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  • 1701.
    Wilhelmson, Mika
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    What Culture?: Cultural representations in English as a foreign language textbooks2015Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Teaching the cultural aspect of foreign language education is a complex and sometimes

    difficult task, especially since English has become an international language used in different

    settings and contexts throughout the world. Building on the idea that the spread of

    the English language and its international status in the world has made English an important

    school subject to develop students’ cross-cultural and intercultural awareness, this

    paper has studied what research reveals about the influence this has had on cultural representations

    in English as a Foreign Language (EFL) textbooks. Findings from a systematic

    literature review that analyzed four different international studies on the topic are presented.

    The study showed that EFL textbooks often present stereotypical and overgeneralized

    representations of culture and that the cultural aspect of EFL education is not adequately

    addressed since focus tends to lean towards language proficiency. Results also

    indicated that though steps are made to include cultural representations from different

    international contexts, the target culture of countries where English is the first language

    remains dominant in EFL textbooks. The findings are discussed in correlation with the

    Swedish national curriculum and syllabus.

  • 1702.
    Willebrand Bünger, Kristian
    Högskolan Dalarna, Akademin Humaniora och medier, Litteraturvetenskap.
    ett’ sånt här bakland…: Ett postkolonialistiskt perspektiv på Sara Lidmans Din tjänare hör och Vredens barn2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1703.
    Wilson, Nicole
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Ruling Bodies in Feminist Speculative Fiction: Body Politics and Reproductive Rights in The Handmaid’s Tale and The Carhullan Army2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1704.
    Winarve, Fanny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Attityder om modersmålsundervisning i skolan, - några ungdomar i förberedelseklass berättar2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats problemställning behandlar attityder till modersmål hos elever i gymnasieålder som

    går i förberedelseklasser. Uppsatsen fokuserar på att ringa in elevernas egna åsikter kring

    modersmålsundervisningen i skolan, vilket också är syftet med undersökningen. Eleverna har svarat

    på varför man deltar, eller varför man valt att inte göra det, om man tycker att man har nytta av sin

    modersmålsundervisning även i andra ämnen och hur man tycker att bemötandet är från andra elever

    och lärare angående att man läser modersmål i skolan. Detta då tidigare forskning visat att

    modersmålsundervisning är betydelsefullt för flerspråkselevers utveckling också inom andra ämnen,

    samt att omgivningens åsikter spelar in om elever väljer att delta i modersmålsundervisning eller inte.

    Studien har gjorts genom semi-strukturerade intervjuer som hållits med tio stycken elever, både med

    elever som läser modersmål i skolan och som inte gör det. Centrala teoretiska begrepp i uppsatsen är

    attityd och identitet. Resultatet visar på flera olika orsaker till varför man läser modersmål och till

    varför man valt bort det. Exempel på detta är att man vill fokusera på att lära sig svenska först och

    för någon finns det inte någon lärare tillgänglig. Resultatet visar också att man finner

    modersmålsundervisningen mer eller mindre viktig och att man inte alltid deltar för att man själv vill.

  • 1705.
    Windahl, Eva
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Las picaduras de abeja: Un análisis retórico del humor en La Colmena de Camilo José Cela2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [es]

    El presente trabajo tiene el objetivo de analizar los rasgos humorísticos y figuras retóricas en La Colmena de Camilo José Cela. La tesina se basa en las teorías de la superioridad, de la descarga, de la incongruencia y las teorías sociológicas y antropológicas según el estudio de José Antonio Llera. Nuestra investigación ha examinado particularmente el humor negro, grotesco y la ironía presente en la obra de Cela. Hemos podido concluir y afirmar que Cela usa el humor y la ironía a través de descripciones grotescas las cuales forman parte de su critica social y como mecanismo de defensa. Hemos establecido que el autor usa el humor para reflejar su propia elección subjetiva de la realidad de la posguerra. Finalmente hemos constatado que el humor es algo añadido lo cual se muestra a través de sus comentarios omniscientes.

  • 1706.
    Winkler, Katja
    Högskolan Dalarna, Akademin Humaniora och medier, Tyska.
    Kultur erlesen: Eine Literaturstudie2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1707.
    Winkler, Katja
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Modersmål – Hinder eller resurs: En kvalitativ studie om SVA – lärares nyttjande av elevernas modersmål2018Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Aim:

    The paper at hand has two aims. The first aim is the investigation of how teachers of Swedish as a second language (SVA) perceive and experience the use of students’ native language in SVA- class. The second aim is to study the strategies used for the inclusion of students’ native languages in the Swedish language classroom. For this purpose, three research questions are posed. The first question examines if teachers of SVA experience any advantages of including students’ native languages in their teaching. The second question takes a closer look at what challenges and/ or limitations may occur when students’ native languages are included in SVA-class and the third question investigates what strategies for the inclusion of native languages are used by both teachers and students of SVA.

    Design/methodology/approach:

    Empirical study made with the help of personal interviews of five SVA-teachers in high school respectively secondary high school. The answers given in the interview are analysed and qualitatively presented. The results found are discussed and compared with recent literature and research papers in the field of second language acquisition and Swedish as a second language (SVA).

    Findings:

    The results of the study show that teachers see considerable advantages of including students’ native languages in SVA-class and show a generally positive attitude towards the use of the former for educational purposes. Nevertheless, the balancing of the native language used in casual conversations in class or for educational purposes is seen as a challenge by the teachers taking part in this study. Furthermore, the author of this paper found that most of the teachers interviewed do not have any concrete strategies for utilizing the resource, which students’ native languages present, in a tangible way.

  • 1708.
    Wirgell, Linnea
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Descripciones adjetivales de niñas y niños en tres novelas juveniles españolas de Elvira Lindo : Un estudio del lenguaje y el género2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1709.
    Wirén, Lotta
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    En stilanalys av boken Simon och ekarna2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Målet med denna uppsats är att göra en stilistisk analys av en skönlitterär text. Syftet är attredogöra för några karaktäristiska stildrag i romanen Simon och ekarna (1985) samt att beskriva hurbokens motiv och tema kommer till uttryck i stilen. Undersökningsmaterialet Simon och ekarna ären svensk roman skriven av Marianne Fredriksson. En induktiv och deskriptiv metod hartillämpas vid analysarbetet som i första hand innebar en närläsning av texten. En utgångspunktför analysarbetet var stilforskarna Peter Cassirers och Barbro Söderbergs arbetssätt. Derasavhandlingar Stilen i Hjalmar Söderbergs historietter (Cassirer 1970) och Flykten mot stjärnorna(Söderberg 1980) var vägledande för hela forskningsprocessen från angreppsätt till presentationav analysen. Analysen visar hur stildrag inom fem områden karaktäriserar romanen. Det femområdena är: kontrastverkan, symbolik, ordval, berättarperspektiv och tidsangivelser. Analysenvisar också hur bokens motiv och tema hör samman med stildragen. Ett av bokens huvudmotivär uppväxten. Det för handlingen framåt. Temat identitet och sökandet efter en identitet är ett avde ämnen som boken behandlar. De huvudsakliga slutsatserna handlar om hur stildragen blircentrala för skildringen av de psykologiska aspekterna som sökandet efter en identitet men ocksåför att synliggöra uppväxtmotivet.

  • 1710.
    Witte, Sebastian
    Högskolan Dalarna, Akademin Humaniora och medier, Tyska.
    Darstellung des inneren Lebens: Analyse von zwei Werken von Hermann Hesse2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1711.
    Wolfram Braun, Renke
    Högskolan Dalarna, Akademin Humaniora och medier, Tyska.
    Am kürzeren Ende der Sonnenallee von ThomasBrussig in Deutsch als Fremdsprache: Auswahlkriterien und Didaktisierungsvorschläge für denLiteraturunterricht in Deutsch 42015Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 1712.
    Wu, Junyu
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    A Linguistic Analysis of the Written Production of Second Language Learners: The Variation of Article Usage by Adult Chinese Learners of English2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to test Robertson’s lexical transfer principle, which posits that Chinese learners use demonstratives (particularly this) and the numeral one as markers of definiteness and indefiniteness. This is tested by analysing Chinese learners’ written production collected from the Spoken and Written English Corpus of Chinese Learners 2.0 (SWECCL 2.0). The purpose is to understand the variation of article usage by adult Chinese learners of English. More specifically, the study examines to what extent articles, possessive and demonstrative pronouns are used in Chinese learners’ English and how definite and indefinite articles are used by the Chinese learners. Findings suggest that Robertson’s lexical transfer principle was corroborated by the present study. In addition, Chinese learners prefer to use demonstrative determiners, the possessive determiner our, and the numeral one to perform the function of marking definiteness and indefiniteness. In particular, the learners try to use the demonstrative determiners that and this in the anaphoric function instead of the definite article, and the demonstrative determiner those is frequently used in the cataphoric function. What is more, the learners use the numeral one as a marker of indefiniteness, and it is also used as a marker of definiteness in the anaphoric function. Further, the possessive determiner our is used as a marker of definiteness in larger situation uses referring to something unique. To this end, the study is able to show that the definite article is used to perform the function of marking indefiniteness, and in some particular contexts the definite article functions as a Chinese specifier in Chinese learners’ English. Also, the indefinite article is frequently used in quantifier phrases but is rarely used in other functions.

    There are three main reasons that may explain why Chinese learners use determiners variously. Firstly, the choice of determiners by Chinese learners is influenced by linguistic contexts. Secondly, because of learning strategies, Chinese learners try to ignore the anaphoric function and cataphoric function that they are not yet ready to process in article usage. Thirdly, interlanguage grammar influences the optionality in the use of articles. 

  • 1713.
    Wängdahl, Jessica
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    Skönlitteraturens roll i gymnasieelevers identitetsskapande - en litteraturstudie2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Har skönlitteraturen en given plats i skolan eller är den formen av litteratur någonting med

    ett historiskt rosa skimmer kring och inte någonting som i själva verket har någon större

    inverkan på elevernas identitetsskapande, självinsikt och vidgade perspektiv? Detta är en

    av de undersökta frågorna i studien som har utformats som en systematisk litteraturstudie

    som innebär att systematiskt söka, kritiskt granska och sammanställa funnen litteratur.

    Det råder delade meningar bland forskare om skönlitteraturens explicita roll gällande

    medverkandet till elevernas personliga utveckling. Men studien visar att skönlitteraturen

    har en särställning gällande dessa frågor dels genom att det går att utnyttja

    skönlitteraturens lättillgänglighet för att eleven ska få en djupare förståelse för innebörden

    av det lästa, och på så sätt även få en djupare förståelse för sin person. Detta är betydligt

    svårare att genomföra med andra medier i det vidgade textbegreppet. Samtidigt visar den

    sociokulturella teorin att samtliga texttyper inom det vidgade textbegreppet står i beroende

    av varandra och samarbetar. Den eventuella särställningen mot andra medier inom

    utbildningar syns även genom att skönlitteraturen numera ingår i utbildningar inom

    läkarutbildningen, prästutbildningen samt polisutbildningen för att ge omvärldsförståelse.

    Detta tyder på skönlitteraturens särställning och användningsområde i ämnet.

  • 1714.
    Wängdahl, Jessica
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    Varför skönlitteratur i skolan?: En studie angående lärares syn på skönlitteraturens roll i gymnasieskolan2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att undersöka motivet till användande av skönlitteratur i skolundervisningen samt att undersöka vilken/vilka ämnesbeskrivningar/ ämnesförståelser lärarna lutar sig mot vid användningen av skönlitteratur i undervisningen. Studien har genomförts genom intervjuer med nu verksamma svensklärare. Ett anmärkningsvärt resultat är att fyra av fem svensklärare först svarade att de använder skönlitteraturen för att det står i läroplanen. Sedan nämndes andra motiv som ordförståelse, läsförståelse, personlig utveckling och omvärldsförståelse. Det har visat sig vara att vanligt förfarande gällande varför-frågan att direkt hänvisa till läroplanen, både när det gäller de utfrågade lärarna i denna studie samt i tidigare forskning. Magnussons tre olika ämnesbeskrivningar: erfarenhets-, färdighets- och bildningsmotiven visade sig ha en betydande spridning gällande de utfrågade svensklärarnas tankesätt. Ingen av de utfrågade lärarna använde sig endast av en ämnesbeskrivning. Lärarna använde två och ibland alla tre olika ämnesbeskrivningar för att motivera användandet av skönlitteratur i undervisningen. Det visade sig att bedömning av läsning enade lärarna i ett färdighetspedagogiskt tänkande. Det är betydligt enklare att bedöma och mäta vad elever kan om litteraturen istället för att mäta och bedöma vad eleverna kan genom litteraturen. Samtliga fem lärare hade också olika erfarenhetspedagogiska motiv gällande läsning av skönlitteratur. Detta kan tolkas såsom att lärarna i viss mån använder sig av sociokulturella glasögon i undervisningen eftersom erfarenhetspedagogiken och den sociokulturella teorin har stora likheter. De bildningspedagogiska motiven visade sig främst genom valet av litteratur. Några lärare använde sig av skönlitteratur skrivna av nobelpristagare. Ett pris som ger författaren status. Det anses av flera lärare att det är bildande att läsa en text författad av en nobelpristagare. Därför kan valet av nobelpristagares böcker ses som en form av bildningsmotiv.

  • 1715.
    Yang, Tao
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Hu, Lung-Lung
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Yan, Jia
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Teaching Chinese Writing System in Web-based Education2014Inngår i: NGL2014 Next Generation Learning Conference: Conference programme, Falun: Högskolan Dalarna, 2014, s. 22-22Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teaching the Chinese ideographic writing system in web-based education has become the biggest challenge to the Chinese instructors, in terms of teaching technology and pedagogy. This paper presents the outcome of a research project that aims to overcome the technological obstacles and develop an optimized pedagogic method for teaching characters.

  • 1716.
    Yli-Tainio, Paul
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    At the Core of the Matter : J.M. Coetzee’s Disgrace from a psychoanalytical perspective2016Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1717.
    Yngström, Isabelle
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Using ICT and digital tools in English teaching: An empirical study regarding English teachers’ views and usage of computers or tablets in secondary schools in years 7-92017Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    ICT and digital tools such as computers and tablets are used on a daily basis in schools; in fact, the Swedish curriculum suggests that teachers should educate students on how to use digital tools. This is where the question regarding the usage of computers or tablets in English teaching becomes interesting. Are teachers actually using digital tools or not? What are teachers’ views of digital tools in English teaching? The aim of this study is to investigate these questions and at the same time explore how and to what extent teachers use computers in their teaching. The results of a questionnaire show that all nine teachers who answered use digital tools daily but for different reasons. Some of these teachers use computers or tablets for administration, planning of lessons, lesson tutorials and various exercises while some of the teachers use them daily but for only a few things. It seems that there are varieties in attitudes and opinions towards digital tools in teaching; however, the positive attitudes are more common than negative. Some of the teachers also have a rather neutral attitude and these diverse views could depend on many factors, for example, teaching experience, teachers’ general knowledge of digital tools, a lack of time or maybe it depends on the teacher’s mood on that day.

  • 1718.
    Yngström, Isabelle
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Using ICT to increase motivation?: A literature review on the use of digital writing tools insecondary school.2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Information and communication technology (ICT) and digital tools are rapidly developing.

    ICT has entered schools and gained mixed reactions during the process. Are ICT and digital

    tools going to take over from traditional pedagogical methods? Are digital writing tools more

    motivational than a pencil? The aim of this study is to find out what previous research says

    about how and if ICT and digital writing tools can increase motivation towards written

    production in English teaching in secondary schools. The study has investigated how digital

    tools can be applied in English teaching, how digital writing tools affect students' motivation

    and what possibilities and problems exist when digital tools are used in secondary schools.

    The results in this study shows that digital tools can be used in various ways, i.e. not only

    word processing programs such as Microsoft Word. The results also show that digital writing

    tools affect students' motivation in a positive manner, for example improving a student's

    writing style and engagement with an assignment. There are many possibilities offered by

    ICT and digital tools in secondary schools, for instance more updated and available material

    but also the possibility to work outside the classroom. The common problems with digital

    tools in secondary schools are, according to the results, plagiarism and lack of time for both

    teachers and students. Further research could investigate if the new technology is more

    motivational than traditional pedagogical methods.

  • 1719.
    Yousef, Angela
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Lärarnas förhållningssätt till ungdomsspråk2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Den allmänna inställningen till ungdomsspråk är negativ eftersom det ofta innehåller mycket låneord, svordomar och utfyllnader som dessutom upprepas ofta i främst muntlig dialog. Lärare kan bemöta detta på olika sätt. Därför är det intressant att undersöka vilka förhållningssätt olika lärare har. Tidigare forskning har ofta fokus på ungdomsspråk och ungdomsspråkets funktion för just ungdomar. I denna undersökning ligger fokus på att undersöka lärarnas perspektiv på hur de uppfattar och förhåller sig till ungdomsspråk i klassrummet.

    Genom att använda både observationer och intervjuer och därefter jämföra dessa två metoder, synliggörs det hur lärare kan bemöta ungdomsspråk samt hur detta korrelerar med hur de själva tycker att de förhåller sig till ungdomsspråk.

    Genom denna kvalitativa undersökning framkom två olika förhållningssätt hos lärarna, där den ena var tillåtande, lekfullt och kreativt vilket bidrog till positivt bemötande. Det andra förhållningssättet var mer återhållsam. Här ansåg läraren att ungdomsspråk inte skulle förekomma i klassrummet och därmed att ungdomsspråk skulle "korrigeras" till en användning av ett mer akademiskt språk.

  • 1720.
    Youssofzay, Hawa
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Mind’s Landscape: Analysing the Writing of Postmodern Space in The New York Trilogy by Paul Auster2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 1721.
    Yoxsimer Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Reath Warren, Anne
    Stockholm University.
    Toth, Jeanette
    Stockholm University.
    Perspectives on translanguaging in school contexts in Sweden2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As a pedagogy, translanguaging affirms bilingual student identity; and as a theoretical concept, translanguaging facilitates the understanding of how bilinguals “construct deeper understandings and make sense of their bilingual worlds” (García, 2009:45). Previous research on translanguaging in the classroom has included studies of bilingual students entering a majority language context (e.g. García 2012, in the US), students studying an official minority language in an immersion context (e.g. Lewis 2008, in Wales), and students in complementary schools developing a minority language (e.g. Blackledge & Creese, 2010, in the UK).

     

    This workshop explores translanguaging in three different multilingual educational settings in Sweden and relates them to previous research on translanguaging in bi/multilingual school contexts (e.g. Lewis 2008, García, 2012, Blackledge & Creese, 2010). The first two settings are in English medium programmes at primary and upper secondary schools, and the third is in subject support in L1 and L2 for recently arrived immigrant students.

     

    The workshop includes four presentations and a discussion slot. Brief summaries follow below.

     

    1. Translanguaging: Affordance or constraint? The first presentation explores the practice of translanguaging in two upper secondary schools offering English-medium instruction. Language alternation in the schools is experienced as either an affordance or a constraint, depending on the views of the stakeholders. Translanguaging is seen as a constraint when the focus is on how much English used, rather than the function of each language. Viewed as an affordance, however, translanguaging resists language hierarchy, allowing for both Swedish and English to maintain a status as a language of learning.
    2. Translanguaging in English-medium instruction: A case study in a Swedish-English primary school 

    The second presentation discusses how the use of both Swedish and English is used to scaffold students' understanding in subjects taught by an English-speaking teacher in Sweden. Classroom language practices and learner perspectives from observations and interviews with students are presented and analysed. Preliminary findings indicate that student-directed translanguaging and peer collaboration in the primary classroom provide a scaffold for emergent bilinguals learning English to access subject content taught through the target language.

    1. Translanguaging in subject support for newly arrived immigrant students

    The third presentation examines how translanguaging is used to scaffold recently arrived students’ understanding of subject matter and the Swedish language, through “Subject Support in L1 and L2” (studiehandledning på modersmål). The ways in which Swedish and the mother tongue are used together in a maths lesson and in a writing unit in Swedish are presented and analysed. It is argued that use of both languages offers opportunities for development both of subject knowledge and multiliteracy.

    1. Translanguaging and language ideologies in Sweden

    The fourth presentation explores the prerequisites for using translanguaging as pedagogy in Swedish school contexts by tracing the nature of the current language ideologies in Sweden. Starting from previous research and theoretical discussions in the paradigm of translanguaging (e.g. Garcia & Homonoff Woodley 2015, Leung & Street 2012, Hyltenstam & Milani 2012, Oakes 2001), the educational settings in the previous presentations of this workshop are scrutinized and discussed with consideration to issues of ideology and language policy.

     

    Through these presentations, we hope to inform, inspire and create a space for discussion on translanguaging as both pedagogy and theory in the Swedish context and beyond, as well as to make visible the language resources that exist in the investigated contexts. Our presentations thus contribute both to the general field of educational research in Sweden as well as to the field of translanguaging as an object of study.

     

    References

    Blackledge, A. & Creese, A. (2010). Multilingualism. A critical perspective. London: Continuum.

    García, O. (2009). Bilingual education in the 21st Century: A global perspective. Malden, MA and Oxford:

            Basil/Blackwell.

    García, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer,

          Translanguaging: A CUNY-NYSIEB guide for educators, 1-6.

    Garcia, O. & Homonoff Woodley, H. (2015). Bilingual Education. In B. Bigelow and J. Ennser-Kananen (ed.),      The Routledge Handbook of Educational Linguistics. New York: Routledge

          handbooks. 132–144.

    Hyltenstam, K. & Milani, T.M. (2012). Flerspråkighetens sociopolitiska och sociokulturella ramar. In K. Hyltenstam, M. Axelsson and I. Lindberg (ed.), Flerspråkighet – en forskningsöversikt.

          Stockholm: Vetenskapsrådet. 17–134.

    Leung, C. & Street, B. (2012). English. A Changing Medium for Education. New Perspectives on Language and

          Education: 26. Bristol: Multilingual Matters/Channel View Publications.

    Lewis, W. G. (2008). Current challenges in bilingual education in Wales. AILA Review, 21(1), 69-86.

    Oakes, L. (2001). Language and National Identity: Comparing France and Sweden. Amsterdam: John

          Benjamins.

     

     

  • 1722.
    Yu, Chunling
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    中瑞跨文化企业中的文化差异及其影响: 瑞跨文化企业中的文化差异及其影响・・吉利沃尔沃案例2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    With the development of China's economy, more and more Chinese enterprises start to internationalize themselves by actively involved in international operation. Mergers and acquisitions have become the main entry modes for the Chinese companies to go abroad. However, there are a considerable number of mergers and acquisitions enterprises experienced operational difficulties, one of the main reasons is that they have not prepared to cope with the problems that bring about from the cultural differences.The purpose of this thesis is to identify the influences of cultural differences between Swedish and Chinese culture on the operation of Sino-Sweden acquisitions , in the hope that the study result can provide implications to practitioners in dealing with cultural differences in an acquisition. Hofstede’s cultural dimensions are adopted as the main theoretical framework. In this thesis, Geely Volvo acquisition is used as a case to investigate the influences that cultural differences could bring about to the acquired enterprise. Qualitative research method is adopted, and semi-structured interview is the primary mean of collecting first-hand data. Six Swedish Geely Volvo employees are interviewed; conclusions are drawn based on the data collected.

    Although cultural differences have brought many difficulties and problems to Swedish employees in terms of daily operation and communication the study found that cultural differences also have a positive side,mainly lies on the mutual learning from each other, that is to say, they learn a lot of good things from their partner, getting new inspiration and new ideas. However, the positive influence of the cultural differences needs further investigation by scholars in this area.

    Keywords: Hofstede, Cross - enterprise mergers and acquisitions, Cross - cultural differences ,

    Cultural difference influence

  • 1723.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Brave Old Age: Changes in the Irish Family Trope in Jennifer Johnston’s Later Fiction2016Inngår i: Literary Creativity and the Older Woman Writer: A Collection of Essays / [ed] Casado Gual, Núria, Emma Domínguez Rué, and Brian Worsfold, Oxford: Peter Lang Publishing Group, 2016, s. 129-149Kapittel i bok, del av antologi (Fagfellevurdert)
  • 1724.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A cosmopolitan conceptualisation of place and new topographies of identity in Hari Kunzru’s Gods Without Men2013Konferansepaper (Fagfellevurdert)
  • 1725.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A cosmopolitan conceptualisation of place and new topographies of identity in Hari Kunzru’s Gods Without Men2016Inngår i: Transnational Literature, ISSN 1836-4845, E-ISSN 1836-4845, Vol. 8, nr 2, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
  • 1726.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Cosmopolitan Re-Vision of the Metaphor of ‘Home’ as Nation in Caryl Phillips’s A Distant Shore2013Inngår i: The Stockholm 2013 Metaphor Festival: Table of Contents, 2013, s. 86-86Konferansepaper (Fagfellevurdert)
  • 1727.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Against the Fear of Complexity: (Re)envisioning the Alterity of the Muslim Migrant in Elif Shafak's Honour2018Konferansepaper (Fagfellevurdert)
  • 1728.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    ‘Burning from the inside out’ : Cosmopolitanisation and the Deterritorialisation of Identity in Colum McCann’s Let the Great World Spin and David Mitchell’s The Thousand Autumns of Jacob de Zoet2013Konferansepaper (Fagfellevurdert)
  • 1729.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Crossing the Borders of the Heimat: The Role of Migration Narratives in a Cosmopolitan Re-Vision of the Metaphor of ‘Home’ as Nation in Caryl Phillips’s A Distant Shore2018Inngår i: Narratives Crossing Borders: Transcultural Perspectives / [ed] Herbert Jonsson, et al., Pending , 2018Kapittel i bok, del av antologi (Fagfellevurdert)
  • 1730.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    ‘Extreme old age, you know. Not to be recommended’: Challenging the Discourse of Successful Ageing in Jennifer Johnston’s Later Fiction2017Konferansepaper (Fagfellevurdert)
  • 1731.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Fictions of Migration in Contemporary Ireland and Britain2019Bok (Fagfellevurdert)
  • 1732.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    From Exilic to Mobile Identities: Colum McCann’s Let the Great World Spin and the Cosmopolitanisation of Irish Reality2014Konferansepaper (Fagfellevurdert)
  • 1733.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    From Exilic to Mobile Identities: Colum McCann’s Let the Great World Spin and the Cosmopolitanization of Irish Reality2016Inngår i: Irish university review, ISSN 0021-1427, E-ISSN 2047-2153, Vol. 46, nr 2, s. 359-376Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The theme of displacement and a view of exile that differs from traditional definitions of the concept and its associations with feelings of loss and nostalgia are a constant in Colum McCann's oeuvre. Images of flight and fleeing are recurrent in his work and underscore the centrality that mobility occupies in his fictional world, in which these flights are, not infrequently, a metaphorical act of escapism from material reality and physical conditioning. However, mobility in Let the Great World Spin is articulated as a characteristically twenty-first century phenomenon in its emphasis on how interconnectivity beyond differences, especially in the form of transnational exchanges, characterizes contemporary societies and shapes individual realities and identities. This essay contends that this transnational interconnectivity is not only foregrounded at the narrative level, thematically and in terms of narrative structure; McCann's tangentially framing of this novel within American post-9/11 fiction, while formally echoing an Irish literature of exile and thematically relating to an Irish literature of migration and fictions of the global, suggests the process in which new imaginative realities and identities are shaped from a cosmopolitan outlook that promotes the synergetic dialogue between national and transnational differences in the creation of a cosmopolitanized reality.

  • 1734.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Global Ageing and Changes in the Irish Family Structure in Jennifer Johnston’s Foolish Mortals and Truth or Fiction2014Konferansepaper (Fagfellevurdert)
  • 1735.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Looking Very Old Age in the Eye: A Nuanced Approach to the Fourth Age in Contemporary Irish Fiction. A Case Study2018Inngår i: The Gerontologist, ISSN 0016-9013, E-ISSN 1758-5341Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background and Objectives

    Associations of young-old age with successful aging have contributed to relegating negatively perceived aspects of aging to very old age. This has prompted the formation of the social imaginary of the fourth age. Re-examinations of the fourth age foreground the diversity of aging experiences among the oldest old. In this sense, literature is in a privileged position to contribute individual narratives of aging to this field. The main aim of this article is to analyze Irish writer Jennifer Johnston’s later fiction and how particularly two of her later fictional works contribute a nuanced re-examination of the fourth age through the narrativization of individual aging experiences of the oldest old in the contemporary Irish context.

    Research Design and Methods

    The work of sociologists and social theorists on re-examinations of the fourth age functions as the framework to analyze the selected fictional texts.

    Results

    The analysis of the oldest old characters in Truth or Fiction and Naming the Starsshows the contribution of literary texts to rethinking the fourth age as a time characterized by the inextricable combination of gains and losses, with emphasis on the diversity of the aging experiences of the oldest old and on the importance of sociocultural influence on individual aging.

    Discussion and Implications

    Combining longitudinal analyses with case studies, such as the ones suggested by these fictional texts, can provide a more accurate knowledge of the experience of advanced old age and the fourth age.

  • 1736.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Looking Very Old Age in the Eye: A Nuanced Approach to the Fourth Age in Jennifer Johnston's Later Fiction2018Konferansepaper (Fagfellevurdert)
  • 1737.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    'Memories of lost things': Variations of Afropolitan Identity in Abdulrazak Gurnah's By the Sea2018Konferansepaper (Fagfellevurdert)
  • 1738.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    'Memories of lost things': Variations of Afropolitan Identity in Abdulrazak Gurnah's By the Sea and Gravel Heart"2018Konferansepaper (Fagfellevurdert)
  • 1739.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    ‘Our identity is our own instability’: Intercultural Exchanges and the Redefinition of Identity in Hugo Hamilton’s Disguise and Hand in the Fire2014Inngår i: Literary visions of multicultural Ireland: The immigrant in contemporary Irish literature / [ed] Pilar Villar Argáiz, Manchester: Manchester University Press, 2014Kapittel i bok, del av antologi (Fagfellevurdert)
  • 1740.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Revolutionising the Irish Family: Global Ageing and the (Dys)functional Family in Jennifer Johnston's Foolish Mortals2016Konferansepaper (Fagfellevurdert)
  • 1741.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    ‘Season of early autumn’: From Novels of Decline to the Midlife Progress Narrative in Jennifer Johnston’s Fiction2017Konferansepaper (Fagfellevurdert)
  • 1742.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry's The Secret Scripture2016Inngår i: Authority and Wisdom in the New Ireland: Studies in Literature and Culture / [ed] Zamorano Llena, Carmen and Billy Gray, Peter Lang Publishing Group, 2016, s. 119-136Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 1743.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Silver Tsunami of Very Old Age: A Nuanced Approach to the Fourth Age in Jennifer Johnston's Later Fiction2018Konferansepaper (Fagfellevurdert)
  • 1744.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Transnational Movements and the Limits of Citizenship: Redefinitions of National Belonging in Joseph O’Neill’s Netherland2013Inngår i: Transcultural Identities in Contemporary Literature / [ed] Gilsenan Nordin, Irene; Hansen, Julie; Zamorano Llena, Carmen, Amsterdam: Rodopi, 2013Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 1745.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Variations in Migration and Collective Identities: Colum McCann’s Let the Great World Spin and the Cosmopolitanisation of Irish Reality2014Konferansepaper (Annet vitenskapelig)
  • 1746.
    Zamorano Llena, Carmen
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Gray, BillyHögskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Authority and Wisdom in the New Ireland: Studies in Literature and Culture2016Collection/Antologi (Annet vitenskapelig)
  • 1747.
    Zamorano Llena, Carmen
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Gray, Billy
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Introduction: Versions of Authority and Wisdom in the New Ireland2016Inngår i: Authority and Wisdom in the New Ireland: Studies in Literature and Culture / [ed] Carmen Zamorano Llena and Billy Gray, Peter Lang Publishing Group, 2016, s. 1-11Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 1748.
    Zamorano-Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Contemporary redefinitions of Irishness: revisiting the past from a postnationalist perspective in Dermot Bolger’s "The family on Paradise Pier"2007Inngår i: Ariel: A Review of International English Literature, ISSN 0004-1327, Vol. 38, nr 2-3, s. 115-38Artikkel i tidsskrift (Fagfellevurdert)
  • 1749.
    Zamorano-Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry’s The Secret Scripture2011Inngår i: AEDEI conference (Spanish Association for Irish Studies), University of Oviedo, Spain, 2011Konferansepaper (Fagfellevurdert)
  • 1750.
    Zamorano-Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry’s The Secret Scripture and Hugo Hamilton’s Hand in the Fire2010Inngår i: 7th NISN conference (Nordic Irish Studies Network), University of Tromsö, Norway, 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    At the beginning of 2010 Julian Gough, one of the new generation of Irish writers, commenced in his blog a controversy on what he referred to as the backwardness” of the modern Irish literary novel. Gough lamented that many contemporary awardwinning Irish novels seemed to be anchored in the past and displayed a reluctance to grapple with modern themes and issues affecting contemporary Ireland. While a rapid examination of the Irish novels published by established Irish writers during the Celtic and post-Celtic Tiger era shows a great concern with the past, it is questionable that this preoccupation is unrelated to these writers’ present circumstances. As a number of sociologists and historians, such as Maurice Halbwachs, Paul Ricoeur and Pierre Nora, have suggested, memory, “subject to the dialectic of remembering and forgetting” (Nora 1996: 3), is as much influenced by external socio-historical processes as by internal psychological circumstances occurring at the individual level. The aim of this paper is to contend that Sebastian Barry’s The Secret Scripture and Hugo Hamilton’s Hand in the Fire show how the processes of remembrance and forgetting, crucial in the formation of a national sense of identity at the turn of the twentieth century, are reexamined thereby contributing to the construction of a multifaceted image of the new Ireland. In the context of the growing emphasis on Irish multiculturalism as a result of the growth in migration to Ireland that occurred during the Celtic Tiger era, Barry and Hamilton’s novels show, through the eyes of three narrators marked by various experiences of transculturalism, how the trope of memory is crucial to understanding contemporary formations of belonging in modern Ireland.

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