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  • 501.
    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)
  • 502.
    Persson Penzer, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Modern Day Fairy Tales: A comparative study between Amy Plum's Die for Me and the Western Fairy Tale Tradition2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 503.
    Pilipovic, Sabrina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Panoptical Control from the Outside-In: A Foucauldian Reading of George Orwell’s Nineteen Eighty-Four2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 504.
    Poole, Lorna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Honourable Moor: Psychopathology and the Development of Identity in Othello2015Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 505.
    Potter, Frida
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Linguistic Economy on Twitter: Reduction strategies in Twitter posts before and after the increased character limit2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examines the use of orthographically reduced forms in messages posted on the microblogging site Twitter (tweets). A total of 900 tweets all related to current event discussions were collected and analysed. By comparing data from tweets subject to a maximum limit of 140 characters with tweets posted after a doubling in the character allowance, the study aims to explore to what extent character restrictions influence the use of reductions. Symbols and clippings were found to be the most frequently used types of reductions, with the ampersand symbol appearing to be a standard feature of tweets. The overall rate of non-standard reductions for the entire sample was 2.14% of all words, with the sample subject to a lower character allowance showing a markedly higher reduction rate compared to the higher character allowance sample. This supports the idea that character constraints affect users’ choice between standard forms and non-standard reduced spellings, a finding which may also be applicable to SMS messages. The very low rate of non-standard reductions may also indicate a preference towards the use of more formal language among Twitter users.

  • 506.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. University of Otago .
    An analysis of Samoan reaction to The Orator (O Le Tulafale)’s Fāgogo defining Samoan identity2013Studentarbete övrigtStudentuppsats (Examensarbete)
    Abstract [en]

    The Orator (O Le Tulafale) was promoted as the first Samoan language film shot in Samoa with a Samoan cast and crew. Written and directed by Samoan filmmaker Tusi Tamasese, the film succeeded at several of the movie industry’s prestigious festivals. The Orator (O Le Tulafale) is about an outcast family of a dwarf (Saili), his wife and her teenage daughter. As the main protagonist, Saili battles to overcome his fears to become a chief to save his family and land. The film’s themes are courage, love, honour , as well as hypocrisy, violence, and discrimination. A backlash by Samoans was predicted ; however, the opposite occurred. This raised the following questions: first, what is it about the film causing this reaction? It is a 106 -minute film shot in Samoa about Samoans and the Samoan culture . D espite promotional claims about the film , there have been Samoan -produced films in Samoa . Secondly, to what are Samoans really responding? Is it 1) just to the film because it is about Samoa, or 2) are they responding to themselves , and how they reacted during the act of watching the film? This implies levels of reactions in the act of watching, and examining the dominant level of response is important. To explore this, t he Samoan story telling technique of Fāgogo was used to analyse the film’s narration and narrative techniques. R. Allen’s (1993, 1997) concept of projected illusion was employed to discuss the relationship between Samoans and the film developed during the act of watching. An examination of the term Samoan and a description of the framework of Fa’a Samoa (Samoan culture) were provided. Also included were discussions of memory and its impact on Samoan cultural identity. The analysis indicated that The Orator (O Le Tulafale) acted as a memory prompt through which Samoans recalled memories confirming and defining cultural bonds. These memories constituted the essence of being Samoan. These memories were awakened, and shared as oral histories as fāgogo. The receivers appeared to interpret the shared memories to create their own memories and stories to suit their contexts, according to Facebook postings. An interpretation is that the organic sharing of memories as fā gogo created a global definition of Samoan that Samoans internationally claimed.

  • 507.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Exploring 'Samoaness' in the Samoan language film The Orator (O Le Tulafale)2012Ingår i: The Proceedings Book of ISLC 2012, Turkey, 2012, s. 1839-1847Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Pacific nation of the Independent Samoa (formerly Western Samoa)  is not known for having a developed film industry.   In 2011, a Samoan languge film called The Orator (O le Tulafale) placed the spotlight on Samoa, its people, and the Samoan culture when it became the country’s first ever film to be accepted into major international film festivals such as the 68th Venice Film Festival.  Samoans the world over have embraced the film for its richness, compassion, and authenticity. Yet at times, the film portrays the Samoan culture as harsh and cruel.   Samoans are usually quick to criticise negative portrayals of their culture but the thousands of comments on the film’s official Facebook page show otherwise.  From April 2011 to March 2012, there were only 11 comments criticising the film on Facebook, and these criticisms were denounced as ‘un-Samoan’. This raised the question as to why Samoans did not react to the unflattering portrayals of their culture, but instead react against legitimate criticisms of the film.  By using Foucault’s concept of heterotopia and the Samoan narrative structure of fāgogo, a heterotopia space and a utopia space are created in which past memories confirming Samoan cultural identity and bonds to the culture are evoked and are (re)experienced by Samoans while viewing the film.  Thus the film’s ability to encourage this is what Samoans praise rather than the actual film.  

  • 508.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    My Name is Gary Cooper, but it is also Samoan2016Ingår i: Transcultural Identity: Constructions in a Changing World / [ed] Irene Gilsenan Nordin, Chatarina Edfeldt, Lung-Lung Hu, Herbert Jonsson, André Leblanc, Frankfurt am Main: Peter Lang Publishing Group, 2016, s. 306-325Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In the Samoan culture, chiefly titles are a form of oral history and cultural knowledge.  In this chapter, I interpret the term Samoan to be a title that has its own oral history and cultural knowledge. Those who call themselves Samoan belong to this history. However, Samoan is a title which is contested and (re)defined by contemporary Samoan cultural practitioners in immigration destination countries such as New Zealand. Examples are Victor Roger’s play My Name is Gary Cooper, Oscar Kightley and Simon Small’s play Fresh Off the Boat, and Tusi Tamasese’s film The Orator (O Le Tulafale). These works subvert the Western gaze upon the Samoan as the exotic and present a cultural mirror to Samoans to reveal how they view themselves. They form a larger discussion on a transnational or meta-Samoan culture and identity that is inclusive and that reflects the urban and cosmopolitan realities of Samoans whether they are in Samoa or abroad.  

  • 509.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    My name is Gary Cooper: Western popular culture and Samoan cultural identity2014Konferensbidrag (Övrigt vetenskapligt)
  • 510.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    My Name is Samoan2015Ingår i: Negotiating Modern Pacific Island Identities, 2015Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    In the Samoan culture, chiefly titles are a form of oral history and cultural knowledge.  In this paper, I interpret the term Samoan to be a title that has its own oral history and cultural knowledge. Those who call themselves Samoan belong to this history. However, Samoan is a title which is contested and (re)defined by contemporary Samoan cultural practitioners in immigration destination countries such as New Zealand. Examples are Victor Roger’s play My Name is Gary Cooper, Oscar Kightley and Simon Small’s play Fresh Off the Boat, and Tusi Tamasese’s film The Orator (O Le Tulafale). These works subvert the Western gaze upon the Samoan as the exotic and present a cultural mirror to Samoans to reveal how they view themselves. They form a larger discussion on a transnational or meta-Samoan culture and identity that is inclusive and that reflects the urban and cosmopolitan realities of Samoans whether they are in Samoa or abroad as seen in web networks such as the “Coconet”.

  • 511.
    Purcell-Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Laffing wif ’n at da Fob, paht hooz da Fob? A discussion of the comedy performances of The Laughing Samoans in New Zealand: (Laughing with and at the Fob, but who's the Fob?)2013Ingår i: The Stockholm 2013 Metaphor Festival, Stockholm University, 29 - 31 August 2013: Conference proceedings book, 2013, s. 64-65Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Laughing Samoans is a comedy duo comprising New Zealand-born Samoan comedian Tofiga Fepulea’i, and Samoan-born actor Etuati Ete. Having performed throughout the Pacific region, The Laughing Samoans over-exaggerate and mock Samoan immigrants’ interaction with the New Zealand Pakeha (NZ-Europeans) as well as among Samoans, who are the fastest-growing immigrant group in New Zealand.

    In the Samoan culture, comic theatre is known as faleaitu (‘house of spirits’). Faleaitudeals with tensions and conflicts in the Samoan community by providing a comic mirror for the community. Fa’a Samoa (Samoan culture) is a chief-based system, wherein open criticism is discouraged. Hereniko (1994) explained that in faleaitu, actors are clowns and are seen as possessed by a spirit which criticises Samoan chiefs and institutions. Faleaitu is reminiscent of Bakhtin’s (1984) concept of the carnival, using masking and dissembling to turn the social world inside out to reconstruct social relations. The Laughing Samoans portray stereotypes of Samoans as educationally, economically, and socially backwards, in other words FOB (an importer’s acronym for “free on board”). Applied to Pacific Island immigrants, FOB became an acronym for “fresh off the boat” and is the derogatory equivalent to the term “nigger” applied to AfroAmericans.

    In their comedy sketches as a type of faleaitu, The Laughing Samoans enact the stereotypes of Samoans as well as mock Samoans’ attempts to mimic Pakeha. In their performances, The Laughing Samoans speak a variety of English called Pasifika (Pacific) English. Some of the characteristics of Pasifika English are a heavy island (Samoan) accent, slurred pronunciation of English, the mistaken use of prepositions, and switching of sentence word-order. Dominant in The Laughing Samoans’ use of Pasifika English are features such as puns, homonyms, and clichés to create (mis)communication with Pakeha characters and critically comment on aspects of Fa’a Samoa.

    An analysis of The Laughing Samoans’ performances indicates that what is going on is what Balme (2007:182) called reverse colonial mimicry, thereby contradicting Bhabha’s (1994:85-92) concept of mimicry, which may be described as reinforcing colonial cultural dominance. Through their use of Pasifika English and their mock faafafine (cross-dressing), The Laughing Samoans imitate the ways Pakeha as the dominant cultural group see themselves. In some comedy sketches the power and cultural dynamics are realigned and shifted so that Pakehabecome the FOB. In addition, The Laughing Samoans mocked the essentialist attitude many Samoan immigrants have of Fa’a Samoa, an attitude which results in the bastardisation of fundamental cultural values. Suggested in some comedy sketches of The Laughing Samoans is a fluid and contextual definition of the essence of Samoan in an immigrant destination country.

    References:

    Bakhtin, Mikhail. 1984. Rabelais and His World (Tr. Hélène Iswolsky). Bloomington: Indiana University Press.

    Balme, Christopher. 2007. Pacific Performances. Theatricality and cross-cultural encounter in the South Seas. Hampshire and New York: Palgrave MacMillan.

    Bhabha, Homi. 1994. The Location of Culture. New York: Routledge.

    Hereniko, Vilsoni. 1994. “Clowning as Political Commentary: Polynesia, then and now,” in The Contemporary Pacific 6:1, 1–28.

  • 512.
    Pålsson, Pontus
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    L1 Use in the EFL-classroom: A Literature Review on Teachers’ Use of the L1 in the EFL-classroom on Upper Secondary Level2016Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Even though English should mainly be used in the EFL-classroom according to the Swedish national curriculum, some recent scholars have argued that a judicious use of the students’ L1 by the teachers in some particular situations may benefit the learning environment there. From this context, this thesis examines what research says about in what particular situations the L1 is used by teachers in upper secondary EFL-classrooms as well as the teachers’ and the students’ attitudes towards this practice. The method used was a systematic literature review, where seven articles from all across the globe were analyzed, compared and synthesized. The results show that the L1 was mainly used by the teachers when managing discipline, when explaining grammar and when teaching vocabulary. However, the articles did not conclude how the L1 could be used strategically by the teachers. Concerning the teachers’ and students’ attitudes, the majority of these were positive towards L1 use by the teacher in the above mentioned situations. However, the teachers were not aware of how the L1 could be used by them in a judicious and a strategic way. Lastly, it can be concluded that more research is needed on how the L1 can be used more strategically by the teachers as well as on the students’ perspective on this.

  • 513.
    Pålsson, Pontus
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Using Swedish in the EFL-classroom: An Interview Study on Swedish Upper Secondary Students’ Attitudes towards Teachers’ L1 use in the EFL-classroom2016Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    There is very little focus in previous research on first language (L1) use by teachers in the upper secondary English as a foreign language (EFL) classroom from the students’ perspective. In this context and from a Swedish perspective, this thesis examines what attitudes students in the Swedish upper secondary school have towards their teachers’ use of L1 (Swedish) in the EFL-classroom. The method used was qualitative semi-structured interviews, where nine students in total were interviewed. The collected data was then coded, thematized and categorized. The results show that the students mainly believed Swedish should be used when teaching vocabulary, when teaching grammar and for classroom management. They did not believe the L1 should be used by them in questions and answers and in general talk in the classroom. They also endorsed an overall judicious use of Swedish by their teachers and that their use of this language should be adjusted to the specific teaching group. Finally, it can be concluded that further research is needed on how the L1 can be used judiciously in particular situations and on what attitudes students of varying proficiency and age, as well as students who do not have Swedish as their L1 have towards teachers’ L1 use in the EFL-classroom.

  • 514.
    Qu, Dake
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Stereotypical Chinese Accent of English in American TV Series2010Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 515.
    Quesnel, Marine
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Once Upon a Time, There Was Subjectivity: A Lacanian Reading of Alice in Wonderland and Through the Looking Glass2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 516.
    Qwarnström, Loretta
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Crossing Virginal Territory in the Poetry of Nuala Ní Dhomhnaill and Paula Meehan2003Ingår i: Contemporary Irish Literature: Diverse Voices, University of Central Lancashire, 2003Konferensbidrag (Övrigt vetenskapligt)
  • 517.
    Qwarnström, Loretta
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The Language of Body in Nuala Ní Dhomhnaill’s Poetry2002Ingår i: 3rd NISN Conference (Nordic Irish Studies Network), Bergen, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 518.
    Qwarnström, Loretta
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Transmigrant Movements and Crossings in Kamila Shamsie's Novel "Burnt Shadows"2011Ingår i: 4th Global Conference: Interculturalism, Meaning and Identity, Prague, 2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Kamila Shamsie’s novel Burnt Shadows traces the complex, interconnected web of relationships that the protagonist, Hiroko Tanaka, develops during her journeys. This study will begin by exploring the theme of identity in relation to Rosi Braidotti’s theory of nomadism which describes a character in a constant state of becoming as according to Braidotti, the nomad can always reconstruct him/herself in relation to the different experiences he/she encounters on his/her journeys. This serves partly as a migratory framework in my analysis of the identity development of Hiroko as she experiences dramatic historical events which span from Nagasaki in 1945 after the US nuclear bombing, to India during the independence struggle, to Pakistan after partition and finally to post-9/11 New York. These events provide the impetus for each of her physical relocations and her corresponding “inner” relocations. However, I argue that Rosi Braidotti’s theory of nomadism does not express the complex ways economic, political and cultural processes affect the character of Hiroko and will therefore analyze the role of place and social relations with regard to the development of Hiroko’s identity using John Urry’s paradigm of mobility which problematizes mobility processes and analyzes how they affect the individual and fragment national societies. The conflicts Hiroko encounters in her endeavor to feel at home will be analyzed. In addition, I will explore the border-crossing practices Hiroko uses to negotiate inclusion without becoming completely bounded by society’s norms and values. She constantly re-negotiates her identity through a process of adaptation and resistance and struggles to retain her individuality/difference in interaction with the collective as an attempt to coexist. I argue that Hiroko lives as a transmigrant, that is, a character in a constant process of migration. Her continuous movement is made possible through a complex web of social networks whereby Tanaka questions traditional definitions of nation, home, community and allegiance as she crosses the boundaries of national cultures and develops an identity which can be described as both local and global.

  • 519.
    Qwarnström, Loretta
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Travelling through Liminal Spaces: An Interview with Nuala Ní Dhomhnaill2004Ingår i: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, nr 3, s. 65-74Artikel i tidskrift (Refereegranskat)
  • 520.
    Qwarnström, Loretta
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Yoxsimer Paulsrud, BethAnne
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Presentation of EU Project The Language Café2008Ingår i: 10th Conference of the European Confederation of Language Centres in Higher Education (CERCLES):Language Centres for a Plurilingual Future in Europe, Istituto de Idiomas Seville, 2008Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Public Service Language Centre and Högskolan Dalarna are core partners in a two-year European Socrates Lingua funded project exploring informal and socially situated language learning for adults. The Language Café project (www.languagecafe.eu) draws on the existing and growing café culture around Europe and aims to create a network of language cafés which exist in real cafes and other publicly accessible social spaces. During this session, we will briefly outline the background to the Language Café project, report on progress to date, discuss the major challenges in setting up and sustaining a language café and present some of the support and publicity materials developed by the project. The project partners from the Public Service Language Centre in Vilnius and Högskolan Dalarna will compare examples of language cafés in Lithuania and Sweden. A presentation will follow regarding the different cultural traditions of teaching and teacher-student relationships in the different project partner countries. We will also discuss the meeting between the public and the private sector, i.e. academia and café owners, as well as between academia and the general public. Moreover, issues regarding how different methods of teaching and learning have influenced the success or failure of a language café will be presented.

  • 521.
    R. Älverbrandt, Daniel
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Experience of Longing as an Argument for God: An Analysis of the Theme of Longing in Two Works by C.S Lewis2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 522.
    Rahman, Md. Shaifur
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The illusion of creation of the text2005Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Is it really possible to create a (literary) text? It is actually impossible as to create an authentic text we need an authentic context which is impossible to create. So all the literary txets we have are not authentic and are not created authentically.

  • 523.
    Ramstedt, Maria
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Pupil beliefs versus teacher assumptions-some thoughts about "the perfect English lesson"2004Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 524.
    Randerson, Therése
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Adolescents’ Reading Habits Today: A literature review on how school can motivate more reading within the English subject.2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this literature review is to look into reading results among adolescents. One question is what adolescents read today another is how we as teachers can motivate to help students develop their skills for the future. It is important to know how we can motivate and how we can help them see the benefits of reading. The theoretical framework used is the one behind the Concept-Oriented Reading Instructions, CORI. The theory involves five motivation components that explain how reading comprehension affect adolescents and how the adolescents affect their own reading comprehension. The method for this literature review is to find sources that show how adolescents’ reading habits can be described and how motivating them can help the adolescents reach a higher level of reading comprehension. The results are then compared and analysed. The results in this thesis show that motivation is of importance. It can also be seen that those who have a poor vocabulary struggle to read and therefore struggle to further develop a good reading comprehension. The benefits of reading are that the students’ mind, thoughts and ideas get broader and their results are connected with how they perform.

  • 525.
    Randerson, Therése
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    “Why Don’t Teachers Always Work with Reading Strategies?”: A study of preferred reading strategies among students and teachers of English in Swedish lower secondary school.2019Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The questions asked in this empirical study is how teachers and students prefer to work with reading projects. It is asked which method they prefer to work with. 28 student informants have participated in the study that contained two questionnaires and a smaller reading project. They read two texts using two different approaches: one reading with no instructions other than to read the text and another reading with more thorough pre-, during, and post-reading assignments, such as discussions before and during the reading and a final individual written summary after the text was read. The results of the study showed that the majority of informants stated that they prefer more thorough pre-, during- and post-reading work in order to feel confident about their comprehension of what they have read. In addition, four teachers were interviewed for this study, and they all agree that literature in their classroom is important from several aspects. For example, they see greater vocabulary growth and more relaxed students when the students are reading. All four teachers use different strategies. Two of them focus on the pre-reading, one on the during-reading strategy while one works more with the post-reading strategy. What they all have in common is that they work regularly with reading and it is a big part of their lives outside of work as well and that is something they hope to pass on to their students, the freedom and joy of reading. This study discovered that a teacher must be willing to create reading projects that involve a lot of preparation and student discussions in order to increase their students’ reading comprehension.  

  • 526.
    Reivant Olausson, Torbjörn
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Satire in Service of Postcolonialism: An Analysis of Hanif Kureishi’s The Buddha of Suburbia and Trevor Noah’s Born a Crime: Stories of a South African Childhood 2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 527.
    Rexstedt, Galina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Computer-assisted collaborative process writing inthe EFL classroom: A literature review on the use of blogs and wikis in EFLclassrooms2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Web 2.0 technologies are increasing in popularity, offering huge possibilities, but also bringing new challenges to language learning classes. In the context of ESL and EFL teaching and learning Web 2.0 technologies, specifically blogs and wikis can be used for teaching collaborative process writing. This study investigates previous research on the use of blogs and wikis as tools for collaborative process writing in the context of ESL/EFL classrooms and identifies the advantages and disadvantages of using blogs and wikis for this purpose as well as tries to investigate how their use in ESL/EFL can be organized. The findings show that there are a number of advantages that speak for using blogs and wikis in ESL/EFL teaching and learning. However, there are also disadvantages that can interfere the successful use of blogs and wikis for collaborative process writing. As to possible ways of using blogs and wikis within ESL/EFL context, effective examples of group and pair work were identified.

  • 528.
    Rhodes, Sofia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Multilingualism and language proficiency: Perspectives from students in English medium schools in Sweden and the United Arab Emirates2018Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This thesis explores EMI students’ perspective on the role of the English language, multilingualism and language proficiency focusing on EMI students at five different schools in the UAE and Sweden. In order to explore the students’ perspectives a survey was conducted using a questionnaire that was distributed via e-mails. Overall the results demonstrate that a clear majority of the 94 informants have a positive attitude towards attending EMI schools and multilingualism. 20 different languages are reported as first language or languages used in different contexts. Even so, English is undoubtedly the language most of the students declare as their strongest language- Also, English proficiency is regarded to be significant for future undertakings such as university studies and employment locally and internationally.

  • 529.
    Rhodes, Sofia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Global Trend towards English-Medium Instruction: A literature review on EMI/CLIL in a Swedish and European Perspective2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.

  • 530.
    Ribeiro de Carvalho, Monica
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Feminizing Nature in The Picture of Dorian Gray 2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 531.
    Rinaldi, Lorenzo
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    (Re)possessing the Narrative: Silence, Repression and the Need to Tell One’s Story in Colm Tóibín's The Blackwater Lightship2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 532.
    Ripa, Elisabeth
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Who Is the Shrew?: Irony as deconstruction in The Taming of the Shrew2011Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    In this thesis William Shakespeare’s comedy The Taming of The Shrew is analyzed from a feminist perspective. It is argued that the female characters Katherina and Bianca are mainly constructed through language expressed by male characters as binary oppositions. By an act of deconstruction within the play, these images, or constructed representations, are adjusted and somewhat reversed in the end. In addition, it is shown how the Induction, an introductory part of the play, adds aspects of construction and deconstruction, which supports an ironic reading and a questioning of the constructed gender roles.

  • 533.
    Roopchand, Rhonda
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Masked With Insanity: A Sociological and Feminist Approach to Mental Illness in Toni Morrison’s The Bluest Eye2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 534.
    Roopchand, Rhonda
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Effects of Mestiza Consciousness on the Migrant’s Identity in Julia Alvarez’s How the Garcia Girls Lost Their Accents 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 535.
    Rother, Carolin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Human Animal: An Ecocritical Study of Wilderness by Roddy Doyle2016Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 536.
    Rowell, Jenny
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The Selvage of Incoherence: Metamodernism in Padgett Powell’s The Interrogative Mood: A Novel?2013Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 537.
    Rowell, Jenny
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The Women Behind the Magnolia: An Exploration of Flannery O'Connor's Portrayal of Southern White Women2011Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 538.
    Rowland, Steffanie
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    "One is not born a women; one becomes one": perpetuating gender roles in the dystopian novels Brave New World and The Giver2010Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
  • 539.
    Sabitova, Valeriya
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Nomad Subjectivity: Impasse, Desiring-Production and Oedipalized Consciousness in Joyce Carol Oates’ A Garden of Earthly Delights 2014Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 540.
    Sahlberg, Marianne
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Hur gör lärare i praktiken som får sina elever att tala engelska?: En fallstudie i hur en lärare får sina elever att använda engelska som arbetsspråk2002Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
    Abstract [sv]

    Sammanfattning Hur gör lärare i praktiken som får sina elever att använda engelska som arbetsspråk? Hur uppfattar elever detta? Vilken roll spelar läraren? Dessa frågor ville jag försöka få svar på. Mitt syfte var att försöka förstå hur lärare skapar en lärandesituation där eleverna använder engelska som arbetsspråk. Därför sökte jag upp en lärare som jag hade hört lyckades med detta. Jag samlade in data genom att intervjua, observera, anteckna, videofilma och spela in på band. Läraren i studien engagerade sig mycket i eleverna och ingav respekt. Undervisningen var lärarstyrd och följde samma upplägg. Läraren talade konsekvent engelska och tog tillvara många tillfällen till informella samtal med eleverna. Han uppmuntrade dem hela tiden att använda engelska som arbetsspråk. De äldre eleverna kom överens om någon påföljd om de inte talade engelska. Eleverna uppskattade styrda samtalsövningar som innehöll en informationslucka och deras engagemang var störst när uppgiften knöt an till personliga erfarenheter och tankar. Läroboksarbetet engagerade mindre men fungerade ändå eftersom det följdes upp av ett läxförhör och en ordlek. Det går att få eleverna att använda engelska som arbetsspråk, vilket eleverna i skolår 9 hävdade, men det är en lång process. Resultatet från undersökningen visar att relationen mellan läraren och eleverna sinsemellan är basen för allt.

  • 541.
    Samee, Sabir Abdus
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Fluid Identities in Jhumpa Lahiri's Interpreter of Maladies2004Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 542.
    Samee, Sabir Abdus
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    White Man’s Burden in Rudyard Kipling’s “The Limitations of Pambe'Serang”, “At the End of the Passage” and “Only a Subaltern”2005Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
  • 543.
    Sandberg, Cecilia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Representations of Gender on Twitter: A Discourse Analysis of Gender in Donald Trump’s and Hillary Clinton’s Tweets2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Twitter has become a popular medium for politicians to express their influence. In this study, the representations of gender in a selected number of tweets by Donald Trump and Hillary Clinton are examined. The research questions for this study include what linguistic devices of social behaviour and meaning Trump and Clinton use to construct themselves and address their readers, and whether the differences found can be construed as gendered stereotypes. The theoretical framework for this study is discourse analysis, and the method is Computer-Mediated Discourse Analysis (CMDA), where the analysis is based on two of the four levels of language as described by Herring (2004: 18): social behavior and meaning. The data used for the study was collected between January 12 and March 7, 2018, from the official accounts of Trump and Clinton. The results of the study suggest that both Trump and Clinton correspond to some degree to their respective stereotypical style of male and female gendered communication, although both sometimes use devices connected to the communication style of the opposite gender.

  • 544. Schmid, Monika
    et al.
    Beers Fägersten, Kristy
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Disfluency markers in L1 attrition2010Ingår i: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 60, nr 4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on an analysis of the speech of long-term émigrés of German and Dutch origin, the present investigation discusses to which extent hesitation patterns in language attrition may be the result of the creation of an interlanguage system on the one hand or of language-internal attrition patterns on the other. We compare speech samples elicited by a film retelling task from German émigrés in Canada (n=52) and the Netherlands (n=50) and from Dutch émigrés in Canada (n=45) to retellings produced by predominantly monolingual control groups in Germany (n=53) and the Netherlands (n=45). Findings show that the attriting groups overuse empty pauses, repetitions and retractions, while the distribution of filled pauses appears to conform more closely to the L2 norm. An investigation of the location at which disfluency markers appear within the sentence suggests that they are indicators of difficulties which the attriters experience largely in the context of lexical retrieval.

  • 545.
    Selcuk, Hasan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach2009Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 546.
    Seymour, Justine
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Putting the PM in her Place?: A linguistic analysis and comparison of Australian print media articles and their international counterparts in response to Australian Prime Minister Julia Gillard’s “Misogyny Speech”.2015Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examines writer emotivity embedded in lexical items as well as the possible framing of the surrounding context. The data comprises selected opinion articles from Australian and overseas online newspapers written in response to Julia Gillard's so-called “misogyny speech” held in the Australian Parliament in October 2011. The findings show that writer emotivity was present in almost all articles, the Australian journalists were almost universally condemning of the then Prime Minister and her speech while overseas counterparts almost universally praised both. While Australian journalists painted Gillard as an embattled failure, overseas journalists lauded her. One event has resulted in two diametrically opposed views. The different perspectives taken illustrate the importance of context and effect of ideology in shaping and constructing realities. The study concludes with pedagogical considerations for a critical approach to language studies in the classroom.

  • 547.
    Shipton, Robert
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    From the Protestant American Dream to a Glimpse of a Buddhist Alternative2004Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 548.
    Sjödin Jakobsson, Alexandra
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The liberation of Hester Prynne: How wearing the symbol of The Scarlet Letter releases Hester into a new kind of womanhood2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 549.
    Sjödin Jakobsson, Alexandra
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The liberation of Hester Prynne: How wearing the symbol of The Scarlet Letter releases Hester into a new kind of womanhood2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 550.
    Skantz, Mona
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    "She was a Bitch": A Socio-Educational Perspective on Motivation for Learning English.2007Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Abstract This degree project focuses motivation for learning English among a group of Swedish upper secondary school students. By employing a socio-educational perspective, some vital factors behind a strong motivation for learning English in school are investigated through individual interviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.

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