta forskarna i Norden på sina områden med lång och gedigen erfarenhet av språk och minoritetsfrågor, språkkontakt, flerspråkighet, migration och angränsande ämnen. Artiklarna speglar därmed den språkliga mångfalden i Norden ur skilda perspektiv och med största möjliga spännvidd. Samtliga författare är kolleger och vänner till Leena Huss, som har verkat som få andra på minoritetsspråkens och flerspråkighetens område under många år. Boken framställdes som en hyllning till henne på bemärkelsedagen i september 2008.

  • 3.
    Mononen, Kaarina
    et al.
    Helsingin yliopisto.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Monikieliset ikääntyvät ihmiset ja monimuotoiset kielten repertuaarit: miten kielivalintoja ja suhdetta kieliin kuvataan kielellistä elämäkertaa valaisevassa haastattelussa?2017In: Kielitietoisuus eriarvoistuvassa yhteiskunnassa: Language awareness in an increasingly unequal society / [ed] Sirkku Latomaa, Emilia Luukka, Niina Lilja, Jyväskylä: AFinLA , 2017, p. 133-160Chapter in book (Refereed)
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  • 4.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Language, Literatures and Learning, English.
    Rosén, JennyDalarna University, School of Language, Literatures and Learning, Swedish as Second Language.Straszer, BoglárkaDalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Translanguaging in the age of mobility: European Perspectives. Special Issue2022Collection (editor) (Refereed)
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  • 5.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English. Stockholm University.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Epilogue2017In: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Multilingual Matters, 2017, p. 226-230Chapter in book (Refereed)
  • 6.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English. Centre for Research on Bilingualism, Stockholm University.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Introduktion2018In: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, p. 11-26Chapter in book (Refereed)
  • 7.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Rosén, JennyDalarna University, School of Humanities and Media Studies, Swedish as Second Language.Straszer, BoglárkaDalarna University, School of Humanities and Media Studies, Swedish as Second Language.Wedin, ÅsaDalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    New Perspectives on Translanguaging and Education2017Collection (editor) (Other academic)
  • 8.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Perspectives on translanguaging in education2017In: New perspectives on translanguaging and education / [ed] Åsa Wedin, Jenny Rosén, BethAnne Paulsrud, and Boglárka Straszer, Bristol: Multilingual Matters, 2017, p. 10-19Chapter in book (Refereed)
  • 9.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English. Centre for Research on Bilingualism, Stockholm University.
    Rosén, JennyDalarna University, School of Humanities and Media Studies, Swedish as Second Language.Straszer, BoglárkaDalarna University, School of Humanities and Media Studies, Swedish as Second Language.Wedin, ÅsaDalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Transspråkande i svenska utbildningssammanhang2018Collection (editor) (Refereed)
  • 10.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English. Stockholm University.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    “We know the same languages and then we can mix them”: A child’s perspectives on everyday translanguaging in the family2018In: Translanguaging as Everyday Practice / [ed] Gerardo Mazzaferro, Springer, 2018, p. 49-68Chapter in book (Refereed)
    Abstract [en]

    Our study presents a young multilingual child, here called Laura, and her perspectives on and experiences of everyday language practices using Hungarian, Finnish, and Swedish. Laura was interviewed and observed over the course of one full day in the home with her family, in order to elicit her views on her agency and linguistic repertoire. In addition, Laura’s parents were interviewed about planned and implemented family language policies, and some of the written observations and audio-recorded interactions collected by the parents since Laura’s birth were considered. The thematic analysis reveals Laura’s perspectives on people, spaces and purpose in relation to her flexible use of named and unnamed languages. Laura is keenly aware of translanguaging affordances based on interlocutor, drawing on the resources of others’ repertoires. Laura sometimes challenges her parents’ family policy but also creates her own spaces for translanguaging. Finally, Laura adapts the use of her resources according to perceived purpose, as seen in her changing language use since starting school. The study offers a unique view of how one child exercises agency, makes use of her linguistic repertoire, articulates metalinguistic awareness, and respects or resists the family language policy set forth by her parents, thus creating her own everyday translanguaging practices.

  • 11.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    “We know the same languages and then we can mix them”: A child´s perspectives on translanguaging and family language policy2018Conference paper (Refereed)
    Abstract [en]

    This study presents an investigation of a young multilingual child, called Laura, and her parents as they navigate language practices using Hungarian, Finnish, and Swedish in their everyday life in Sweden. The multimethod study focused on Laura’s perspectives. Our aim was to highlight a child’s “lived experience” of translanguaging as her views on and experiences of translanguaging reveal how she respects or resists the planned family language policy. First, Laura was interviewed and observed over the course of one day at home with her family. One researcher engaged Laura in play in order to elicit her views on her agency and linguistic repertoire in relation to family language policies. Second, Laura’s parents were interviewed about the implicit and explicit family language policies, and how these policies were initially constructed and then developed in their implementation over the course of the childhood of Laura and her two younger siblings. These interviews and observations were considered together with material (written observations and audio-recorded interactions) collected by the parents since Laura’s birth. The triangulation of methods offers a unique view of how one child exercises agency, makes use of her linguistic resources, articulates metalinguistic awareness, considers societal language hierarchies, and respects or resists the family language policy set forth by her parents—thus creating her own everyday translanguaging practices. Our results indicate the importance of linguistic awareness and repertoires, and suggests the potential that this multilingual child possesses for exercising agency in order to “make sense” of her multilingual world. We argue that focusing on a child’s stories of everyday translanguaging framed within her family’s language policy and practices has relevance for understanding the home, school, and societal implications of young children’s translanguaging.

     

     

  • 12.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Språklig mångfald i förskolan2020In: Modersmål, minoriteter och mångfald: i förskola och skola / [ed] Straszer, Boglárka & Wedin, Åsa, Lund: Studentlitteratur AB, 2020, p. 109-137Chapter in book (Other academic)
  • 13.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Talet om flerspråkighet i svensk förskolekontext2018In: Transspråkande i svenska utbildningssammanhang / [ed] Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka & Wedin, Åsa, Stockholm: Studentlitteratur AB, 2018, p. 149-171Chapter in book (Other academic)
  • 14.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Talet om flerspråkighet i svensk förskolekontext.2018Conference paper (Refereed)
  • 15.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. Stockholms universitet.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Användning av språkliga resurser i studiehandledning på modersmålet2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 2-3, p. 26-48Article in journal (Refereed)
    Abstract [sv]

    I artikeln undersöks pedagogiska, språkliga och kulturella aspekter av studiehandledning på modersmålet för att uppmärksamma frågor om likvärdighet och social rättvisa i grundskolan. Den teoretiska utgångspunkten tas i Bhabhas begrepp tredje rummet samt i en dynamisk syn på flerspråkighet genom begreppet transspråkande. Artikeln bygger på intervjuer med studiehandledare, och observationer från studiehandledningstillfällen. Studiens resultat presenteras i följande avsnitt: 1) Studiehandledningens pedagogiska praktiker, 2) Användning av multimodala resurser och 3) Studiehandledningens kulturella ramar. Därmed synliggörs komplexiteten i de pedagogiska, språkliga och kulturella praktiker som studiehandledningen innebär. Enligt våra slutsatser kan studiehandledning inte ses som enbart stöd genom elevens modersmål eller starkaste språk, utan bör snarare betraktas som en transspråkande praktik som utmanar språkliga och kulturella gränser. Detta stärker förståelsen av studiehandledningens mellanförskap, som inte bara innebär ett mellanrum mellan två kulturer, två språk, två livsåskådningar och två kunskapssyner, utan en komplex och dynamisk mångfald. Dessa transformerande praktiker synliggör studiehandledarnas upplevda brist på aktörskap, som medför att eleverna går miste om kunskap med potential att vidga perspektiv och gynna deras kunskapsutveckling och kritiska tänkande. För att uppnå likvärdighet och social rättvisa i skolan framstår nödvändigheten i att stärka studiehandledares position genom förtydligande av uppdraget samt ett mer strukturerat samarbete med klass- och ämneslärare.

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  • 16.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Studiehandledning på modersmål: Studiehandledares positionering och yrkesroll2019In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In this article focus is directed towards Study Guidance in the Mother Tongue (SGMT) and SGMT tutors’ professional roles in Swedish compulsory school. The aim is to study how SGMT tutors are positioned and position themselves in relation to official documents and other actors in school. Questions that are highlighted in the article deal with forms for participation in school activities, opportunities to agency and voice as well as expressions of professionality in the SGMT tutor role. The empirical material builds mainly on interviews with SGMT tutors together with official documents. The results show that there is big variation between individual SGMT tutors when it comes to their possibilities for agency and to make their voices heard, as well as when it comes to participation and influence. Several co-operating factors have been identified that may strengthen the SGMT tutors’ profession where competence and possibilities for co-operation with class and subject teachers appear as crucial. Also questions of organisational art, such as time allocated for preparation, are important for SGMT tutors’ profession.

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  • 17.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. Högskolan Dalarna.
    Transspråkande i studiehandledning som pedagogisk praktik2017In: Lisetten, ISSN 1101-5128, no 1, p. 16-19Article in journal (Other (popular science, discussion, etc.))
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  • 18.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Maintaining, developing and revitalizing: Language ideologies in national education policy and home language instruction in compulsory school in Sweden2019In: Embracing Multilingualism Across Contexts / [ed] Corinne A. Seals & Vincent Ieni Olsen-Reeder Sort By:, Victoria University Press, 2019Chapter in book (Refereed)
  • 19.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Translation, tuition and translanguaging. Perspectives on study guidance in the mother tongue in the Swedish compulsory school2018Conference paper (Refereed)
  • 20.
    Straszer, Boglárka
    Uppsala University, Sweden.
    Embracing Hungarian: Top-down emancipation of an immigrant language in Finland2011In: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, no 209, p. 75-90Article in journal (Refereed)
    Abstract [en]

    The term “language emancipation” has to date been mainly used in the context of historical minority languages and underprivileged vernaculars. The aim of the present article is to discuss the extension of this concept to other language categories and in this case, an immigrant language. It focuses on the situation of Hungarians and Hungarian in Finland and discusses the relevance of language emancipation in this context. The factors which are concentrated on are: first, the long history of cultural relations between Hungarians and Finns; second, the situation of Hungarian at various levels of education in Finland; and third, the attitudes towards Hungarian on the part of the majority society as well as the Hungarians themselves. The situation of Hungarian in Finland is special compared with other immigrant languages because Hungarian was part of the Finnish nationalist language emancipation. This historical heritage still seems to positively affect the status of Hungarians and the Hungarian language in Finnish society as reflected in a recent sociolinguistic study carried out among second generation Hungarians in Finland. Both official support from the state level and the favorable attitudes among majority language speakers contribute to the privileged status of Hungarians among immigrant groups in Finland.

  • 21.
    Straszer, Boglárka
    Uppsala universitet.
    Femtio år i Sverige2006In: Invandrare och minoriteter, ISSN ISSN 1404-6857, Vol. 5, p. 9-12Article in journal (Other (popular science, discussion, etc.))
  • 22. Straszer, Boglárka
    Gondolatok az Identitás magyar származású fiatalok körében Finnországban és Svédországban címü elöadásomhoz2005Conference paper (Other (popular science, discussion, etc.))
  • 23. Straszer, Boglárka
    Havaintoja suomen kielen prosodisten piirteiden oppimisesta tietokoneavusteisella alkeiskurssilla2003In: Virittäjä, no 107, p. 588-596Article in journal (Refereed)
  • 24.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för nordiska språk.
    Hungarians in Finland and Sweden: Comparison of some sociocultural and demographic factors on language choice, culture and identity2012In: Finnish Yearbook of Population Research, ISSN 1796-6183, E-ISSN 1796-6191, no 47, p. 5-30Article in journal (Refereed)
    Abstract [en]

    This article provides an overview of some sociocultural and demographic factors of language maintenance and shift among Hungarians in Finland and Sweden, predominately at the group level. Some of the factors described are: the historical background of Hungarian immigration, settlement patterns, demographic development, geographical areas, participation in Hungarian associations along with the attitudes of the majority group towards Hungarians and the Hungarian language. After this some data is presented about language choice, culture and identity of second-generation Hungarians. The article shows that Hungarians are not a single unified group in Sweden or Finland and both groups face factors that can support or hinder the preservation of the Hungarian language and culture. Swedish-Hungarians have a greater ability to preserve their Hungarianism as a group due to population size and concentration in certain areas, while Finnish-Hungarians can maintain their Hungarian identity due to their comparably high status in society and the positive attitudes of the Finnish majority. 

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  • 25. Straszer, Boglárka
    Identiteetistä: Suomalaisuus unkarilaisittain.2005In: Liekki, Vol. 3, p. 12-14Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Imagining the homeland – mother tongue tuition as transnational spaces2018Conference paper (Refereed)
  • 27.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Interactional approaches in linguistic landscape research2018Conference paper (Refereed)
  • 28.
    Straszer, Boglárka
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Språkvetenskapliga fakulteten, Institutionen för nordiska språk.
    Kenttätyön antimia toisen polven unkarilaisten kielestä ja identiteetistä2010In: Suomi-Unkari-lehti, Vol. 30, no 1, p. 14-Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Kouluviraston tieto-opas monikielisyydestä2018In: Kieliviesti, ISSN 0280-350X, no 2, p. 15-17Article in journal (Other academic)
  • 30.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Kunskap om modersmål2023In: Lingua, ISSN 0023-6330, no 3, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 31. Straszer, Boglárka
    Kétnyelvüségröl mindenkinek: Könyvajánló a kétnyelvüség szakirodalmáról2006In: Híradó: Ungerska Riksförbundets medlemstidning, ISSN ISSN 1103-7679, Vol. 101, p. 13-Article, book review (Other (popular science, discussion, etc.))
  • 32.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Language and Identity among Hungarians in Sweden2011In: Ethnic and Linguistic Context of Identity: Finno-Ugric Minorities / [ed] Grünthal, Riho; Kovács, Magdolna, Helsinki: University of Helsinki , 2011, p. 161-195Chapter in book (Refereed)
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  • 33.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Linguistic schoolscaping and the visibility of languages in the linguistic landscape of a minority language pre-school in Sweden2019In: EAL Journal, no 8, p. 26-28Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Maahanmuuttajien kielitaito – yhteiskunnan resurssi vai yksilön kätköissä oleva pääoma?: Esimerkkinä toisen polven suomenunkarilaiset2014In: Tulevaisuuden kielenkäyttäjä - Language users of tomorrow / [ed] Mutta, M, P. Lintunen, I. Ivaska, P. Peltonen, Jyväskylä, Finland.: AFinLA , 2014, 72, p. 109-131Chapter in book (Refereed)
  • 35.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Modersmål, minoriteter och mångfald i skolan - Inledning (Panel)2020Conference paper (Refereed)
  • 36.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Modersmålsämnets identitetsstärkande funktion2023In: Lingua, ISSN 0023-6330, no 4, p. 25-28Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. Uppsala universitet, Institutionen för nordiska språk.
    Második generációs magyarok nyelvválasztásáról és identitásáról egy kutatómunka alapján2012In: Ághegy: Skandináviai Magyar Irodalmi és Művészeti Lapfolyam, ISSN 6082-6706, p. 4971-4982Article in journal (Other (popular science, discussion, etc.))
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  • 38.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Nordic perspectives on teacher education for working in linguistically diverse classrooms2022Conference paper (Other academic)
  • 39.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    “Nu när jag är gammal kan jag säga att jag nästan har två modersmål.”: Äldres relation till förstaspråket ungerska och andraspråket finska.2015In: Språk och identitet: Rapport från ASLA-symposium, Södertörns högskola 8‒9 maj 2014. Papers from the ASLA Symposium, Södertörn University, 8‒9 May 2014. ASLA, Svenska föreningen för tillämpad språkvetenskap. / [ed] Kahlin, Linda, Landqvist, Mats & Tykesson, Ingela, Södertörn: Södertörns högskola , 2015, p. 149-167Chapter in book (Refereed)
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  • 40.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Näkökulmia äidinkielenopetukseen [Perspektiv på Modersmålsundervisning]2020In: Kieliviesti, ISSN 0280-350X, , p. 3Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Perspektiv på modersmål2022In: Lingua, ISSN 0023-6330, no 4, p. 13-16Article in journal (Other (popular science, discussion, etc.))
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    fulltext
  • 42.
    Straszer, Boglárka
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    "Puhumista on vältettävä, ettei loukkaisi muita, tai hämmennä turhaan”: unkarilaistaustaisten suomen- ja ruotsinpuhujien asenteet kielioikeuksien jarruina2014In: Demokratia, Demokrati, Democracy, Demokratie: VAKKI-symposiumi XXXIV. Vaasa 13.‒14.2.2014 / [ed] Lamminpää, Siru & Rink, Christian, Vaasa: VAKKI Publications , 2014, p. 195-208Chapter in book (Refereed)
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  • 43.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Rektor för modersmålslärare och studiehandledare: Ett komplext skolledaruppdrag i ett mångfalds- och socialt hållbarhetsperspektiv2022Conference paper (Other academic)
  • 44.
    Straszer, Boglárka
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Språkvetenskapliga fakulteten, Institutionen för moderna språk.
    Ruotsin unkarilaiset2006In: Liekki, ISSN 0347-3597, Vol. 1Article in journal (Other (popular science, discussion, etc.))
  • 45. Straszer, Boglárka
    Sanna Iskanius, Venäjänkielisten maahanmuuttajaopiskelijoiden kieli-identiteetti. Jyväskylä 2006 och Marja Ågren, "Är du finsk, eller...?" En etnologisk studie om att växa upp och leva med finsk bakgrund i Sverige. Göteborg 2006.: Recension2007In: Multiethnica. Meddelande från Centrum för multietnisk forskning, Uppsala universitet, ISSN 0284-396X, no 30, p. 32-33Article, book review (Other academic)
  • 46.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Spaces of Agency in Mother Tongue Instruction Classroom in Sweden2023In: Perspectives on Home, Heritage, and Community Language Education, 19-20 October 2023 online: Book of Abstracts, 2023Conference paper (Refereed)
  • 47. Straszer, Boglárka
    Suomen kielen prosodisten piirteiden oppiminen yliopiston tietokoneavusteisella alkeiskurssilla2004In: Kakkoskieli 5: Ääntämisen ja puhutun suomen kielen opettamisen ja oppimisen kysymyksiä, Helsingin yliopisto , 2004, p. 145-182Chapter in book (Other academic)
  • 48.
    Straszer, Boglárka
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Svenska som andraspråkslärares yrkesroll i lärarnarrativ. Ruotsi toisena kielenä: opettajien narratiivi opettajan roolistaan (The Perspectives of Swedish as a Second Language Teachers on Their Professional Role)2021Conference paper (Other academic)
  • 49. Straszer, Boglárka
    Szülők a magyar anyanyelvi oktatásról egy felmérés alapján: Mit szeretünk és hogyan szeretnénk a jövőben?2012In: Magyar Liget, ISSN 1404-7780, Vol. 1-3, p. 41-43Article in journal (Other (popular science, discussion, etc.))
  • 50.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för moderna språk.
    Tolmácsot a nagyinak2006In: Új Kéve, Vol. XIV, no 1, p. 16-16Article, review/survey (Other (popular science, discussion, etc.))
123 1 - 50 of 114
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