| 1321. |
- Kyhn, Maria Voss, et al.
(författare)
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Delayed administration of glial cell line-derived neurotrophic factor (GDNF) protects retinal ganglion cells in a pig model of acute retinal ischemia
- 2009
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Ingår i: Experimental Eye Research. - : Elsevier BV. - 0014-4835 .- 1096-0007. ; 89:6, s. 1012-1020
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates whether intravitreal administration of glial cell line-derived neurotrophic factor (GDNF) enhances survival of NeuN positive retinal cells in a porcine model of retinal ischemia. 16 pigs were subjected to an ischemic insult where intraocular pressure was maintained at 5 mmHg below mean arterial blood pressure for 2 h. The mean IOP during the ischemic insult was 79.5 mmHg (s.e.m. 2.1 mmHg, n = 15). Three days after the insult the pigs received an intravitreal injection of GDNF microspheres or blank microspheres. The pigs were evaluated by way of multifocal electroretinography (mfERG), quantification of NeuN positive cells and evaluation of the degree of retinal perivasculitis and inflammation 6 weeks after the insult. In the post-injection eyes (days 14, 28 and 42), the ratios of the iN1 and the iP2 amplitudes were 0.10 (95% CI: 0.05-0.15) and 0.09 (95% CI: 0.04-0.16) in eyes treated with blank microspheres, and 0.24 (95% CI: 0.18-0.32) and 0.23 (95% CI: 0.15-0.33) in eyes treated with GDNF microspheres. These differences were statistically significant (P < 0.05). The number of NeuN positive cells in the area of the visual streak area was significantly higher in eyes injected with GDNF microspheres compared to eyes injected with blank microspheres. In eyes injected with GDNF microspheres the ganglion cell count was 9.5/field (s.e.m.: 2.1, n = 8), in eyes injected with blank microspheres it was 3.5/field (s.e.m.: 1.2, n = 7). This difference was statistically significant (P < 0.05). There was also a significant difference (P < 0.01) in the degree of perivasculiitis between GDNF treated eyes (median perivasculitis score 1.5) and blank treated eyes (median perivasculitis score 3.0). In conclusion, injection of GDNF microspheres 3 days after an ischemic insult results in functional and morphological rescue of NeuN positive cells in a porcine model of acute ocular ischemia. (C) 2009 Elsevier Ltd. All rights reserved.
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| 1322. |
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| 1323. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Alltid engelska i engelskundervisningen? : Flerspråkiga elevers perspektiv
- 2018
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Ingår i: Leda lärande 2018. - Stockholm : Stockholms stad.
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Ska elevers olika modersmål samt skolspråket svenska användas på engelsklektioner? Detta är den övergripande frågeställningen i forskningsprojektet Flerspråkiga praktiker – en resurs i engelskundervisningen? som är finansierat av Vetenskapsrådet. I föreläsningen presenteras forskning om undervisning och lärande i engelska som ligger till grund för projektet samt projektets första resultat. Dessa belyser flerspråkiga elevers och deras lärares attityder och praktiker gällande användningen av olika språk för att stödja lärande och delaktighet i engelskundervisningen.
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| 1324. |
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| 1325. |
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| 1326. |
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| 1327. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Discursive mechanisms and human agency in language policy formation : negotiating bilingualism and parallel language use at a Swedish university
- 2016
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Taylor & Francis. - 1367-0050 .- 1747-7522. ; 19:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- n the wake of the enactment of Sweden's Language Act in 2009 and in the face of the growing presence of English, Swedish universities have been called upon by the Swedish Higher Education Authority to craft their own language policy documents. This study focuses on the discursive negotiation of institutional bilingualism by a language policy committee at one Swedish university during the process of developing a draft language policy. Following an ethnographic/discourse analytic orientation to language policy and planning research, data were collected during language policy committee meetings at the university. Using nexus analysis, circulating discourses are mapped and analyzed, with a specific focus on how these discourses were negotiated through mediated actions during committee meeting interaction and then entextualized in a draft policy. Analysis reveals how ‘bilingualism’ became reinterpreted as ‘parallel language use,’ a concept developed and used in Nordic language planning over the past 15 years. Analysis further shows how committee members negotiated the meaning of parallel language use and the processes of resemiotization that took place as discourses from other sociolinguistic scales entered into the committee's discussion and writing. In all, the study highlights discursive mechanisms of language planning and the interplay of social actors and texts.
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| 1328. |
- Källkvist, Marie
(författare)
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Does Translation Enhance Accuracy?
- 2004
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Ingår i: The Nordic Association for English Studies, Aarhus, Denmark, 27-29 May, 2004.
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Konferensbidrag (refereegranskat)
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| 1329. |
- Källkvist, Marie, 1967-, et al.
(författare)
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English Only in Multilingual Classrooms? : A study of students' self-reported practices and attitudes
- 2019
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Ingår i: AAAL conference Atlanta 2019. - Atlanta, GA : American Association For Applied Linguistics.
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Konferensbidrag (refereegranskat)abstract
- A pressing issue in multilingual education is when to draw on students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009). Classroom research in L2 learning supports multilingual/translanguaging practices (e.g. Lee & Macaro 2013; Zhang 2018), but much of this research involves participants who had acquired the same L1 prior to having classroom exposure to English (L2). The present study breaks new ground by focusing on multilingual participants with different L1s: Participants are either simultaneous bilinguals of Swedish (the majority language) and a heritage language (such as Somali), or L1-speakers of their heritage language, learning both Swedish and English in a high school in Sweden. Triangulated qualitative data were collected in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student questionnaires and interviews (18 students) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. As a basis for studying students’ attitudes, the classroom observations revealed that the teacher used mainly English; Swedish was restricted to metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. Student interviews revealed that the majority stated that they benefit from their teacher’s explanations in both English and Swedish, of Swedish translation equivalents, and of task and grading information verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students who were dominant in their heritage language expressed a need to draw on the heritage language, although not necessarily in the classroom. An important implication is the value to students of certain information being provided both in the target language (English) and in the school language (Swedish).
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| 1330. |
- Källkvist, Marie, 1967-, et al.
(författare)
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English-Swedish Translanguaging in Multilingual Secondary English Classrooms : A Study of Students' Attitudes
- 2019
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Ingår i: The third Swedish Translanguaging Conference. - Växjö : Linnaeus University. ; , s. 48-49
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Konferensbidrag (refereegranskat)abstract
- A pressing issue in multilingual education is when to draw on students’ entire multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009). Classroom research on the learning of L2 English supports multilingual/translanguaging practices (Lee & Macaro 2013; Zhang 2018), but much of this research involves students who had acquired the same L1 prior to having classroom exposure to English (L2). This study breaks new ground by focusing on multilingual students with different L1s: They are either simultaneous bilinguals of Swedish (the majority language) and a minority language (such as Somali), or L1-speakers of the minority language, learning both Swedish and English in a secondary school in Sweden. We collected triangulated qualitative data in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student interviews (N=18) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. The classroom observation data revealed that the teacher, being a Swedish-English bilingual, used mainly English when teaching; Swedish was used for metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. In the interviews, the majority reported that they benefit from their teacher’s English-Swedish translanguaging practices, particularly from task and grading information being verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students dominant in their heritage language expressed a need to draw on the heritage language, mainly when doing their homework rather than in the classroom. An important implication is that the students placed value in receiving information about task requirements and grading criteria in both the target language (English) and in the school language (Swedish).
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