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  • 1.
    Aida Niendorf, Mariya
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Japanska.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Ädel, Annelie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Garcia-Yeste, Miguel
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Perceptions of intercultural communication in multilingual Swedish workplaces: Findings from a pilot study2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Contemporary workplaces are often characterized by diversity, involving participants from multiple linguistic and cultural traditions (e.g., Angouri, 2014). In such settings, participants draw on their rich cultural assumptions and values to co-construct meaning (e.g., Takamiya & Aida Niendorf, 2019), as language use and communication patterns have been found to be inextricably linked to different group belongings. While diversity enriches workplace interaction linguistically and culturally, it also presents “communicative challenges to many employers and co-workers” (Holmes, 2018, p. 335). These communicative challenges include increased likelihood of miscommunication, social exclusion (Lønsmann, 2014), and limited interpersonal communication (Tange & Lauring, 2009). While considerable research has been devoted to understanding intercultural workplaces communication, little research exists on the linguistically and culturally diverse Swedish workplace. To gain greater insights into how diversity may enrich workplace interaction and the communicative challenges employees may experience, this pilot study explores employees’ attitudes to and beliefs about intercultural communication in the Swedish workplace. The pilot study is part of a larger project on digital professional communication in multilingual workplaces in Sweden. Five employees in managerial positions in Swedish higher education and corporations were interviewed. We adopt a critical intercultural communication approach, seeing “culture” as a dynamic concept, which employees may attribute to self and others, and (dis-)align with in different ways. Findings show that: (a) language competence in English is seen as indexing general competence; (b) categorisations of cultures are prevalent: Participants often view culture as synonymous with nation and point at differences between groups as a challenge to achieve effective communication; (c) identity and face are foregrounded: Some participants feel like a different person when using a different language, while others see a specific language as a way to adopt a different persona or professional role; and (d) culture and language are used to explain group dynamics (e.g., feeling as an outsider or as part of the group), and as tools to actively integrate or exclude others. The material has raised our awareness about not seeing the workplace as a monolith, but workplaces may be marked by internal variation when it comes to intercultural communication. 

    References   Angouri, J. (2014). Multilingualism in the workplace: Language practices in multicultural contexts. Multilingua 33, 1-9.     

    Holmes, J. (2018). Intercultural communication in the workplace. In B. Vine (Ed.), The Routledge handbook of language in the workplace (pp. 335-347). Routledge.    

    Lønsmann, D. (2014). Linguistic diversity in the international workplace: Language ideologies and processes of exclusion. Multilingua 33, 89–116.    

    Takamiya, Y. & Aida Niendorf, M. (2019). Identity (re)construction and improvement in intercultural competence through synchronous and asynchronous telecollaboration: Connecting Japanese language learners in the United States and Sweden. In Zimmerman, E. & McMeekin, A. (Eds.), Technology-supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments (pp. 111-145). Bristol: Multilingual Matters.    

    Tange, H., & Lauring, J. (2009). Language management and social interaction within the multilingual workplace. Journal of Communication Management 13(3), 218–232.     

  • 2.
    Aronsson, Mattias
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Svensson, Anette
    Jönköping University.
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 5-9Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 3.
    Berisha, Shyhrete
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Two Sides of the Same Coin: Understanding Homophobia in The Strange Case of Dr.Jekyll and Mr. Hyde2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This thesis has used a Queer approach in an attempt to explore that double as  a literary element is used to show a homophobic society in Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde. The narrative of the novel shows homoerotic codes when the novel is observed through a Queer reading, although homosexuality is never explicitly exposed. This thesis discussed the split character of Dr Jekyll/Mr Hyde, which represents a form of suppressed homosexuality that is the result of a homophobic society and internalized homophobia. This was done by analyzing the protagonists and some of the main social factors that that helped to spread homophobia: religious motives, law, the threat of violation of social values, and secret fear of being homosexual.

    Ultimately the analysis of this thesis helped to reveal a homophobic society in the novel, representing late Victorian society. Consequently in late Victorian society in the novel, the social, religious and legal repression of homosexuality led to internalized homophobia, and a tendency for homosexuals to internalize forms of self-loathing and self-damage, which is represented in the duality of Dr Jekyll/Mr Hyde.

    Fulltekst (pdf)
    fulltext
  • 4.
    Brunetti, Frida
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    A Hero’s Journey, but Make it Oppressed: A Feminist Analysis of Alice’s Adventures in Wonderland by Lewis Carroll2024Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 5.
    Bychkovska, Tetyana (Tanya)
    et al.
    (independent scholar).
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Nominalization in high- and low-rated L2 undergraduate writing2023Inngår i: International Journal of English for Academic Purposes: Research and Practice, E-ISSN 2634-4610, Vol. 3, nr 2, s. 135-158Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Nominalizations, or nouns derived from verbs or adjectives through suffixes, are a pervasive characteristic feature of written academic discourse. To better understand the nature of nominalization in L2 student writing and its relation to assessment in first-year writing (FYW) contexts, we report findings of a comparative corpus-based analysis of nominalization use in university student papers. Data consist of high-rated (A graded) and low-rated (C graded) L2 undergraduate research papers from multiple sections of an FYW course for international and multilingual students. Nominalizations were examined in terms of frequencies, unique types, abstract/concrete and human/non-human categories, nominal stance types, and modification types. Results reveal no statistically significant differences in the examined classifications. However, the small effect sizes for certain categories point to subtle differences between the two groups, which together might have affected the instructors’ evaluations of text quality. We conclude with suggestions for incorporating nominalization instruction in English for Academic Purposes writing courses.

    Fulltekst (pdf)
    fulltext
  • 6.
    Cox Eriksson, Christine
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Conscious Strategies for Improved Vocabulary Acquisition2022Konferansepaper (Annet vitenskapelig)
  • 7.
    Cox Eriksson, Christine
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Researching vocabulary depth in a multilingual Swedish elementary school2021Inngår i: Bulletin suisse de linguistique appliquée, ISSN 1023-2044, nr 113, s. 69-87Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [de]

    Ziel dieses Beitrags ist es, Möglichkeiten und Herausforderungen bei der Untersuchung vonWortschatztiefe im Kontext mehrsprachiger Primarschulen aufzuzeigen. Im theoretischen Teil wird einÜberblick über die Messung von Wortschatztiefe anhand von Wortdefinitionen und Assoziationsaufgabenin der internationalen und schwedischen Forschung gegeben. Der empirische Teil beschreibtDatenerhebungen mit einem neu entwickelten Definitionstest und dem Kent-Rosanoff-Assoziationstestmit 92 Zweit- bzw. Fünftklässlern an einer schwedischen Schule mit hohem Anteil an Zweitsprachlern.Thematisiert wird die Bewertung der Definitionen von Schülerinnen und Schülern sowie damitzusammenhängende Herausforderungen. Die Ergebnisse, die nach Alter, Aufenthaltsdauer inSchweden und Sprachhintergrund analysiert wurden, werden im Hinblick auf die bestehende Forschungund methodische Überlegungen diskutiert. Angesprochen werden der Mangel an Forschung undverfügbaren Testinstrumenten in Bezug auf Wortdefinitionen sowie an geeigneten Worthäufigkeitslisten,die auf mündlicher Sprache in einem Grundschulkontext basieren. Das in diesem Artikel beschriebeneVorgehen und die Herausforderungen sowie die Ergebnisse stellen einen Beitrag zu unserem Wissenüber die Wortschatztiefe bei mehrsprachigen Schülerinnen und Schülern dar und sind für Forscher undPädagogen gleichermassen von Interesse.

    Fulltekst (pdf)
    fulltext
  • 8.
    Cox Eriksson, Christine
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Vikten av den tidiga språkutvecklingen- att arbeta medvetet med ordförrådet2022Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Språklig input från omgivningen är betydelsefullt i alla barns språkutveckling. Det är särskilt viktigt att familjehemsplacerade barn får språkstimulering och språkligt stöd i ett positivt sammanhang, såväl i hemmet som i skolan. Presentationen behandlar språkutveckling, i synnerhet ordförrådsutveckling, under förskole- och skoltiden ur ett första- och andraspråksperspektiv. 

  • 9.
    Cox Eriksson, Christine
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Edquist, Gertrud
    Rättviks kommun.
    Ordförråd hos elever på en flerspråkig skola2022Inngår i: Språklig mångfald: Rapport från ASLA-symposiet i Göteborg, 23–24 april 2020 / [ed] Stina Ericsson, Inga-Lill Grahn, Susanna Karlsson, Göteborg: ASLA, Svenska föreningen för tillämpad språkvetenskap , 2022, , s. 24s. 44-68Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 10.
    Degerman, Peter
    et al.
    Mittuniversitetet.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Holmqvist-Sten, Katrin
    Umeå universitet.
    Samuelsson, Lina
    Mälardalens högskola.
    Humaniora i skolan: De humanistiska ämnenas plats och villkor i den svenska gymnasieskolan och i grundskolans högre år2021Rapport (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
  • 11.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    How Swedish Curricula Legitimise the Engagement with Literature in English2021Inngår i: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, s. 129-159Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations. 

    Fulltekst (pdf)
    fulltext
  • 12.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Introduction: On Literature Education2021Inngår i: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, nr 2, s. 1-28s. 1-28Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 13.
    Dodou, Katherina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Why study literature in English? A syllabus review of Swedish primary teacher education2021Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, nr 2, s. 85-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.

    Fulltekst (pdf)
    fulltext
  • 14.
    Dodou, Katherina
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Literary scholar, teacher educator?: English staff profiles and attitudes to teacher education2021Inngår i: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, s. 59-98Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Over the past decade, what it means to be an academic teacher of English-language literature in Swedish institutions of higher education has changed. As a result of recent political reforms, many literature staff have come to assume the role as teacher educators. To better understand the implications of this development, the article maps the academic qualifications and research interests of English staff who teach on teacher education (TEd) literature courses nationally and their attitudes to TEd teaching. The article is based on data gathered via a semi-closed questionnaire and analysed using content and discourse analysis. It shows that a majority of the study participants are PhD holders in English with a specialisation in literature. Although few staff are qualified teachers and/or are engaged in literature teaching and learning scholarship, several have school teaching experience. Respondent attitudes to the teacher educator role vary, as do the conditions for TEd teaching at different institutions. The findings suggest that respondent expertise and self-identification and their previous TEd teaching experiences are consequential for their attitudes, as is the matter of whether the role requires that they address areas, such as school-oriented teaching and learning theories and practices, in which they lack competence. These findings, the article suggests, have bearing on future strategic discussions in English studies.

    Fulltekst (pdf)
    fulltext
  • 15.
    Ekwall, Per Erik
    et al.
    Högskolan Dalarna, Institutionen för kultur och samhälle, Bildproduktion.
    Ädel, Annelie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Nyström Höög, C.
    Towards a unified affordance approach: searching for congruent meaning making in COVID-19 warning designs2021Inngår i: Social Semiotics, ISSN 1035-0330, E-ISSN 1470-1219Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This case study on COVID-19 warning designs in a Swedish context illustrates how a unified affordance approach may contribute to an understanding of the meaning-making in reminders, instructions, cues and prompts that communicate the message “keep your distance.” The analysis combines semiotic and ecological affordance categories, taking both Gibson’s original theorizing on affordances and more recent affordance-informed research efforts into consideration. In so doing, the study aims to bridge a knowledge gap in the study of visual instructions and warning designs as well as in a more comprehensive way delineate the multimodal design strategies associated with COVID-19 warning designs. The analysis shows that Swedish COVID-19 warning designs of the keep-your-distance-kind belong to a non-standardized and emerging genre that is marked by great variation and ad-hoc design solutions, several of which combine physical blocking functions with verbally based messages. The analysis also highlights the tension between verbal and visual recourses, on one hand, and the signage placement and choice of materials, on the other hand. It is concluded that communication resources do not always appear to convey the same basic message, but in incongruent ways weaken what might be considered the intended main message. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

    Fulltekst (pdf)
    fulltext
  • 16. Feak, Christine
    et al.
    Cortes, Viviana
    Coxhead, Averil
    Cotos, Elena
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    batchelor, Jordan
    Mushi, Onesmo
    Qui, Xixin
    Publish or perish: Insights from the editors and student board of English for Specific Purposes2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    An overview of ESP Journal and the desk review (Section 1) 

    One of the most important steps in any submission to a journal is understanding and demonstrating how the article fits with the aims and scope of the journal. This section of the panel provides an overview of English for Specific Purposes and outlines the purpose (and challenges) of the desk review as the first element of peer review.

    The review process and responding to reviews (Section 2) 

    The review process has multiple steps and much of this work is largely undertaken in the ‘back room’ of the journal. In this section, we outline the various steps beyond the desk review and discuss the possible decisions on manuscripts which authors might receive, from accept through to reject. We also suggest ways to deal with responding to reviewers’ comments.

    Developing skills as reviewers through SEB membership (Section 3)

    This section begins with questions that an early career reviewer might have about carrying outa peer review. Our SEB members will discuss how they developed their various reviewing strategies, and how interacting with members of the ESP board during peer reviewing has helped with developing skills as reviewer and writer.

    Ways to become a reviewer (Section 4)

    This final section focuses on opportunities for becoming a reviewer as a postgraduate student or early career researcher. It also provides suggestions on possible traps to avoid in reviewing. The session ends with time for questions with the whole panel.

  • 17.
    Fon, Edith Anyim
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Teaching English via Fiction: A phenomenographic study of teachers’ perceptions about using fiction to teach English2022Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
    Abstract [en]

    The aim of this study is to examine and identify the different ways in which secondary and upper secondary school teachers perceive the use of fiction to teach English as well as their beliefs about the outcome or benefits of doing so. Five secondary and upper secondary school teachers in Sweden who teach English as a foreign language were interviewed about how they use fiction to teach English. A phenomenographic cross-case analysis was used to analyse the data. The teachers’responses were categorized and labelled into two main themes, that is, teaching methods and benefits of using fiction to teach English. However, the teachers’ descriptions about the definition and medium of expressing fiction was first established. The data from the theme ‘teaching methods’ were later sorted, categorized, and labelled into six instructional strategies. The teaching strategies included: selecting authentic learning material for students; building knowledge about themes in the fictional works; using classroom discussions to support students' learning; encouraging students to use their previous knowledge and learning experiences to understand the content of the fictional works; using audio-visual aids to enhance students' understanding of themes in the fictional works; and designing tasks that reinforce learning. These strategies were common amongst all five teachers. However, there were some subtle differences in the teaching methods, caused by factors such as the students’ mastery of the English language, the English course(s) the teachers were teaching and the fictional material they were using to teach English.

    Fulltekst (pdf)
    fulltext
  • 18.
    Garcia, Dianne Valize
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Exploring the vocabulary content of upper secondary EFL textbooks in Sweden: A corpus-based analysis of types, lexical coverage,progression, and academic words2023Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Vocabulary is considered the building block of language. Without it, communication breaks down. This degree project investigates the vocabulary types, progression, lexical coverage andacademic words in EFL upper secondary textbooks in Sweden. This was done by a corpus-based approach using corpus tools such as Range and AntWord Profiler. The entire corpus contained six textbooks from two different series: Solid Gold and Viewpoints. These textbooks are utilised in English 5, 6, and 7 upper secondary courses. The analysis focused on Nation's word types and Coxhead’s Academic World List, including progression and coverage. The results revealed that high-frequency vocabulary is maintained throughout the series, while mid-frequency vocabulary considerably increases as the textbook levels progress. Results also show that around 3,000 word families are needed for 95% lexical coverage and 6,000 word families for 98% lexical coverage. Each textbook increases around 1,000 word families per level, but is less proportional in relation to the word count. The highest increase of word families is 32% and the lowest of 17%. Furthermore, the study found that the AWL covers 7% of the vocabulary, and 80% of the AWL items are used. Pedagogical recommendations from this study include establishing a vocabulary input threshold per level to ensure consistent progression. Additionally, academic written genres such as Introduction-Method-Results-Discussion (IMRaD) structures can be included in the textbooks in addition to the existing literary genres to help prepare Swedish L2 learners to cope with university academic texts.

    Fulltekst (pdf)
    fulltext
  • 19.
    Garcia-Yeste, Miguel
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Aida Niendorf, Mariya
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Japanska.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Ädel, Annelie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Communicative practices in the multilingual workplace in Sweden: Lay categorisations of languages2023Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Contemporary workplaces are characterized by diversity, involving participants from multiple linguistic and cultural traditions. In such settings, translanguaging is considered a common practice in which multilinguals “create an apparently seamless flow between languages and language varieties and to transcend the boundaries between named languages and/or language varieties as well as the boundaries between language and other semiotic systems” (Hua et al., 2022, p. 315). Little research, however, exists on such practices in multilingual workplaces (Du & Zhou, 2022), and even less on the linguistically diverse Swedish workplace. To gain greater insight into the seamlessness, transcendence, and boundaries such language users create and perceive, we explore the communication practices of employees in different Swedish workplaces. As an initial departure point, five employees in managerial positions were interviewed in the pilot study. We adopt a critical intercultural communication approach, seeing “culture” as a dynamic concept, which employees may attribute to self and others, and (dis-)align with in different ways. Findings show that categorisations of languages are prevalent, with participants applying a scale of linguistic sophistication or complexity and ranking formality conventions on a strong-to-weak scale. When categorising people and groups, participants foreground identity and face, and group dynamics is a recurring theme, with distinctions made between groups and orientations. This presentation focuses on participants’ descriptions of L1 and L2 identities and their perceived effects on workplace communication. Findings suggest that translanguaging has yet to be commonplace in the workplaces we investigated and shed light on lay perspectives on (trans)languaging in the workplace.

    References

    Du, J., & Zhou, X. (2022). Translanguaging practices in Chinese/English bilingual engineers’ communications in the workplace. Applied Linguistics Review, 13(3), 389-402.

    Hua, Z., Jones, R.H. & Jaworska, S. (2022). Acts of distinction at times of crisis: An epistemological challenge to intercultural communication research. Language and Intercultural Communication, 22(3), 312-323.

    Fulltekst (pdf)
    fulltext
  • 20.
    Garcia-Yeste, Miguel
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Aida Niendorf, Mariya
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Japanska.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Ädel, Annelie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Digital communication in professional contexts: Video meetings in multilingual workplaces in Sweden2023Inngår i: 2nd International Conference On Digital Linguistics, University Of Alicante, Spain, May 4-5, 2023, 2023Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this talk, we present a research project that we plan to launch in late 2023. The aim of the project is to investigate professional communication in video meetings, which is justified given their growing importance in the modern and post-pandemic workplace. The setting is workplaces in Sweden where English is used as a lingua franca, due to the increasing societal impact of multilingual workplaces. In the specific context of study, communication is embedded in several layers of complexity: It takes place in an institutional setting; it is digital and takes place in video mode; it is done across cultures and marked by diversity; and it is done partly in English as a lingua franca. The project focuses on internal communication within the workplace and does not consider external communication, for example involving customers. The overarching research question is: What factors contribute to (un)successful digital intercultural interactions in multilingual workplaces, specifically in video meetings? To map the characteristics of video meetings, we compare them to in-person meetings. We thus ask: (a) What (perceived and actual) differences and similarities are there between digital and in-person workplace meetings? To map the video meeting as a genre, we ask: (b) What are the key structural, linguistic, and interactional patterns of the video meeting? Given the central role of English as a lingua franca in these workplaces, we ask: (c) To what extent and how does English language proficiency—including participants’ beliefs about and attitudes to English language proficiency—affect workplace communication in digital intercultural interactions? Finally, we adopt a critical intercultural communication approach, seeing ‘culture’ as a dynamic concept (e.g., Hua et al., 2022), which employees may attribute to self and others, and (dis-)align with in different ways. We ask: (d) To what extent and how is culture seen as relevant in multilingual workplaces? Participants will be interviewed about communication practices in the workplace both individually and in focus groups. We will also record and analyze samples of (i) video and (ii) in-person meetings, to enable triangulation of different types of data. We conclude by discussing how the project's findings can be used as a basis for best practices and for developing workplace communication training materials.

    Fulltekst (pdf)
    fulltext
  • 21.
    Garcia-Yeste, Miguel
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Nordmark, Marie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Svenska.
    From “go to the writing centre” to “we can work on these things ourselves”: University lecturers’ changing views on Academic Literacies in the Social Sciences2024Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Over the last few decades, Higher Education institutions in Sweden and across the globe have been working on widened participation, sustainable development, and increased accessibility to university studies. The impact of these initiatives can be seen in today’s student populations, which are characterised by diversity and a wider range of academic skills. Other effects, however, include (a) concerns about lowering standards, (b) a discourse of deficit that focuses on the knowledge and skills students lack, and (c) a remedial approach to tackle said deficits. A common (mis)conception is that students lack language skills (e.g., language proficiency, writing skills) and that referring students to writing centres will solve the issue. However, research (e.g., Blåsjö, 2004; Barton, 2007; Shanahan & Shanahan, 2012; Wingate, 2012; Catell, 2013; Solheim et al. 2022) shows that integrating literacy efforts within disciplines is a more effective way to scaffold student learning. 

    This presentation reports on preliminary findings from an ongoing empirical study on teaching practices for the development of university student’s academic literacies in the social sciences. In particular, the focus is on the changing views of teaching staff on scaffolding and the role of academic literacies in the students’ learning journey. 

    The study rests on Academic Literacies (Lea & Street, 1998; Lillis, 2003; Lea, 2004; Eklund Heinonen et al., 2018) as its theoretical framework. The data consists of: (a) video-recorded ethnographic interviews with two lecturers in an undergraduate programme in the Social Sciences; (b) text analyses of, e.g., assignment instructions, feedback provided by lecturers, and samples of student writing; and (c) workshop-style sessions where the informants were given opportunities to explore hands-on strategies to scaffold the development of their students’ academic literacies.

    The results show a change from a discourse of deficit and a remedial approach to integrating academic literacies in the discipline. More specifically, the findings illustrate the lecturers’ changing views in relation to:

    1.    The students’ needs: From basic proficiency to disciplinary practices. 

    2.    The lecturers’ own abilities: From outsourcing to collaboration.

    3.    Teaching practices: Modelling, strategy use, and formative feedback emerge as useful scaffolding tools. 

    4.    The role of writing in the development of content knowledge.

    This study highlights the benefits of a collaboration between researchers at a writing centre and subject lecturers. The results show that applied linguistics can contribute to scaffolding the students’ learning journey by fostering engagement with disciplinary discourse to build disciplinary knowledge.

  • 22.
    Garcia-Yeste, Miguel
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Nordmark, Marie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Svenska.
    “The best way to explain it is to do it”: An ongoing empirical study focusing on how university teaching staff use modelling to help students develop their academic literacies2023Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Over the last few decades, Swedish Higher Education institutions have been working on widened participation (Högskolelagen, 1992, p.1434) as part of a wider effort towards sustainable development and increased accessibility to university studies (Agenda 2030). As a consequence, student populations today bring with them a wider range of academic skills. This, in turn, means that teaching staff across disciplines face a myriad of challenges. In our presentation, we discuss an ongoing empirical study on teaching practices for the development of university students’ academic literacies in the social sciences, with a particular focus on the role of modelling as a teaching strategy. Using Academic Literacies (Lea & Street, 1998; Lillis, 2003; Lea, 2004; Eklund Heinonen et al., 2018) as the theoretical framework, the study aims at (a) identifying challenges as experienced by teaching staff in the Social Sciences, and (b) carrying out a pedagogical intervention. The project, which is a collaboration between two lecturers from the Social Sciences and two researchers from the Language Support Unit, comprises four stages, namely: (1) a needs analysis to map the faculty’s existing teaching practices and to identify their challenges in relation to their students’ academic skills; (2) planning of a pedagogical intervention through a series of workshops; (3) implementation of the intervention; and (4) assessment of the project. So far, the findings reveal that modelling is a crucial teaching strategy in making tacit knowledge and task instructions explicit. The project is also expected to contribute to our understanding of (a) the challenges teaching staff experience in Swedish Higher Education today and (b) how to best support university students’ development of academic literacies. Furthermore, the project’s findings will be used to develop a course for professional development targeting teaching staff at our university.

  • 23.
    Garcia-Yeste, Miguel
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Pettersson, Karin
    Humanities Library, Gothenburg University Library, University of Gothenburg, Sweden.
    From summarising to stance-taking: Combining Genre Pedagogy and Academic Literacies to Help L2 University Students in Sweden Write Literature Reviews in Social Sciences and Humanities2024Inngår i: Developing Materials for Innovative Teaching and Sustainable Learning: A Guide for English Language Teaching Professionals / [ed] Cirocki, A., Farrelly, R. & Sapp, T., Springer, 2024Kapittel i bok, del av antologi (Fagfellevurdert)
  • 24.
    Gheitasi, Parvin
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Language Play with Formulas in an EFL Classroom2022Inngår i: Languages, E-ISSN 2226-471X, Vol. 7, nr 1, artikkel-id 63Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Language learners’ play with language can be a useful and effective tool for learning. Since language play generally involves deviating from the norms, one potential source for it can be multiword units of language known as formulaic sequences. This study is informed by sociocultural perspective and Bakhtinian dialogism and investigates language play with sequences among young foreign language learners in a classroom context. A class of 11 pupils (aged 9 to 11), in Iran, was observed and video recorded for 16 × 90 min sessions. Across recordings, episodes where pupils were engaged in language play were identified and analyzed qualitatively to document patterns of use and participation. Additionally, formulaic sequences were identified based on pre-established criteria. Results revealed that the young learners of the present study were recurrently engaged in different types of language play with formulaic sequences such as playing with sounds, manipulating some units of sequences or using a sequence to play a role. The data provide examples illustrating the role of language play in generating occasions for learners to practice, repeat, explore, and interact with the language in a more lively and low stress environment. 

    Fulltekst (pdf)
    fulltext
  • 25.
    Gheitasi, Parvin
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Enever, Janet
    Umeå University Sweden;King’s College London.
    Formulaic time buyers for young foreign language learners2022Inngår i: Language Teaching for Young Learners, ISSN 2589-2053, Vol. 4, nr 1, s. 66-91Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Multiword units of language, known as formulaic sequences, are pervasive and essential in communication (Wray, 2008). Although issues related to formulaicity have been under investigation in a number of research studies (e.g. Conklin & Schmitt, 2008; Wood, 2006), the present study is different in investigating the functions of formulaic sequences in the oral language production of young learners in the context of English as a foreign language. A class of 11 students (aged 9 to 11) was observed and video recorded for 16 sessions (90 minutes per session). Following transcription of selected speech samples, formulaic sequences were identified based on pre-established criteria. Analysis enabled categorisation of a range of functions for formulaic sequences in learners’ oral language production. Results revealed evidence that formulaic sequences performed a variety of roles in the learners’ language production. These sequences helped young language learners to improve their fluency, to economize effort on processing and also to buy time for processing. A significant novel finding of this study was evidence that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing.

    Fulltekst (pdf)
    fulltext
  • 26.
    Gheitasi, Parvin
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Lindgren, Eva
    Enever, Janet
    The Dynamics of Foreign Language Values in Sweden: A Social History2022Inngår i: Center for Educational Policy Studies Journal (C·E·P·S Journal), ISSN 1855-9719, E-ISSN 2232-2647, Vol. 12, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper gives an account of the history of foreign language values in Sweden from the seventeenth century to the present. The paper is informed by sociocultural standpoints on language and language learning according to which language is a dynamic tool that is appropriated by individuals to achieve particular purposes, and that dialogically creates and renews our social world(s). Since the sixteenth century, three languages (German, French and English) have been taught in Sweden as foreign languages during particular eras. In this paper, we explore how language value can be understood as a system that evolves over time as a result of triggers such as power, trade and personal benefits. The impact of these variables on Swedish society’s efforts to invest in learning a particular language during specific eras is critically examined from the perspectives of nested systems.

  • 27.
    Gray, Billy
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    'All Ages and No Age' : Memory and Self-Narration in Irma Kurtz's Then Again: Travels in Search of My Younger Self2022Inngår i: Revista Alicantina de Estudios Ingleses, ISSN 0214-4808, E-ISSN 2171-861X, Vol. 36, s. 55-68Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 28.
    Gray, Billy
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    From the Secular to the Sacred: The Influence of Sufism on the Work of Leila Aboulela2021Inngår i: Narratives Crossing Borders: The Dynamics of Cultural Interaction / [ed] Herbert Jonsson, Lovisa Berg, Chatarina Edfeldt & Bo G. Jansson, Stockholm: Stockholm University Press, 2021, s. 145-168Kapittel i bok, del av antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 29.
    Gray, Billy
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska. Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    ‘You Can’t Grab Anything with a Closed Fist’: Reflections on Ulster Protestant Identity in Derek Lundy’s Men That God Made Mad: A Journey through Truth, Myth and Terror in Northern Ireland2022Inngår i: Northern Ireland: Challenges of Peace and Reconciliation Since the Good Friday Agreement / [ed] Olivier Coquelin, Brigitte Bastiat, Frank Healy, Peter Lang Publishing Group, 2022, s. 201-227Kapittel i bok, del av antologi (Fagfellevurdert)
  • 30.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Generations and Future Scenarios in John Lanchester’s The Wall and Contemporary Climate Change Discourse2022Inngår i: Between Fiction and Society: Imagination and World Building in the Aftermath of a Global Pandemic, 2022Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    John Lanchester’s speculative, dystopian cli-fi novel The Wall (2019) is set in a near-future Britain, where rising sea levels have led to a wall being built around the entire island. The wall is manned by Defenders to prevent those living outside the wall, the Others, from coming in. Britain of the novel has been transformed into a walled state within a climate changed Earth. Life inside the wall has been relatively little-affected by climate change, and the standard of living is somewhat similar to contemporary Britain. Beyond the wall remains largely unknown for much of the novel, since its focalisation on the protagonist Joseph Kavanagh means that as a reader we know as much as he knows: climate change has dramatically transformed whole parts of the planet and thus turned millions of people into climate refugees. Drawing on Adeline Johns-Putra’s engagement with intergenerational ethics in the context of climate change and the contemporary novel, this paper will analyse the generational elements of The Wall, in particular Kavanagh’s perspective from a near future, climate-changed earth, looking back (in anger). The paper will then make a comparative analysis between this fictional, future generation point-of-view and examples from contemporary speeches, documentary films and popular science publications, which have employed (no doubt genuinely) an imagined future generations trope, evidently designed to raise a sense of anxiety and alarm that leads to action on curbing global warming. James Hansen, Barack Obama, Al Gore, Leonardo DiCaprio and Greta Thunberg represent some of the key scientific, political and celebrity voices whose imaginative future scenarios are in many ways (fictionally) corroborated in Lanchester’s novel. This paper argues that the novel and recent climate-change discourse that employs the children-and-climate-change trope sets up a generational division (old-young, present-future) that may ultimately risk obscuring societal attitudes to climate change. 

  • 31.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Globalgia and the loss of planetary home in Cormac McCarthy’s The Road and John Lanchester’s The Wall2021Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In 2005 philosopher Glenn Albrecht coined the term “solastalgia” as a psychological response to negative and often radical environmental changes in one’s home. For Albrecht, the increasing threat from “human-induced change such as war, terrorism, land clearing, climate change, mining, rapid institutional change” to our “solace” in a home milieu is an increasing cause for a sense of loss “nostalgia”, which causes “anguish or pain (algia)”. This presentation takes its bearings from Albrecht’s concept and the transnational turn in literary studies, and thus provides a literary-critical reading of two contemporary dystopian novels, Cormac McCarthy’s The Road (2006) and John Lanchester’s The Wall (2019). These novels are examples of speculative fiction, in that they provide fictional, future scenarios or ‘future histories’, to borrow Brian Stableford’s term, which include a high degree of “rational plausibility” within these “fictional constructs”. Consequently, this presentation extends the psychological-ecological, and contemporary, notion of solastalgia into the dystopian genre in general and future depictions in The Road and The Wall specifically. Ultimately, through literary analysis this paper illustrates a move beyond solastalgia, where the physic territory of the home has shifted onto a global scale, as a response to massive ecological devastation and desolation that I will call ‘globalgia’. In other words, the term is an attempt to theorise and categorise psychological-affective responses to fictional scenarios where the entire planetary system is recognised in the pain causing loss-of-home. I will argue that this notion informs aspects of characterisation and plot in the novels and that it can in turn offer the reader an understanding of solastalgia that is more in line with the level of ‘hyperobject’ proposed by Timothy Morton.

  • 32.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Revising Robert Burns and the “No Female Bards” of Ulster-Scots Poetry2023Inngår i: The Burns Chronicle, ISSN 0307-8957, Vol. 132, nr 2, s. 166-186Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    John Hewitt’s claim to ‘no female bards’ as part of the revival of what he called the rhyming weaver poets tradition narrowed the scope of scholarly interest. A variety of publications have provided a range of in-depth studies on the impact of Robert Burns in Ireland, and have done much to challenge the latter claim. However, the presence and output of Ulster-Scots women writers within this wider area of scholarship remains little known. By analysing poetry from three writers – Olivia Elder, Sarah Leech and Margaret Dixon McDougall – this article aims to advance several lesser-known eighteenth and nineteenth-century female Irish poets, add depth to the study of Ulster-Scots women’s writing, and provide a novel perspective on the relationship between Robert Burns and Ireland. Elder, who was active as a writer in the 1770s, adapts works from the eighteenth-century song tradition to satirize ‘Old Light’ Presbyterian beliefs in Ireland, arguably anticipating Burns attacks on Presbyterian church orthodoxy. Leech was a spinner living and writing in north-west Ulster in the early part of the nineteenth century, while Dixon came from a wealthy family in Co. Antrim, and emigrated to Canada in the 1840s, where she went on to become a pioneering writer and journalist. Both employ Standard Habbie in verses that ostensibly emulate Burns poems – ‘To a Mouse’ and ‘Address to the Deil’ – but which on closer inspection provide a vehicle to ruminate on moral, religious, and philosophical matters that were relevant to the unique circumstances of each author.

  • 33.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Slow post-apocalypse and distorted pastoral in Jessie Greengrass’ The High House2023Inngår i: Un/Building the Future: The Country and The City in the Anthropocene, University of Warwick , 2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Jessie Greengrass’s cli-fi novel The High House (2021) is set in a near-future Britain and is chiefly dystopic in its depiction of the effects of Anthropogenic climate change on people and landscape. Set mostly in rural and coastal East Anglia, the story is noticeably devoid of urban spaces, digital technological, social media and the overall speed of modern life. Any yet, despite the rural setting, the novel’s post-apocalyptic narrative distorts any tendency towards easy pastoral associations. As Terry Gifford tells us, the long pastoral tradition is based on the paradigm of Theocritus Idylls, as “a vision of simplicity of life in contact with nature” (16). This heavily idealised representation of life in the country has been central to the Western literary tradition yet has changed dramatically in the early modern era. This paper will show how Greengrass employs traditional features of pastoral, such as a simpler, slower bucolic life, nostalgia, and a life lived in harmony with the seasons, together with more modern forms of the genre such as anti-pastoral or the harsh realities of rural life to present a form of pastoral disfigured by climate change. In addition, this paper will argue that The High House relies on elements of slowness related to Rob Nixon’s concept of “slow violence”: “a violence that occurs gradually and out of sight, a violence of delayed destruction that is dispersed across time and space, an attritional violence that is typically not viewed as violence at all.” (2) Ultimately, this paper argues that the conflation of rural slowness - a staple feature of the pastoral tradition - with the slow violence of climate change are central to the novel’s dystopic nature.  

     

     

     

     

  • 34.
    Gray, David
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    The anxieties of intergenerational environmental justice in John Lanchester’s The Wall2023Inngår i: The Culture of Fear and Anxiety in Contemporary Europe / [ed] Carmen Zamorano Llena, Jonas Stier and Billy Gray, London: Routledge, 2023, s. 152-167Kapittel i bok, del av antologi (Fagfellevurdert)
  • 35.
    Hassan, Samira
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    A Comparison of Translation Strategies for Metaphors in two English Translations of Pippi Longstocking2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this thesis is to examine the translation strategies used for translating linguistic metaphors that have underlying conceptual metaphors and to investigate if the translated linguistic metaphors have the same literal and figurative meanings (and conceptual metaphor expressions) in the Swedish source text as in the English translations of Pippi Longstocking. Vinay and Darbelnet’s (1995) theory was used for identifying the translation strategies used for the translation of each linguistic metaphor. Lakoff and Johnson’s (1980) and Kövecses’ (2010) theories were used to explain conceptual metaphor theory. 15 random linguistic metaphors were selected from the source text by using the Metaphor Identification Procedure (MIP) and the underlying conceptual metaphor was identified through an analysis of conceptual domains in the metaphors. The target texts were two English translations by Florence Lamborn (published in 1950) and Tiina Nuunnaally (published in 2007). The corresponding translations of the linguistic metaphors were identified and MIP was used to check whether they were still metaphorical. The results revealed that the linguistic metaphors that were literally translated were identical to the ones in the source text and that modulation was the most frequently used translation strategy for translating linguistic metaphors with underlying conceptual metaphors. Modulation is a translation strategy which involves a change in the form of the message (Vinay and Darbelnet, 1995:36).

  • 36.
    Hildebrand, Kristina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Female rulers and appropriate desire2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Malory’s text contain numerous women who either rule a castle and lands in their own right, or who appear to do so as we never see a man controlling their rulership. It is, nevertheless, not the normal position for a woman: overall, these women are expected to desire a knight who can take over rulership, or at least become co-ruler. This desire is considered appropriate: by and large, only women of very doubtful reputations (Morgan being a case in point) retain full control over their lands for an extended period of time. Categorically rejecting an obviously suitable knight is also inappropriate for a female ruler: it is not so much that she should accept a knight she does not desire, as that she should desire any knight of prowess and chivalric behaviour who loves her. The lack of desire is, in itself, a flaw in a female ruler.

    A prominent example of inappropriate reaction to knightly desire is Ettarde, ruler of her own castle and believing she is entitled to make her own choice in matters of love. in the text she is held up as the bad example, portraying Nyneve – a woman who, if not ruler of a castle, is certainly a person with power – as the good example. In this paper, I will discuss this and other examples of female rulers and their (in)appropriate desires.

  • 37.
    Hildebrand, Kristina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Shifting or shifty? Authorship in Charles Bertram's forgery2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In 1757, an Englishman called Charles Bertram, living in Copenhagen, published a forged manuscript. This contained a text supposedly written by a medieval monk but based on a Roman original. Charles Bertram thus created three authors in one fell swoop.

    Bertram himself is consistently present in the text, despite positioning himself as an editor only. The medieval monk is an explicit presence, portrayed as having put his own words – indeed in his own hand – on the pages. Behind him is the shadowy character of a Roman general, the author of the presumed original. In their various situations, the authors partake of different degrees of authority and reliability, which are also shifted from one author to another.

  • 38. Jarazo-Álvarez, Rubén
    et al.
    Prieto-Arranz, José IgorZamorano Llena, CarmenHögskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.Gray, BillyHögskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.Stier, JonasMälardalens högskola.
    The Humanities Still Matter2021Collection/Antologi (Fagfellevurdert)
  • 39.
    Johansen, Emma
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    “What a joy it is to dance and sing!”: Camp Sensibility as Antidote to Bardolatry in Angela Carter’s Subversive Wise Children2022Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 40.
    Knospe, Yvonne
    et al.
    Umea Univ, Dept Language Studies, Umea, Sweden..
    Sturk, Erika
    Umea Univ, Dept Language Studies, Umea, Sweden..
    Gheitasi, Parvin
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Additional support for pupils with reading difficulties - a case study2021Inngår i: Education Inquiry, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0-9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.

    Fulltekst (pdf)
    fulltext
  • 41.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs2023Inngår i: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper discusses the development and implementation of a locally-sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the Corpus of Ohio Learner and Teacher English (COLTE), a large in-house corpus consisting of assessed ESL student writing and teacher feedback from first-year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus-based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally-sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.

    Fulltekst (pdf)
    fulltext
  • 42.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Developmental trajectory of L2 undergraduate students’ use of linking adverbials: A corpus-based study2022Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Appropriate use of linking adverbials (LAs) is a key feature of successful academic writing because these devices (e.g., furthermore, however) enhance meaning and establish textual cohesion explicitly (e.g., Shaw, 2009). In fact, studies have shown that academic writing includes more LAs than other registers (Liu, 2008). Despite their importance in academic writing, second language (L2) learners of English have been reported to struggle with LAs, frequently overusing, underusing, and misusing these devices (e.g., Appel & Szeib, 2018). Despite the growing interest in L2 students’ use of LAs, little attention has been given to whether L2 students’ use of these cohesive devices in their writing changes over time. Using corpus-based methods, this study presents an analysis of the developmental trajectory of L2 university students’ use of LAs. Specifically, adapting Appel and Szeib’s (2018) semantic framework, the study examined the extent to which L2 university students’ use of LAs changes over time. Data consist of a specialized corpus of 80 argumentative essays written by 40 L2 undergraduate students at two different points in time. The first subcorpus (ESL-1) includes 40 argument essays (~40,000 words) written by these students in the first of two first-year writing courses, while the second subcorpus (ESL-2) consists of 40 essays (~58,000 words) written by the same student writers in the second writing course. Preliminary analysis reveals changes in overall frequency of LAs, with ESL-2 consisting of fewer LAs than ESL-1. Furthermore, the results show that some semantic categories decreased in ESL-2, yet little to no change was observed for other semantic categories. Upon closer analysis, specific types of LAs decreased while others increased in ESL-2, thus demonstrating students’ changing use of LAs as they gain more experience over time. The presentation begins by reporting and discussing the results, followed by implications for L2 writing research and pedagogy.

     

  • 43.
    Lee, Joseph
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Which verb should I use? Disciplinary variation in reporting verbs2022Inngår i: Teaching English with corpora: A resource book / [ed] Vander Viana, Routledge, 2022Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Disciplinary writing requires students to become familiar with the reporting verbs commonly employed in their fields to incorporate other writers’ ideas in their texts. This lesson raises students’ awareness of the breadth of reporting verbs used in academic writing, encourages them to find out the verbs which are most commonly used in specific disciplines, and assists them in the use of discipline-specific verbs in their writing.

  • 44.
    Lee, Joseph
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Bern, Robert
    Ohio University.
    Changing patterns of linking adverbials in L2 university student writing2022Inngår i: Book of Abstracts: 6th Learner Corpus Research Conference (LCR 2022), 2022Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Appropriate use of linking adverbials (LAs) is a key feature of successful academic writing because these devices(e.g., furthermore, however, thus) enhance meaning and establish textual cohesion explicitly (Shaw 2009).Previous research has shown that LAs appear prominently in academic prose. In fact, these studies have revealedthat academic writing includes more LAs than other registers including conversation, fiction, and news (Biber etal. 1999; Liu 2008). Despite their importance in academic writing, second language (L2) writers of English havebeen reported to struggle to use LAs appropriately. Over the past few decades, considerable research has comparedthe use of LAs between first-language (L1) English writers and various L2 English groups including L1 Chinese(e.g., Gao 2016), L1 Korean (e.g., Ha 2016), and L1 Spanish writers (e.g., Carrió-Pastor 2013), as well as amongspecific L1 groups (e.g., Appel & Szeib 2018). These studies have shown that L2 English writers frequentlyoveruse, underuse, and/or misuse these devices. While these studies have been important in understanding L2writers’ challenges with LAs, surprisingly little attention has been given to whether L2 students’ use of LAs intheir writing changes over time or the degree to which their behaviors change with experience. Using corpusbased methods, this study reports findings of an analysis of the developmental trajectory of English-as-a-secondlanguage (ESL) university students’ use of LAs in their academic writing. The study was guided by the followingresearch question: To what extent does L2 university students’ use of linking adverbials in their writing changeover time? Through this analysis, this study aims to provide a greater understanding of the relationship betweeneducational experience and L2 writing development.Data consist of a specialized corpus of 126 high-rated source-based argumentative essays written by 63ESL undergraduate students in US-based first-year writing (FYW) courses at two different points in time. Thefirst subcorpus (ESL-1) includes 63 argumentative essays (66,424 words) written by these students in the first oftwo FYW courses, while the second subcorpus (ESL-2) consists of 63 argumentative papers (87,638 words)written by the same student writers in the second FYW course. To analyze LAs in the student essays, Liu’s (2008)taxonomy of LAs was used because his list is considered to be one of the most comprehensive (Gao 2016), witha total of 110 lexical items. The framework consists of four broad semantic categories: additive (e.g., additionally,similarly), adversative (e.g., however, in contrast), causal (e.g., as a result, hence), and sequential (e.g., first, inconclusion). Each category in this framework is classified further into subcategories. Using the concordance toolAntconc (Anthony 2018), every LA item in Liu’s (2008) list was searched in both subcorpora, and then wemanually examined each example in its textual context to ensure every item functioned as an LA. Item frequencieswere counted per text and normalized per 1,000 words. To determine whether the differences were statisticallysignificant, paired samples t-tests, with Bonferroni correction, were performed, with the alpha set at .05 (twotailed).Analysis reveals statistically significant changes in the overall frequency of LAs, with the ESL-2subcorpus consisting of fewer LAs than the ESL-1 subcorpus. Upon closer analysis, the results show that the useof additive and causal LAs decreased over time, while adversative and sequential LAs increased. However, astatistically significant difference was only found for the additive category. Analysis of the proportionaldistributions of the categories shows that with experience ESL student writers rely less on additive and more onadversative, yet the distributions of causal and sequential do not seem to change. With a few exceptions, the mostfrequently used words/phrases for all the categories are strikingly similar in both subcorpora, though thefrequencies at which they are used changes. Thus, the preliminary findings suggest that the distribution of LAsappears to change and matches more closely with published academic prose (cf. Liu 2008) as ESL students gainmore experience with academic writing; however, the specific linguistic LA devices used do not seem to markedlychange. The paper begins by reporting and discussing the results, followed by implications for L2 writing researchand pedagogy.

    Fulltekst (pdf)
    fulltext
  • 45.
    Lee, Joseph
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Rigby, Julia
    Dartey, Edwin
    The Pennsylvania State University.
    Corpus Analysis of Passives in Master’s Theses Across Engineering Disciplines2021Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Style guides for scientific English frequently suggest avoiding the passive voice (Day & Sakaduski, 2011), as it is considered to weaken writing clarity. Yet research has shown that the passive is highly common in academic prose (Biber et al., 1999), particularly in scientific writing (Swales, 2004). While a few studies have investigated the passive in published scientific writing, such as medicine and physics (e.g., Hiltunen, 2016), engineering is poorly represented and understood in research on disciplinary discourse but especially on student writing. Despite increasing awareness of the challenges engineering graduate students have in writing high-stakes research genres such as the master’s thesis, little attention has been given to engineering student writing. Furthermore, specificity is a key principle in English for specific purposes (ESP) research (Hyland, 2002), yet how far we should go with this concept is still an open question. Using corpus-based methods, we present findings of a comparative analysis of the use of the passive voice in engineering master’s theses. Specifically, we systematically compare the frequencies, forms (including tenses and clause types), and functions of the passive voice across five sub-disciplines. Data consist of specialized corpora of 150 methods chapters of master’s theses in chemical, civil, electrical, industrial, and mechanical engineering. Our data show that 52% of the verbs were in the passive, and no variation was found in terms of overall frequency. Findings, however, indicate variation in the passive forms and functions across sub-disciplines. While variation also exists in verb activity types, research-oriented verbs were most frequently used by all sub-disciplines, most likely due to the part-genre of the corpora. Supporting previous research (Huddleston, 1971; Swales, 2004), certain verbs are nearly always in the passive while others rarely are. The presentation begins by reporting and discussing the results, followed by implications for research in ESP research and teaching.

  • 46.
    Levin, Susanne
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    The search for a nuclear family: Family representation and choices in Stephanie Meyer’s Twilight Saga2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
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    fulltext
  • 47.
    Lindahl, Katarina
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Collaborative writing in group work2021Inngår i: Designing Courses with Digital Technologies: Insights and Examples from Higher Education / [ed] Stefan Hrastinski, New York: Routledge, 2021, s. 52-56Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter focuses on how shared documents are used for practical and collaborative writing assignments such as giving peer feedback in a course on English teaching for upper secondary school teacher students. The students use shared documents for their group work during seminars, and the discussions when working collaboratively contribute to students’ positive experiences of the course. In addition, the course is taught in a way in which students become learning resources for each other, and in turn, they develop both their teaching skills as well as their own language proficiency. The students learn how to give formative feedback, they improve their own writing and they learn how to use digital tools in language teaching.

  • 48.
    Lundqvist, Johanna
    et al.
    Mälardalens universitet.
    Cox Eriksson, Christine
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Franzén, Karin
    Karlstads universitet.
    Språk och kommunikation i en förskola för alla2022Annet (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 49.
    Paulsrud, BethAnne
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Cross-national comparison: Appraisal analysis in action (Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach")2022Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Title: Cross-national comparison: Appraisal analysis in action

    Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach"

    Abstract: 

    This paper presents a study of how teachers talk about multilingualism and migrant parents across eight countries (France, Germany, Ireland, Israel, the Netherlands, Norway, Sweden, and the UK). Here, we spotlight a cross-national comparison on how teachers use evaluative language to express their attitudes and beliefs. We have used appraisal analysis (Martin & White, 2005) for the coding of relevant linguistic expressions, as the method offers a framework for quantifying and comparing instances of evaluative language as well as for revealing ideological positions. We have concentrated on attitude (AFFECT, JUDGEMENT, and APPRECIATION) and graduation (FORCE or FOCUS), additionally coding attitude as inscribed or invoked and as positive or negative.

    In the project, researchers have followed the same interview protocol. Ten interviews from each country were chosen, including teachers from both urban and rural schools, with varying levels of teaching experience, and from both highly multilingual schools and less diverse schools. Each country team conducted an appraisal analysis of the selected interviews according to a joint interrater-tested coding scheme. In our paper, we present quantitative comparisons as well as co-occurrences of coding.

    Our preliminary findings indicate, e.g., that many teachers articulate normative assessments of parents’ behavior with negative JUDGEMENTS of their CAPACITY or NORMALITY, with parents judged as lacking proficiency in the majority language, as not understanding school culture, or as insistent on using their home languages. However, if parents have strong proficiency in the language of schooling, teachers see this as positive CAPACITY, which may be associated with SECURITY or INCLINATION.  Some teachers also express positive APPRECIATION towards diversity, with multilingualism deemed as WORTHWHILE. The tensions in the teachers’ talk about migrant parents, as evident in the comparative appraisal analysis of about 80 interviews, will be exemplified in our presentation. 

    References:

    Martin, J.R. and P.R.R. White (2005) The Language of Evaluation: Appraisal in English. Palgrave Macmillan: Basingstoke, Hampshire.

    First presenter:

    Paulsrud, B., School of Language, Literatures and Learning, Dalarna University, Falun, Sweden

    Co-authors: 

    Cunningham, C., School of Education, Language and Psychology, York St John University, York, UK

    Jalali-Moghadam, N., Blekinge Centre of Competence, Blekinge County Council, Karlskrona, Sweden & Department of Psychiatry, Østfold Hospital Trust, Moss, Norway

    Juvonen, P., Department of Swedish, Linnaeus University, Växjö, Sweden

    Mary, L., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France

    Mellenius, I., Department of Language Studies, Umeå University, Umeå, Sweden

    Putjata, G., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, Germany

    Reinhardt, K., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, Germany

    Schalley, A. C., Department of Language, Literature and Intercultural Studies, Karlstad University, Karlstad, Sweden

    Schwartz, M., Department of Research and Evaluation Authority, Oranim Academic College of Education, Haifa, Israel

    Segev, M., Academic College of Tel Aviv-Yafo, Israel

    Turkan, S., School of Social Sciences, Education and Social Work, Queen's University, Belfast, Northern Ireland

    Yagmur, K., Department of Culture Studies, Tilburg University, Tilburg, Netherlands

    Young, A., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France

     

  • 50.
    Paulsrud, BethAnne
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Cunningham, Una
    Stockholm University.
    Parallelingualism, translanguaging, and English-medium instruction in Nordic higher education2023Inngår i: English in the Nordic Countries: Connections, Tensions, and Everyday Realities / [ed] Elizabeth Peterson & Kristy Beers Fägersten, Taylor and Francis , 2023, s. 127-147Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    English-medium instruction (EMI) is increasingly common in educational contexts today, especially in higher education institutions (HEIs). The focus of EMI is primarily on the disciplinary content in courses rather than on the English language as a subject. HEIs choose to offer EMI for reasons such as internationalization and marketing, as well as providing students with exposure to the English language, although explicit language goals are not often articulated. In this chapter, EMI in relation to language ideologies, policy, student and teacher perspectives, and multilingualism is presented. Using the twin lenses of “parallelingualism” and “translanguaging,” the possible challenges to linguistic hierarchies and ideologies underlying EMI in Swedish HEIs are considered. The conclusion is that giving implementational and ideological space to languages that are currently not visible - including multiple local languages - may be a move beyond the binaries implied by a call for parallelingualism in the Nordic EMI context. © 2024 selection and editorial matter, Elizabeth Peterson and Kristy Beers Fägersten.

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