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  • 101.
    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)
  • 102.
    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)
  • 103.
    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)
  • 104.
    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)
  • 105.
    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)
  • 106.
    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.

  • 107.
    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.

     

     

  • 108.
    Persson, Elin
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Literacy i ett andraspråksklassrum: Fyra lärares förståelse och användning av literacy2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie vill undersöka hur fyra verksamma lärare i svenska som andraspråk, enligt dem själva, förstår och undervisar literacy i ett multimodalt samhälle. Genom en kvalitativ metod har de fyra lärarna intervjuats enskilt och deras svar har sedan placerats i redan befintliga teman från en studie av Cross (2011) som, tillsammans med ett sociokulturellt perspektiv, utgör teoretiska utgångspunkter och analysverktyg för denna studie. Det analyserade resultatet visar bland annat att lärarna fokuserar mycket på sociala och kulturella praktiker vid literacyundervisning och att de inkluderar multimodaliteter i begreppet literacy men att det får olika mycket utrymme i undervisningen beroende på tillfrågad lärare.

  • 109.
    Pilbäck, Nadja
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Inkluderande exkludering?: En studie om arbetet i förberedelseklass2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka hur lärare beskriver och uppfattar sitt arbete i två olika förberedelseklasser, en med en hög andel flerspråkiga elever och en med få flerspråkiga elever. I studien jämförs och analyseras lärarnas beskrivningar av arbetssätt, förberedelseklassens organisation och elevernas skolframgång.

    För att uppnå syftet har en kvalitativ studie genomförts där fyra lärare har intervjuats. Resultaten som framkom visar att arbetssätten i de båda förberedelseklasserna är snarlika. Samtliga lärare betonar vikten av att utforma arbetet utifrån varje individ och utgå ifrån elevens tidigare kunskaper. I resultatet visade sig den stora skillnaden mellan skolorna vara tillgången på modersmålslärarna och studiehandledarna. Vidare är föreberedelseklasserna organiserade på olika sätt och gruppuppdelningarna ser även olika ut. Resultatet uppvisar att utslussningen från förberedelseklasserna i båda fallen sker efter ungefär ett och ett halvt år. Informanterna berättar om vikten av kartläggning och samarbete med ämnes- och klasslärare. När det gäller elevernas skolframgång visar det sig i denna undersökning att samtliga lärare menar att det är ytterst individuellt hur eleverna klarar sig efter sin tid i förberedelseklassen. Informanterna pekar på att det är olika faktorerar som påverkar elevernas skolframgångar. Vidare pekar resultatet på att i början av sin tid i förberedelseklassen interagerar eleverna främst med varandra, men att eleverna tids nog integreras och blir slutligen en del av den ordinarie klassen. Slutligen visar resultatet att faddersystem är att föredra, men att det oftast är andraspråkselever som blir faddrar till de nyanlända.

  • 110.
    Pollack, Anna
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    "Det har vi inte ens reflekterat över": En kvalitativ studie av synliggörandet av språklig mångfald i en svensk skola2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte har varit att undersöka hur den språkliga mångfalden synliggörs, utifrån lingustic landscaping, i en kommunal grundskolas lokaler: i två klassrum, i uppehållsrummet med omkringliggande korridorer samt i skolbiblioteket. Kvalitativa semistrukturerade forskningsintervjuer har genomförts med utvalda nyckelpersoner: skolans biträdande rektor samt skolbibliotekarien. De observerade lokalerna har fotograferats och analysen är en del av det empiriska materialet. Resultatet visar att det råder en enspråkig norm på skolan, i lokalerna men även i undervisningen. Kommunen har ingen språkpolicy och enligt biträdande rektor är arbetet med språklig mångfald inget som det aktivt arbetas med. Resultatet visar även att den estetiska utformningen i lokalerna följer en enspråkig norm, med undantag från språkvalssalarna.

  • 111.
    Pålsson, Pontus
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Skriftspråksundervisning inom SFI: En intervjustudie i hur verksamma SFI-lärare beskriver sin skriftspråksundervisning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur fyra verksamma lärare inom SFI på C och D-nivå i två kommuner beskriver sin skriftspråksundervisning. Studiens syfte utgår från tre frågeställningar vilka är att undersöka hur lärarna beskriver sin planering av skriftspråksundervisningen, vilka specifika uppgifter de beskriver att de använder sig av inom skriftspråksundervisningen och vilket syfte de beskriver att dessa har samt vilka skriftspråkshändelser de beskriver att deltagarna får möta i klassrummet.

    För att samla in datamaterial till studien användes en kvalitativ metod i form av halvstrukturerade intervjuer. Syftet med intervjuerna var att lärarna genom dessa skulle få möjlighet att utveckla sina tankar om sina deltagares skriftspråksutveckling. De teoretiska utgångspunkter studien utgår ifrån är främst det sociokulturella perspektivet, teoretiska perspektiv på literacy samt teorier om avancerad literacy och genrepedagogik.

    Resultatet och slutsatserna visar att särskilt en lärare visade god medvetenhet om att deltagarnas skriftspråksutveckling främjas om planeringen av denna utgår från deras egna erfarenheter. Vidare var samtliga av lärarna i sin beskrivning av planeringen av skriftspråksundervisningen varse om att planera in läs- och skrivuppgifter som skulle syfta till att utveckla deltagarnas funktionella literacy och som var kopplade till deras vardagsliv, samhällsliv eller arbetsliv. De menade alla dessutom att detta även gällde för de specifika läs- och skrivuppgifter de beskrev att de använder sig av i skriftspråksundervisningen. Studien visar emellertid att det saknades medvetenhet hos samtliga av lärarna gällande att utveckla mer avancerade literacyförmågor hos deltagarna. Vidare visar studien att samtliga av lärarna i klassrummet ofta kombinerar läsande och skrivande av texter med ljud och bild, och att det därigenom ställs krav på deltagarna att besitta multimodala literacyförmågor. Slutligen synliggör studiens resultat att flertalet av lärarna också visade medvetenhet i hur användande av digitala medier i form av smartphones i klassrummet kan hjälpa till att främja deltagarnas skriftspråksutveckling.

  • 112.
    Rosenfelder Johansson, Nicole
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Flerspråkighet och modermålsundervisning i Älvdalens kommun: En undersökning av politikernas åsikter2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studies syfte är att i Älvdalens kommun undersöka politikernas åsikter angående flerspråkighet och modersmålsundervisningen i den egna kommunen.

    Med hjälp av semi-strukturerade intervjuer har fyra politiker från Älvdalens kommun lagt fram sina åsikter angående flerspråkighet och modersmålsundervisning i allmänhet och i Älvdalens kommun i synnerhet.

    Studien kom fram till att de intervjuade politikerna överlag har stor erfarenhet av flerspråkighet och är väl medvetna om flerspråkighetens betydelse för individen, men att de samtidigt inte verkar kunna utnyttja dessa positiva erfarenheter i samband med den allt större invandringen av personer som talar andra språk till kommunen. Samtidigt råder det stor osäkerhet angående organisationen av modersmålsundervisningen i den egna kommunen, att med andra ord flera av de intervjuade politikerna var osäkra om modersmålsundervisningen existerar och i så fall hur den är utformad.

    Studien visade även tydligt att älvdalskan, den talade språkvarieteten i kommunen, av de intervjuade politikerna anses vara ett språk.

  • 113.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Becoming an immigrant in a language learning classroom: Intersections of gender and national identity2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Bagga-Gupta Sangeeta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017, 1, p. 244-263Chapter in book (Refereed)
  • 114.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Becoming an immigrant in the Sfi-classroom: Intersections of gender and national identity in the langauge learning classroom2012Conference paper (Refereed)
    Abstract [en]

    Scholars in feminist and postcolonial studies have shed light upon the complex relation between gender equality and integration policies, where in a Swedish context, the perception of gender equality as a central part of “Swedishness” resulted in a hierarchical division between Swedes and immigrants. In this paper, I focus on how gender equality is negotiated in relation to the Other in a specific arena, Swedish for immigrants (Sfi). A tailored education in the Swedish language for persons categorized as adult immigrants has developed since the mid 1960ies in Sweden. In a previous study (Rosén submitted), I analyzed policy documents related to the Sfi education during the period 1967-2011,  showing  how women born in other geographical spaces than Sweden are positioned as less equal, oppressed and/or as victims, thus, reproducing a discourse in which the categories of the Immigrants and the Swedes are negotiated in relation to certain understandings of gender equality. The aim of the study presented here, is to move beyond policy document using an ethnomethodology outlook in order to explore how certain understandings of gender equality and categorizations are constituted and oriented towards by participants in the Sfi-classroom in their everyday practices”.

    The theoretical framework employed in the study builds upon the work of postcolonial and feminist research as well as in ethnomethodology. A number of scholars have examined the construction of gender equality as a central core of Swedish national identity or Swedishness. Several researchers in the feminist and postcolonial fields have brought light upon how certain understandings of gender equality (between men and women) and a feminist consciousness are constructed as a central part of Swedish (and Nordic) national identity (de los Reyes, Molina & Mulinari 2005; de los Reyes & Mulinari 2005; Eduards 2007; Carbin 2008; Honkanen 2008; Keskinen 2009; Magnusson, Rönnblom, & Silius 2008; Towns 2002; Tuori 2007). However, by using the ethnomethodological approach, I hope to avoid the implicit determinism often embedded in critical discourse analysis and, instead, to dissolve the polarity between macro and micro/ structure and agency. A central assumption in ethnomethodology is that structure and agency are constituted, oriented to and reproduced by members in social practices. In the study presented here, I analyze classroom interaction from two Sfi-classrooms, created during an ethnographically inspired study at a learning centre for Sfi. In the interaction material presented, I show how gender equality becomes a salient issue for the participants and related to questions of belonging and otherness Thus, the participants orient themselves towards different identity position tied to specific understandings of gender. Moreover, the study raises important questions regarding to methodology in postcolonial, feminist and intersectional studies often concerned with studies on a macro- or structural level. 

  • 115.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Being, belonging or performing? Rethinking the notion of historical bodies in nexus analysis.: Colloquium “Nexus Analysis – A Methodology for Multilingual, Multitemporal, and Multimodal Sociolinguistics”,2014Conference paper (Refereed)
  • 116.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Being, doing or performing? Rethinking identity in adult language learning classrooms2013Conference paper (Refereed)
  • 117.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Bro eller krycka? Studiehandledning som pedagogisk praktik i svensk grundskola2018In: En god fortsättning / [ed] Tore Otterup & Gilda Kästen-Ebeling, Studentlitteratur AB, 2018, p. 181-195Chapter in book (Refereed)
  • 118.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    I det interkulturelle gränslandet: identitetsskapande inom undervisningen i Svenska för invandrare SFI2015In: Sprogforum, ISSN 0909-9328, E-ISSN 1399-8617, no 60, p. 53-60Article in journal (Refereed)
  • 119.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Identitetsarbete på Sfi. En intersektionell analys av kön och etnicitet inom undervisningen i Svenska för invandrare2013In: ABSTRACTS NORDAND 11: Den 11:e konferensen om Nordens språk som andra- och främmandespråk Stockholms universitet 13–15 juni 2013, Stockholm University, 2013, p. 38-Conference paper (Refereed)
    Abstract [sv]

    Syftet med den studie som presenteras är belysa kategoriseringar och identitetsskapande inom utbildningsformen Svenska för invandrare (Sfi). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Den studie som presenteras ingår i CIC projektet vars övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom kön, ras, etnicitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet och i det svenska samhället. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna andraspråksforskningen.

    Referenser

    Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds) Sociocultural theory and second language learning. Oxford : Oxford Univ

     

  • 120.
    Rosén, Jenny
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Intersektionellt identitetsarbete på SFI2014Conference paper (Refereed)
    Abstract [sv]

    Syftet med den studie som presenteras är belysa identitetsskapande inom

    utbildningsformen Svenska för invandrare (SFI). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Studien som presenteras ingår i projektet Categorization, Identity and Communication http://www.oru.se/projekt/cic/  var övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom

    kön, ras, etnicitet och sexualitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön, sexualitet och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna både interaktions-  och andraspråksforskningen.

     

    Referenser

    Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as

    Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds)

    Sociocultural theory and second language learning. Oxford : Oxford Univ

  • 121.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    När de illiterata kom till Sverige. Språk, lärande och identitet inom Sfi,2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Wedin, Åsa & Hedman, Christina, Lund: Studentlitteratur, 2013, p. 145-168Chapter in book (Refereed)
  • 122.
    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 Publishing Company, 2017, p. 123-140Chapter in book (Refereed)
  • 123.
    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)
  • 124.
    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)
  • 125.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Svenska för invandrare - mellan samhällsdeltagande och anställningsbarhet2013Conference paper (Refereed)
  • 126.
    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.

  • 127.
    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)
  • 128.
    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).

  • 129.
    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.

     

  • 130.
    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. 

  • 131.
    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.

  • 132.
    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)
  • 133.
    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.

  • 134.
    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.

  • 135.
    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)
  • 136.
    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)
  • 137.
    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 - Vetenskapliga skrifter, ISSN 1653-1868, 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.

  • 138.
    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.))
  • 139.
    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.
    Grundläggande skriftspråksundervisning inom sfi – funktionalitet, mångfald och social rättvisa2019In: Litteraciteter och flerspråkighet, Symposium 2018, Liber, 2019, p. 192-205Chapter in book (Other academic)
  • 140.
    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)
  • 141.
    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.

  • 142.
    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)
  • 143.
    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)
  • 144.
    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. 

  • 145.
    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.

  • 146.
    Rydell, Maria
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Language testing and ideologies of language competence2019Conference paper (Refereed)
    Abstract [en]

    As a prime example of communicative language teaching and testing, the paired format (a discussion between peers) is widely used in language classrooms and as a test format. This paper draws on an interactional analysis of 27 video recorded paired speaking tests in the final national test in Swedish for immigrants (SFI) and discusses how language testing practices bring different ideologies of language competence to the fore. In this way, testing oral interaction sheds light on tensions made on the ‘nature’ of language competence such as being an individual or relational construct or by framing language as primarily logocentric or an embodied practice (Rydell, 2018). By analyzing the paired speaking tests as staged institutionalized performances that put speaking and ideologies on display (Rydell, 2015), this paper discusses how perceptions and constructions of language competence are regimented metapragmatically as well as interactionally during the test, by, inter alia, sustaining and reproducing a monolingual ideology of language competence during the test event. Considering the increased importance given to testing in migration contexts (Kahn, 2019), it is pertinent to investigate language testing from a sociolinguistic perspective. A sociolinguistic understanding of paired speaking tests adds to our understanding of how the test situation impacts the discourse produced, and ultimately, how testing is a specific social practice leading to the conclusion that interpretations of a student’s language competence solely based on test scores should be treated with caution.

  • 147.
    Rydell, Maria
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. Stockholms universitet, Svenska/Nordiska språk.
    Negotiating co-participation: Embodied word searching sequences in paired L2 speaking tests2019In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 149, p. 60-77Article in journal (Other academic)
    Abstract [en]

    This study explores embodied word searching sequences in paired L2 speaking tests in a national test in basic Swedish for adult migrants in Sweden. A particular focus is given to sequences where the speaker invites the interlocutor to participate in the search and to extended word searches where co-participation is negotiated in different ways. Drawing on an embodied interactional analysis of 27 video recorded paired speaking tests, this study shows how embodied semiotic resources are used both to negotiate participation in the word searching sequences and to display an avoidance to participate in the word search even when being invited to do so. Overall, the participants prioritize the progressivity of talk rather than pursuing lexical precision. This study argues that even though word search behaviour is similar across languages, it remains important to treat word searching as a contextualized interactional practice. Finally, this study makes the case that the test situation entails contextual constraints to the possibility of negotiation of meaning. 

  • 148.
    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.

  • 149.
    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.

  • 150.
    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
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