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  • 101.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Rethinking identity in adult language learning classrooms2017In: Identity revisited and reimagined. Empirical and theoretical contributions on embodied communication across time and space. / [ed] Bagga-Gupta, Sangeeta., Hansen, Aase.L. & Feilberg, Julie, Rotterdam: Springer Netherlands, 2017Chapter in book (Refereed)
  • 102.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Spaces for translanguaging in Swedish education policy2017In: New perspectives on translanguaging and education / [ed] Åsa Wedin, Jenny Rosén, BethAnne Paulsrud, and Boglárka Straszer, Bristol: Multilingual Matters, 2017Chapter in book (Refereed)
  • 103.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Svenska för invandrare - mellan samhällsdeltagande och anställningsbarhet2014In: Pedagogiskt arbete: Enhet och mångfald / [ed] Vinterek, Monika & Arnqvist, Anders, Falun: Högskolan Dalarna, 2014, p. 95-112Chapter in book (Refereed)
  • 104.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Svenska för invandrare - mellan samhällsdeltagande och anställningsbarhet2013Conference paper (Refereed)
  • 105.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

    Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

  • 106.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Who needs Swedish? The development of Swedish for immigrants (Sfi) from a language ideological perspective2009In: Re-thinking bilingualism – Challenges of multilingualism and communication in classroom settings, Örebro, 2009Conference paper (Other academic)
  • 107.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Bagga-Gupta, Sangeeta
    Örebro universitet .
    Back to roots! Languaging and constructing home(land) and (be)longing in Swedish national language policies across time2014Conference paper (Refereed)
    Abstract [en]

    The empirically based study presented in this paper draws upon data from two large scale ethnographic studies at the CCD research group at Örebro University, Sweden where sociocultural and postcolonial framings have been employed. Taking the paucity of empirically informed research in the postcolonial literature as a point of departure, this study brings analytical rigor to understandings of human identity and spaces across time.

     

    A central aim of this data driven study is to analyze how images of home(land), roots and background are deployed in the (co)constructions of identity positions in national educational policy documents across time in Sweden. Thus, the importance of geographical place of longing and belonging in the categorization of differences and common identity positions in national policies are highlighted. Empirical materials from two ethnographic research projects LISA 21, Languages and Identities in School Arenas in the 21st century and CIC, Categorization, Identity and Communication are critically analyzed. These empirical materials consist of policy documents such as national curricula and syllabus in Sweden from the 1960s to the present times and from the compulsory school years up to adult education. Policies for mainstream education, special education, Sami minority education and immigrant adult education are especially focused. The preliminary results highlight the subtle but significant ways of othering, including those of locating the identity of “the targeted Other” both in the physical body of the Other, as well as (i) the physical spaces of educational settings and (ii) the geopolitical spaces of collective imagined (be)longings (compare Anderson 1991). The targeted Other (and the neutral majority norm) is formulated in and through “webs of understandings” (Bagga-Gupta 2004, 2012) in the languaging in policy texts where identity positions both highlight as well as naturalize specific identity positions to a specific or an original “place of authentic (be)longing”. These identity positions include the “newly arrived immigrant” in a parallel educational setting, the “deaf pupil” in a segregated educational setting, the “white pupil with special needs” in a parallel educational setting, the “second generation immigrant pupil” in a mainstream setting, the “national minority Sami pupil” in a segregated educational setting, the adult “newcomer” in a transitory educational setting. The geopolitical spaces of imagined (be)longings include both regional/nation states from which some citizens in Sweden are positioned across time, as well as linguistic heritage bonding (as in the case of the Sami and the deaf). Based upon the juxtaposition of the findings from our data across educational policy settings and time, we argue that categorized as the targeted Other, longing and belonging to a specific (an)other space substantially reinforces the marginalization and exclusion of human beings from important societal arenas. Our findings indicate three central issues: the role of metaphors in conceptualizing otherness and selfhood, the position of language varieties in national discourses of home, homeland, longing and belonging, and shifts in framings of identity positions across time (and particularly in policies from the 1990’s).

  • 108.
    Rosén, Jenny
    et al.
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Negotiating linguistic and cultural diversity in the adult language learning classroom. A study of practiced language policy in institutional education for immigrants in Sweden2013In: Abstracts: 13th International Pragmatics Conference, NEW DELHI, INDIA, 8-13 September 2013, 2013, p. 184-Conference paper (Refereed)
    Abstract [en]

    The aim of the study presented here, is to examine how concepts concerning language, identity and learning are oriented towards at different levels covering contemporary Swedish language policy, syllabi, and interaction in language focused classrooms. Taking nexus analysis (Scollon & Scollon, 2004) as a point of departure, our interest here is not in the implementation of policy, but rather on how cycles of discourses are constituted and used in classroom spaces or “practiced language policy” (Bonacina, 2011) . Thus and in line with sociocultural perspectives, nexus analysis takes its point of departure in social action as a unit of analysis while at the same time including the wider socio-historical discourses intersecting in that specific unit of social action. 

     

    The study presented is part of the ongoing research in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. The empirical material used in the present study encompasses historical archive material including curricula, commission reports, public inquiries, political propositions, laws, as well as approximately 95 hours of audio and video materials and ethnographic field notes from two different classroom settings at an institutional arena called Swedish for immigrants (Sfi).

     

    In line with the theoretical framework, we scrutinize the discourses in place formulated at the national geopolitical level in terms of language policy and course syllabi, continuing to the organization of time and space in the classroom and finally to the micro level social interaction in specific classrooms. In the Swedish Language Act (2009) Swedish is framed as “the principal language in Sweden”. This law also decrees that “all residents of Sweden are to be given the opportunity to learn, develop and use Swedish” and that persons with ‘”a different mother tongue” are to be “given the opportunity to develop and use their mother tongue”. By illustrating different “ways of being” and different “ways with words” from classroom settings, we explore how the principle of Swedish as the main and uniting language in the political space of Sweden, as formulated in the Language Act, is transformed and contested through the actions that take place in the language learning classroom. Our analysis highlights a nexus of different interaction orders where recognition (or non-recognition) of the historical bodies of the students and use of the discourses in place have been identified with regards to the organization of time and space in a specific adult learning context. The social practices in the project classrooms do not merely constitute spaces where syllabi and language policy are implemented but rather they are contexts where discourses, historical bodies and interaction orders intersect. Hence, our analysis highlights how language focused classrooms are spaces of practiced language policy

    .

    Bonacina, F. (2011). A Conversation Analytic Approach to Practiced Language Policies: The example of an induction classroom for newly-arrived immigrant children in France. http://www.era.lib.ed.ac.uk/bitstream/1842/5268/2/Bonacina2011.pdf

     

    Scollon R. & Scollon S. (2004). Nexus analysis: discourse and the emerging Internet. London: Routledge.

     

  • 109.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. University of Örebro, Sweden.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Shaping identity and futures through language learning. A study of an institutional education for immigrants across time and space2013Conference paper (Refereed)
    Abstract [en]

    The study presented here, examines identity related categorizations in relation to language at large and literacy in particular, through the development of a tailored education in Swedish language for adult immigrants – Swedish for immigrants (Sfi). Taking a sociohistorical and sociocultural point of departure, learning a new language such as Swedish includes the “making” of identity in a specific context. The guiding questions in the study are; What aims vis-à-vis language (including literacy) can be traced in this education across time? What conceptualizations dominate vis-à-vis the target group of the education across time? The analysis of policy material (primarily curricula and syllabi) from a period encompassing over 50 years, presented in the study, highlights both the opportunities enabled but also the restraints that emerge through the language, including literacy education for newcomers in Swedish society. The languaging including literacy experiences that certain categories of students are exposed to and are expected to become competent in during  the course of the education, thus makes specific identity positions and membership in certain communities of practices more available (and possible) as compared to others. 

  • 110.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Bagga-Gupta, Sangeeta
    Univ Orebro, Sch Humanities Educ & Social Sci, Orebro, Sweden.
    Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with "Swedish for immigrants'2013In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 26, no 1, p. 68-88Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme Swedish for immigrants' over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels pertaining to language and identity emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

  • 111.
    Rosén, Jenny
    et al.
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Sangeeta, Bagga Gupta
    From participation to employability: Shifting aims and identities in the development of the educational system "Swedish for immigrants"2011In: International conference-cum-workshop on Marginalization Processes, Örebro, 2011Conference paper (Other academic)
  • 112.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Sangeeta, Bagga Gupta
    From worker- to workoriented discourses in the language training for immigrants. Shifting identities in the development of the educational system ‘Swedish for immigrants’: A sociohistorical account of categories2011In: ISB8 - International Symposium on Bilingualism, Oslo, 2011Conference paper (Refereed)
    Abstract [en]

    This presentation focuses upon conceptualizations of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the specific intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. The study presented here draws upon empirical material from the Project KIK, Categorization of Identities and Communication that is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. In this text we present a study that focuses upon the development of the educational system ‘Swedish for immigrants’ over time. Our specific interest here relates to accounting for how categorizations are used and what, if any, kinds of categories – pertaining to literacies, languages and identities – emerge in national and local policy documents since the 1960s. Taking ethnomethodological and post-colonial points of departure, we are currently analyzing how categorizations account for and simultaneously shape (i) the content of language education, (ii) membership into the education system, (iii) future possibilities in the labor market and studies, and (iv) membership in the nation state as a citizen. The education for adult immigrants and new citizens can be understood both as a demand by the modern state as well as an immigrants’ or a new citizens’ right for developing literacy and language skills required in the new society of residence. Focusing upon categories from sociohistorical perspectives allow for understanding the social organization and institutional means that enable society to process citizenship issues. The complex relationship between empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible though the analysis of empirical data that spans over half a century.

  • 113.
    Rosén, Jenny
    et al.
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Sangeeta, Bagga Gupta
    Languaging and identities in the construction and organization of ‘Swedish for immigrants’: Prata svenska vi är i Sverige [Talk Swedish we are in Sweden]2011In: 14th Biennial EARLI Conference for Research on Learning and Instruction, Exeter UK, 2011Conference paper (Other academic)
    Abstract [en]

    The study presented here draws upon the ongoing work in project-KIK, Categorization of Identities and Communication. Project-KIK is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. It focuses on conceptualizations and the “doing” of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. In this study we aim to juxtapose the central ideas vis-a-vis language, identity and learning in contemporary national policy and if and in what ways language, identity and learning can be seen/get played out/are oriented towards in institutional practices/lives. In line with Hult and Hornberger (2008) we bring into play a multidimensional analysis of relations between languages, social contexts and individual speakers, analyzing talk-in-interaction in the Swedish language learning classes for adult immigrants (Swedish for immigrants, Svenska för invandrare Sfi) in relation to contemporary language policy documents. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy (macro level) and the learning that takes place in the language classroom (micro level). The study presented here explores how policies regarding languages are reflected in the organization of language learning for adults. More specifically, we focus upon issues of multilingualism and monolingualism and show how these are oriented towards in the mundane, everyday social practices in classroom settings. The Swedish Language Act from 2009, maintains that ‘Swedish is the principal language in Sweden’, and that ‘all residents of Sweden are to be given the opportunity to learn, develop and use Swedish’. The Act furthermore decrees that persons with ‘”a different mother tongue” are to be ‘given the opportunity to develop and use their mother tongue’. The tension between Swedish as the principle language on the one hand, and a recognition of multilingualism on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom.

  • 114.
    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)
  • 115.
    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)
  • 116.
    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.))
  • 117.
    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.
    Att representera mångfalden: Förskollärarstudenters narrativ om representativitet, delaktighet och professionalitet2018In: Lärarprofession i en föränderlig tid / [ed] Eva Reimers, Martin Harling, Ingrid Henning Loeb, Göteborgs universitet, 2018Chapter in book (Refereed)
  • 118.
    Rosén, Jenny
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Klassrumsinteraktion och flerspråkighet: ett kritiskt perspektiv2015Book (Other academic)
  • 119.
    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.
    Same but different. Negotiating diversity in Swedish pre-school teacher training2018In: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, ISSN 1744-7143Article in journal (Refereed)
    Abstract [en]

    Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students are positioned and position themselves in relation to such discourses. The article takes its point of departure in an ethnographic four-year project that studied a group of students recruited to the pre-school teacher training by a municipality because of their migration background. The material analyzed consists of interviews and observations during the four years that the students participated in the program. Using the framework of nexus analysis, it reveals an ambivalence in attitudes in relation to diversity and in the positioning of certain students as other. Due to their historical bodies, the students are expected to add value to the pre-school teacher training program, but at the same time, they are expected to perform like everyone else in the program, reproducing a discourse of diversity as a positive asset.

  • 120.
    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)
  • 121.
    Rosén, Pontus
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Organisationen för nyanlända elever i svensk grundskolas senare år: Olika sätt att organisera skolgången för nyanlända elever och faktorer som påverkar nyanlända elevers hälsa2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete var att kartlägga vilka undervisningsmodeller som dominerat svensk grundskola för nyanlända elever. Hur skolor organiserar undervisningen. Det finns olika sätt att göra detta och aspekter som ses som framgångsfaktorer. Litteraturstudien är baserad på forskning inom ämnet svenska som andraspråk där författarna diskuterar för- och  nackdelar med de två dominerande undervisningsformerna,  förberedelseklass och elevers direktplacering i ordinarie klass.  Arbetet har också belyst vilka faktorer som påverkas nyanlända elevers hälsa i skolan. 

  • 122.
    Rudstedt Szadaj, Charlotta
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Identitet och skönlitteratur: en diskursanalys av identitetsperspektivet i litteratur2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen har sitt fokus på identitet inom skönlitteraturen och jag har studerat tvåskönlitterära texter. De texter som har analyserats är en roman av Jonas Hassen Khemiri och ennovell av Alejandro Leiva Wenger där olika uttryck för identitet har studerats och identifieratsmed diskursanalys. Huvudfrågorna har varit hur identitetsfrågor och relaterade fenomenkommer till uttryck i texterna och med vilka medel författarna skildrar dem. Detsammanfattande resultatet visar att litteraturen skildrar identitetsarbetet som i form av dialogmed ett inre jag och i form av kampen mot omvärlden. Litteraturen ger en mängd olikatolkningsmöjligheter och diskussionsunderlag till frågor om identitet.

  • 123.
    Räihä, Simon
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Röst och textbindning i ett ordinarie läromedel samt dess lättlästa version2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats har ett tredelat syfte. För det första är mitt syfte att undersöka graden av röst och textbindning i originalversionen av en läromedelstext i samhällskunskap för niondeklass samt dess lättlästa version. För det andra är det att beskriva hur röst och textbindning används i läromedelstexterna. För det tredje är det att se om och hur användningen av röst och textbindning är abstrakt i läromedelstexterna. Röst mäts genom att kvantifiera de språkliga medlen activity, orality, connectivity och textbindning mäts genom att kvantifiera kausal konnektivbindning, referensbindning och temabindning. Texternas röst och textbindning undersöks sedan mot kriterier för abstraktion. Resultatet visar att texterna har olika läsbarhetsfördelar. Läsbarhetsfördelarna i originaltexten kan ofta härledas till att den inte reducerar information lika mycket, medan den lättlästa versionens läsbarhetsfördelar kan härledas till att den gör information mer explicit och har ett mindre abstrakt språkbruk.

  • 124.
    Sallhed, Patrik
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Un estudio de La Sombra del Viento de Carlos RuizZafón desde una perspectiva de género2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to analyze the character features of the main characters inthe novel The Shadow of the Wind by Carlos Ruiz Zafón from a gender perspective. The studyis based on different gender theories that have worked as tools to highlight the differencesbetween female and male character descriptions in the novel. First, we define the term genderwith the help of the theories of Yvonne Hirdman. Secondly, we present the theory of dualism,according to which Lena Gemzöe makes a division between masculine and feminine qualities.The thesis question of the study was to analyze whether the author has created thecharacteristics of the main characters with a dualistic gender identity construction or not. As aresult of our study we found that Zafón reinforces the division between the masculine andfeminine qualities. The male characters are described as strong, brave, logical, intellectual andindependent. On the other hand, the female characters are described as weak, cowardly,intuitive and dependent. We also believe that Zafón gives all the male characters more space,status and role in the development of the story. At all times, it is clear that Zafónunconsciously reinforces the division between genders.

  • 125.
    Salmi, Anne
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Svenskundervisning i Östra-Finland: En studie av hur verksamma svensklärare arbetar med de muntliga språkkunskaperna i Östra Finland2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 126.
    Schmidt, Catarina
    et al.
    Högskolan i Jönköping.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Elevers olika textrepertoarer och lärandepotentialen i dessa2014Conference paper (Other academic)
  • 127.
    Shinka Vikström, Malwa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Kommunikativ kompetens: En studie om kommunikationsstrategier bland flerspråkiga gymnasielever i ett klassrumssammanhang2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 128.
    Sjögren, Nesrin
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Inlärning av inversion och placering av negationen i inlärarspråk: En studie av svenskans ordföljdsinlärning vid topikalisering och placering av negationen hos vuxna andraspråksinlärare2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka hur vuxna andraspråksinlärare hanterar svenskans omvända ordföljd eller inversion i påstående satser i skriftligt språk och att ta reda på hur de hanterar varierande placering av negationen i huvudsatser och bisatser.

    I undersökningen har tio skriftliga texter analyserats, samtliga skrivna av tio vuxna andraspråksinlärare i svenska som andraspråk 1. Undersökningen har både kvalitativa och kvantitativa inslag och utgår analysmässigt från ett lingvistiskt perspektiv samt från Pienemanns (1998) processbarhetsteori för andraspråksinlärning.

    Resultaten visar att majoriteten av inlärarna i en överväldigande majoritet av alla av icke-subjekt inledda påstående satser använder inversion målspråksenligt. Vad gäller placering av negationen klarar informanterna i hög grad av att göra detta målspråksenligt både i huvudsatser och bisatser, informanterna har dock svårigheter med placering av negationen i bisatser i hjälpverbskontext. I likhet med Bolanders (1987, 1988a, b, refererad i Philipsson, 2004) studie visar resultaten att informanterna behärskar negationen bättre i huvudsatser än bisatser.

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