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  • 451.
    Mohamud, Abdirahman
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Postcolonial Feminist Analysis of the Character of Ebla in Nuruddin Farah’s From a Crooked Rib 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 452.
    Murphy, Monica
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    “All Manner of Things Shall be Well”: Tractarianism, Eliot, and the Natural World in Four Quartets2016Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 453.
    Mörck Jansson, Christine
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Social Representation in two EFL Textbooks: A Content Analysis of Gender, Ethnicity and Class2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims to investigate social representation in texts and pictures in two EFL textbooks, devised for the Swedish upper secondary school, in order to analyze immigrants’ possibilities of finding affirmation of self. Furthermore, it investigates how the two analyzed EFL textbooks concur with what is expressed in the Swedish curricula for upper secondary school. Previous research has showed a connection between school success and a strong identity and that textbooks used in school play a role in the construction of students’ social identity. In Sweden teachers tend to rely on textbooks in their teaching and therefore this study, which draws on sociocultural theory, analyzes two EFL textbooks in order to investigate social representation in terms of gender, ethnicity and class. The main findings from this content analysis indicate that immigrants who are female and/or dark skinned and/or come from a low socioeconomic status are less able to find affirmation of self in the two analyzed EFL textbooks. However, further research is needed. Further research could also investigate if and how teachers analyze the EFL textbooks that they use and to what extent, if at all, they compensate for potential inequalities that they find.

  • 454.
    Mörck Jansson, Christine
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Teaching EFL to Newly Arrived Adolescents: A Literature Review on EFL Teaching in Multilingual Classrooms2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.

  • 455.
    Nguyen, Thi Thu Thao
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Difficulties for Vietnamese when pronouncing English: Final Consonants2007Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Vietnamese people have many difficulties when pronouncing English. Among those, this paper will firstly deal with the hypothesis “English word-final consonants are not pronounced in a native-like way by Vietnamese speakers”. Theoretical phonological research about final consonants in the Vietnamese language and English has been carried out to characterize the difficulties. Data from Vietnamese informants were collected and analyzed, then synthesized to the most significant problems. Vietnamese effort to pronounce English word-final consonants will be towards omitting, adding schwa or replacing by sounds closer to those existing in their mother-tongue. Results of native speakers’ evaluation of Vietnamese-accented final consonants are also concluded to clarify how comprehensible informants’ pronunciation is. These findings will hopefully be useful for those who are interested in the topic and for further research.

  • 456.
    Niendorf, John
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Lessing's Ben: From Other to Outsider 2015Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 457.
    Nilsson, Helen
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Pragmatics and Discourse: The Use and the Effects of Deixis in English textbooks2005Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
  • 458.
    Nilsson-Tysklind, Emma
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    "I'm still here. Sort of.": Constructed Identities in Paul Auster's City of Glass2007Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Paul Auster’s City of Glass contains a jumble of identities. In fact, the identities are more numerous than the characters, and consequently, characters have several different identities. Some of these identities are obvious constructs, but with others the degree of construction is less evident. Poststructuralist theory, however, puts forward the idea that these seemingly original identities are in fact constructs to the same level as all others. Thus, this essay argues that there are no original identities; identities are constructed by outer factors. This essay discusses three outer factors contributing to the construction of identities, factors commonly discussed in poststructuralist criticism, these three being language, cultural codes and chance.

  • 459.
    Nilsson-Tysklind, Emma
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Marxist Comrades or Capitalist Pigs?: From Musical Proletarians to Musical Capitalists in Roddy Doyle's The Commitments2008Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Marxist themes of Roddy Doyle’s The Commitments have not often been looked at. Yet, they are decidedly prominent. The band make use of a Marxist image and of collectivist easy-played, easily-understood music in order to gain working class listeners. In fact, the band itself is based on an egalitarian structure, until it, due to an increasing individualist wish for success, falls apart. The aim of this essay is thus to argue, through pointing to the Marxist rhetoric of the band and the hypocrisy around it, and through a comparative reading between The Commitments and Orwell’s Animal Farm, that The Commitments has an allegorical value, much like Animal Farm does, when it comes to depicting the way Marxism has worked and failed as it has been practised in reality.

  • 460.
    Nogueira Mårtensson, Marina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Pragmatic Language Impairment in Autism Spectrum Disorder: Impairment of Presuppositional Skills in Two Native English Speakers Affected by ASD2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this thesis is to look into the main difficulties that individuals affected by autism spectrum disorder (ASD) face in social language use and, more specifically, consider the impairment of presuppositional skills in these individuals. Presuppositional skills in this study refer to the ability to make presuppositions about situations and interlocutors in talk-interactions in order to comprehend the contextual, verbal and non-verbal cues necessary to produce effective communication. In the data analysis, (near-)authentic conversations of two individuals diagnosed within the autism spectrum were carefully transcribed from documentaries and critically analysed to identify impairment of pragmatics and, particularly, of presuppositional skills. This study focused on naturally occurring data, as it is uncommon for studies of language disorders to be based on (near-)authentic interactional data. The results were then compared to previous research in the field to see if the deficits observed conform to the literature. Finally, the strategies used by interlocutors/caretakers to achieve effective communication/tasks were listed in the results section. Some of the main impairments of presuppositional skills identified include difficulty in understanding verbal and non-verbal cues in general, which causes an inability to judge others’ degree of engagement in the conversation, compromises the comprehension of sarcasm, and the understanding of what might be presumed but not stated. Other impairments of presuppositional skills include non-adherence to Grice’s Maxim of Quantity, as in not knowing when to change the conversational topic and the amount of information required to satisfy the listener’s needs, and non-adherence to Grice’s Maxim of Relation, as in producing comments that are not relevant to the conversational topic and introducing new topics that are neither relevant nor of interest to the communicative partner. In addition, an impaired ability to understand reference, difficulty in initiating appropriate conversations, and an inability to adapt language to different contexts were observed. More general pragmatic language deficits identified include the use of immediate or delayed echolalia to express requests and other intentions, difficulties with turn-taking, and the use of repetitive questions and statements to sustain conversations.

  • 461.
    Nordgren, Viktor
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Attitudes towards English Varieties in Hong Kong: Focusing on Students’ Attitudes Towards RP, GA and AusE2014Studentarbete övrigt, 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 462.
    Nordin, David
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Children's View of Conversational Differences Among Adults2004Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 463.
    Norling, Lilly
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Animals as Representations of Distress: A Psychoanalytical Interpretation of Animals’ Symbolic Values2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 464.
    Nyberg, Astrid
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Mestiza Consciousness: Hybridity and Mimicry in Jennine Capó Crucet’s Make Your Home Among Strangers 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 465.
    Nykvist, Martin
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Are We Terribly Different?: A case-study of male and female fiction-writing in English2008Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study is to find similarities and differences between male and female fiction-writing. The data has been collected from pupils at an upper secondary school in Central Sweden. They were given an extract from a novel by Bernard MacLaverty and from that they were supposed to continue the story. Theories that have evolved during the last centuries claim that the language use between men and women differ in many aspects. Women, it is said, use a more emotional language than men do, while men use more expletives than women. Likewise, the language is said to differ in the use of adverbs, verbs and adjectives. It has also been claimed that men and women have different topic developments and that women write longer sentences than men. The results of the current study show that most of these claims are false, or at least not true in this specific context. In most cases there is little or no difference between the male writing and the female writing. There are also cases where the opposite is true – for example, the female participants write shorter sentences than the male participants. A general conclusion of the study is that the writing between the two groups are quite similar – or at least that similarities are present to a larger extent than differences.

  • 466.
    Nyström, Karin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Film as a Tool in English Teaching: A Literature Review on the use of Film to develop Students’ linguistic Skills and critical Thinking in Upper Secondary EFL Classrooms2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.

  • 467.
    Näsling, Beatrice
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    “Just a Coin”: Genre in Cormac McCarthy’s No Country for Old Men2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 468.
    Nääs, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom: A literature review on teachers’ use of first language and target language in the EFL classroom2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.

  • 469.
    Obambo, Olivia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    APPROACH TO TEACHING GRAMMAR FOR L2 STUDENTS: How to incorporate grammar teaching in a holistic way among Swedish Students in upper secondary education2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Globalisation has contributed to the increased importance of English language teaching. However, questions have been raised on the best and effective methods to be used in teaching grammar. This study identifies methods that could be appropriate in teaching English grammar for students in Swedish upper secondary school. The collection of relevant data for this literature review was conducted using different databases like ERIC, Google Scholar and Educational database. The databases present what some research says about grammar teaching and learning, attitudes of students towards grammar teaching and learning, and what could motivate students in grammar learning, as well as areas of grammar that students find impede their learning. The results indicate that explicit grammar teaching and implicit grammar teaching methods have both advantages and disadvantages. Therefore, most researchers suggest a teaching method which incorporates both teaching styles in a holistic way as the foundation of English language and grammar learning. The use of multimodal technology in grammar teaching has also been found to have some positive effects in engaging and motivating learners in their grammar learning. Using special designed computer programs, mobile phone and popular culture materials in English language teaching and learning would increase the students’ motivation in grammar and help them learn the language.

  • 470.
    Olhans, Ida
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Movies to enhance listening comprehension in theEFL classroom2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Movies are an occurring feature in EFL classrooms in Sweden, as well as exercises seeking to

    practice listening comprehension, although, there are few studies which combine the two

    together. The aim for this literature review was to analyse the use of film for listening

    comprehension development in EFL classrooms. The results show that movies can help

    students reach higher levels of listening because students felt more motivated and they became

    more active. The results also show further that teachers can help students reach higher levels of

    listening comprehension by using various features such as pauses, activities before, during and

    after the movie etc. The results also show that listening comprehension is a somewhat “take

    n

    for granted skill” which needs to be researched more about, specifically the importance of

    listening comprehension in the context of the other skills.

  • 471.
    Olhans, Ida
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Teachers’ experiences with movies and listening comprehension2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Movies are a common feature in Swedish English as a foreign language (EFL) classrooms as well as listening comprehension methods. However, few studies combine these two and even fewer research the topic of teachers’ views on movies to teach listening comprehension. The aim for this empirical research was to research teachers’ perception regarding this subject of movies to teach listening comprehension. The results show that teachers find that students tend to be more motivated when movies are incorporated into the lessons but that it also is time consuming in both planning and lesson time. The results also show the teachers’ views of the importance of how movies should be used in lessons. The results show that pausing a movie regularly can benefit listening proficiency development and during the pauses, varied activities can be used to further activate and motivate students. Such activities can for example be discussions or writing assignments, are important to successfully develop students’ listening proficiency. The research also shows that more studies are needed within the subject of visual aids such as movies and movie clips and listening comprehension.

  • 472. O'Neilla, Maria
    et al.
    Zamorano Llena, Carmen
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Aesthetics of Ageing: Critical Approaches to Literary Representations of the Ageing Process2002Bok (Övrigt vetenskapligt)
  • 473.
    Oscarsson, Thomas
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Ineffable Man: An Analysis of the Protagonist in Ralph Ellison’s Invisible Man 2015Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 474.
    Oskarsson, Marie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Studying English Literature at Upper Secondary Schools in Sweden: An empirical study of goals applied to the teaching of English literature2017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    To use literature in English as a foreign language (EFL) or English as a second language (ESL) classroom is something which, for many decades was regarded as too difficult or not relevant in many countries, Sweden being one of them. In the past few decades the view of literature as a means for education in Sweden has changed. Research shows that texts are useful to enhance critical thinking skills and to help foster democratic citizens, which is something the Swedish curriculum for upper secondary school advocates for. This study sought to examine what goals teachers apply to the teaching of literature and also how these goals were realized in the classroom and, reasons to why it what not realized if that was the case. The study was conducted using an online questionnaire, Google Forms, which was sent out to an upper secondary school in Sweden and posted on a Facebook page devoted to English teachers at upper secondary schools in Sweden. The results of the study showed that most of the goals stated in this study were realized to some extent in the EFL classrooms, but there were also discrepancies between teachers views on what is important to teach and what the curriculum states should be taught. An example of this was that some teachers did not teach the goal of text analysis, it was not found to be ‘interesting’ or ‘relevant’. However, the curriculum for English at upper secondary schools in Sweden, does not advocate that teachers should teach text analysis specifically. On the other hand, the curriculum does advocate that students should meet different forms of text. This study, therefore, also discusses possible ambiguities within the curriculum of English at upper secondary school.

  • 475.
    Pardue, Anna-Karin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Gaming English vs Classroom English: Pupils’ Attitudes Towards Language Learning Through Extra-Mural English & Online Gaming2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Are pupils more motivated to learn English via their extramural activities or via classroom English? Gaming is said to be a great source for language learning, especially when it comes to oral communication (Dongwan 2011). This essay presents the results of a questionnaire that was handed to pupils of year 9 in a school outside of Stockholm, Sweden, and investigates what out of school activities the pupils are involved in where English is the designated language. Based on the answers, the pupils were divided into two groups: one where they play online games speaking or chatting in English and another where they do not. The questionnaire indicates that gamers are more confident about speaking in class but also less motivated to learn when it comes to classroom English compared to non-gamers. The questionnaire showed that, as suggested by Sundqvist (2009), pupils with gaming experience in English have a lesser degree of anxiety when speaking English.

  • 476.
    Partanen, Susanne
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    “Fiction is woven into all” – The Deconstruction of the Binary Opposition Fiction/Reality in John Fowles’s The French Lieutenant’s Woman2009Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 477.
    Partanen, Susanne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    "It’s so fuckin’ Irish but, isn’t it?" : A Postcolonial Approach to Irishness in Roddy Doyle’s The Guts 2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 478.
    Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    But Do I Really Have Anything to Say? Conferences and the PhD Student2017Ingår i: The Nordic PhD: Surviving and Succeeding / [ed] Christopher McMaster, Caterina Murphy and Jakob Rosenkrantz de Lasson, New York: Peter Lang Publishing Group, 2017, s. 59-67Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 479.
    Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Just a little plus: The CLIL Student Perspective2019Ingår i: Investigating Content and Language Integrated LearningInsights from Swedish High Schools / [ed] Liss Kerstin Sylvén, Multilingual Matters, 2019, s. 285-300Kapitel i bok, del av antologi (Refereegranskat)
  • 480.
    Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Mapping CLIL in Sweden2019Ingår i: CLIL in Sweden: A longitudinal investigation at senior high school level / [ed] Liss Kerstin Sylvén, Multilingual Matters, 2019, s. 19-34Kapitel i bok, del av antologi (Refereegranskat)
  • 481.
    Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    One school for all? Exploring the intended and unintended consequences of the new markets of English-medium instruction in the Swedish upper secondary school2017Konferensbidrag (Refereegranskat)
  • 482.
    Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    You, Your Supervisor, and the Importance of fika2017Ingår i: The Nordic PhD: Surviving and Succeeding / [ed] Christopher McMaster, Caterina Murphy and Jakob Rosenkrantz de Lasson, New York: Peter Lang Publishing Group, 2017, s. 103-110Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 483.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Juvonen, Päivi
    Linné University.
    Schalley, Andrea C.
    Karlstad University.
    Multilingualism, teacher cognition and inclusive education: A study of attitudes, beliefs and knowledge2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Due to increased migration and mobility world-wide, educational settings are changing, with classrooms characterized by considerable diversity in students’ linguistic backgrounds. This heterogeneity poses a challenge to education and in particular to inclusive education – that is, the aim of offering quality education for all while also respecting diversity and different needs and abilities, characteristics and learning expectations (see Kugelmass, 2006). Pre-primary and primary teachers’ attitudes, beliefs and knowledge (ABK) on multilingualism are critical factors to achieving inclusive education. Teacher cognition (Borg, 2003, 2006) addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices (Borg, 2003).

    The present study addresses multilingualism, teacher cognition and inclusive education in Sweden, with an aim to empirically investigate attitudes, beliefs and knowledge of pre-primary and primary teachers. We employ a mixed-methods approach (semi-structured interviews and large-scale online survey), studying what shapes attitudes, beliefs and knowledge on multilingualism and which factors correlate with these.

    In our presentation, we will offer an overview of our larger ongoing project, before moving to preliminary results from the first interviews. We are currently interviewing pre-primary and primary teachers, aiming for participants from varied school demographics. Our focus is on their experiences with multilingualism in the classroom as well as their insights from their own backgrounds and teacher training. Our results are expected to generate new understandings of teachers’ perceptions of classroom diversity and of children who speak languages in addition to Swedish, as well as how these perceptions are shaped and how they influence classroom practices. Thus, our study will contribute to the theoretical perspectives of teacher cognition and inclusive education.

    References

    Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36: 81–109.

    Kugelmass, J.W. (2006). Sustaining cultures of inclusion: the value and limitations of cultural analyses. European Journal of Psychology of Education XXI(3): 279–292.

  • 484.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Translanguaging and language ideologies in education: Northern and Southern perspectives2019Ingår i: Handbook of the Changing World Language Map / [ed] Brunn, S. & Kehrein, R., Springer, 2019, s. 1-15Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter we examine language ideologies as part of a translanguaging framework in education. We begin with an overview of the concept translanguaging, from its origins as a term in bilingual education in Wales to its development in research on multilingual classrooms mainly in the North American and British contexts. From there, translanguaging has spread as both a theoretical and pedagogical concept used by researchers and educators to approach linguistically and culturally diverse environments, in and outside of the classroom. Hence, the theoretical and pedagogical objectives have emerged side by side and enhanced one another. Employing a perspective based in critical pedagogy, we present and analyze empirical studies from different educational and political contexts to illustrate how ideologies are expressed through implicit and explicit policies in the classroom. The three foci include studies of translanguaging in the early years in continental Europe, in secondary schools in Scandinavia, and in higher education in South Africa. Many studies of translanguaging present examples of classroom practices in multilingual contexts and where English is often the majority/dominant language. However, our aim is not to examine the pedagogical practices per se but rather to explore the language ideologies made visible, negotiated and challenged through translanguaging in the selected studies. With a focus on translanguaging and language ideologies in education, the ways translanguaging may resist language hierarchies and monolingual norms, and instead promote social justice, become especially relevant. We conclude the chapter with a discussion of the implications of such ideological stances in education.

  • 485.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Epilogue2017Ingår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Multilingual Matters, 2017, s. 226-230Kapitel i bok, del av antologi (Refereegranskat)
  • 486.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Introduktion2018Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 11-26Kapitel i bok, del av antologi (Refereegranskat)
  • 487.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, JennyHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Straszer, BoglárkaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Wedin, ÅsaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    New Perspectives on Translanguaging and Education2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 488.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Rosén, Jenny
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Perspectives on translanguaging in education2017Ingår i: New perspectives on translanguaging and education / [ed] Åsa Wedin, Jenny Rosén, BethAnne Paulsrud, and Boglárka Straszer, Bristol: Multilingual Matters, 2017, s. 10-19Kapitel i bok, del av antologi (Refereegranskat)
  • 489.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Rosén, JennyHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Straszer, BoglárkaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.Wedin, ÅsaHögskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Transspråkande i svenska utbildningssammanhang2018Samlingsverk (redaktörskap) (Refereegranskat)
  • 490.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    “We know the same languages and then we can mix them”: A child’s perspectives on everyday translanguaging in the family2018Ingår i: Translanguaging as Everyday Practice / [ed] Gerardo Mazzaferro, Springer, 2018, s. 49-68Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 491.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    “We know the same languages and then we can mix them”: A child´s perspectives on translanguaging and family language policy2018Konferensbidrag (Refereegranskat)
    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.

     

     

  • 492.
    Paulsrud, BethAnne Yoxsimer
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools2016Ingår i: Journal of Immersion and Content Based Language Education, ISSN 2212-8433, E-ISSN 2212-8441, Vol. 4, nr 1, s. 108-128Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents a multi-site and multi-method doctoral dissertation study of English-medium instruction (EMI) in the Swedish context, focusing on perspectivesand practices in two upper secondary schools. The research explores the status of EMI, reasons schools offer EMI, beliefs about EMI, and implementation of EMI in classrooms. The educational context is studied from an ecological perspective using methods based in linguistic ethnography. The results indicate that the few Swedish schools teaching content through another language tend to offer EMI — not content and language integrated learning (CLIL). Neither language learning nor 100% English instruction are the main goals of the schools. Translanguaging is abundant, affording both pedagogic and non-pedagogic functions. The study concludes that a development of definitions and practices of both EMI and CLIL in Sweden is needed, especially in relation to language policy and language hierarchy.

  • 493.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Zilliacus, Harriet
    University of Helsinki.
    En skola för alla: Flerspråkighet och transspråkande i lärarutbildningen2018Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Språklig mångfald i den svenska skolan ställer krav på verksamma lärare, liksom på lärarutbildare och lärarstudenter. För att undersöka synpunkter på och erfarenheter av flerspråkighetspedagogik och utforska om transpråkande får utrymme i den svenska lärarutbildningen, har vi utfört en intervjustudie med lärarutbildare och lärarstudenter. Vårt fokus är på hur studenterna förbereds inför sitt arbete med den språkliga mångfalden i dagens skola samt vilka möjligheter, alternativ begränsningar, för transspråkande finns i lärarutbildningen. Vi vill även belysa hur transspråkande kan relateras till social rättvisa och strävan efter en skola för alla. I studien har vi intervjuat femton lärarutbildare från fyra lärosäten enskilt och fjorton lärarstudenter från tre av dessa lärosäten i grupp. Vi har gjort en tematisk analys av deras svar. Målet med intervjuerna var att uppmuntra deltagarna att prata fritt om just språklig mångfald i relation till lärarutbildningen samt om deras synpunkter och erfarenheter som utbildare eller student.

    Lärarutbildare och lärarstudenter uppger att de ser på den språkliga mångfalden både inom lärarutbildningen och i den svenska skolan som central i dagens undervisning. Däremot pekar deras svar åt olika möjligheter och begränsningar, vilket i sin tur avslöjar vilken plats transspråkande kan ha i lärarutbildningen. I vårt paper ska vi presentera resultat uppdelade i teman: först på hur lärarutbildare och lärarstudenter ser på språklig mångfald i lärarutbildningen och skolan, och sedan på vilken plats flerspråkighetspedagogik tar i utbildningen. I dessa teman uppdagas frågor om bland annat bristperspektiv på språk, språkhierarkier, vikten av verksamhetsförlagd utbildning samt ovisshet om vem som har ansvar för flerspråkighetspedagogik i lärarutbildningen. Vi ämnar att föra en diskussion om transspråkande i lärarutbildningen, samt om transspråkande och social rättvisa.

  • 494.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Centre for Research on Bilingualism, Stockholm University.
    Zilliacus, Harriet
    University of Helsinki, Finland.
    Flerspråkighet och transspråkande i lärarutbildningen2018Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, s. 27-48Kapitel i bok, del av antologi (Refereegranskat)
  • 495.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Zilliacus, Harriet
    University of Helsinki.
    Multicultural and multilingual education: Current challenges in teacher education in Sweden and Finland2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents part of the research collaboration Multilingual and intercultural education in Sweden and Finland (MINTED), a study of education policy and teacher education. We have examined how the concepts multilingualism and interculturality are represented, on the one hand, explicitly and implicitly in teacher education in relation to national policy, and on the other hand, in the perspectives of teacher educators and students in response to the multilingual and multicultural classroom.

     

    In this paper, we present an empirical study of teacher educator views on the challenges and needs they face in relation to multicultural and multilingual education in their teacher training institutions. We have interviewed 29 teacher educators (14 in Finland and 15 in Sweden) at eight universities with an aim to understand the current policies and practices for supporting quality multicultural and multilingual education. Our analysis is framed by three general categories: Instructional, institutional and socio-political challenges in teacher education (Gorski, 2012), and we relate the study to our previous analyses of the national curricula for compulsory schooling in the two countries. Results indicate that educators call for greater competence in addressing diversity in the classroom, with a need for concrete encounters and experiences. Moreover, a deeper integration of multicultural and multilingual education across the institutions is needed. In our presentation, we offer examples of both challenges and strategies considered by the educators for a teacher education programme that may better serve all students. We also highlight differences between the two national contexts.

     

    We contribute to the symposium in several ways. First, our study offers a timely investigation into current needs in teacher education. This is relevant as pre-service teachers will be facing a very different classroom than the teacher educators themselves had in their respective school contexts. As one teacher educator stated: ”We need to prepare teacher students to teach in a school that looks much different than the one they went to themselves.” Second, we offer a unique comparison of two seemingly similar but rather different contexts. Finland and Sweden are neighbouring countries with similar education policies, practices and values, yet quite different frameworks and practices. Finally, we address the implications of our study on the directions necessary for the development of teacher education and how spaces for multilingual and intercultural educational practices can be created.

  • 496.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Stockholm University.
    Zilliacus, Harriet
    University of Helsinki, Finland.
    Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Multilingualism is visible and officially recognised in Sweden and Finland. Both have education systems promoting equity and equality, articulated in the motto “one school for all”. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. Our study aims at clarifying the conceptual frameworks of multilingual education in the two contexts through an analysis of their compulsory school curricula, using Ruiz’s (1984) framework of three language orientations of language planning: language as problem, resource or right. Questions emerging from the language-as-problem orientation include how and for whom languages are considered problems, which hierarchies may be in place, and what challenges are created for minority speakers. The language-as-right orientation focuses on the right to both avoid discrimination for language use and to use one’s own language to access democracy. Finally, language-as-resource offers a more positive view on multilingualism, one in which linguistic diversity is both valued and supported as part of a pluralistic society. The material investigated includes the Swedish Curriculum for the compulsory school, preschool class and the recreation centre (2015) and the Finnish National comprehensive school curriculum (2014), as well as some supporting documents from each country. The two curricula differ in their orientations of language as problem, resource or right. Both stress the rights of minority language speakers through mother tongue support. Finland, however, has an explicit emphasis on the value and place of multilingualism in the classroom; while in Sweden, a language hierarchy is evident and a monolingual norm is prevalent. Given the common focus on providing education for all and also given Sweden’s long history of provision of mother tongue support and Swedish as a second language instruction, the different spaces for multilingual education revealed in the education policies are somewhat surprising. In our presentation, we will examine and compare examples from our analysis of the orientations and discuss how these spaces created are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies.

     

    Ruiz, R. (1984). Orientations in Language Planning. NABE Journal, 8(2), 15–34.

  • 497.
    Pawlak, Solange
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Work of Speculative Fiction: Intertextuality in Margaret Atwood’s The Handmaid’s Tale2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 498.
    Penzer, Stuart
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Carnival of Excess: An Examination of the Grotesque in Ben Elton’s Blind Faith 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 499.
    Persson Penzer, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Blank Faces, Blank Minds: The Postcolonial Racial Binary Reversed in Malorie Blackman's Noughts & Crosses 2016Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 500.
    Persson Penzer, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Blank Faces, Blank Minds: The Postcolonial Racial Binary Reversed in Malorie Blackman's Noughts & Crosses 2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
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