| 1. |
- Wikström, Peter, 1986-
(författare)
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I tweet like I talk : Aspects of speech and writing on Twitter
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation investigates linguistic and metalinguistic practices in everyday Twitter discourse in relation to aspects of speech and writing. The overarching aim is to investigate how the spoken–written interface is reconfigured in the digital writing spaces of social media.The dissertation comprises four empirical case studies and six chapters. The first study investigates communicative functions of hashtags in a speech act pragmatic framework, focalizing tagging practices that not only mark topics or organize hypertextual interaction, but rather have more specific locally meaningful functions. Two studies investigate reported speech in tweets, focusing on quotatives typically associated with informal conversational interaction (e.g., BE like). The studies identify strategies by which Twitter users animate (Tannen, 2007) speech reports. Further, one of the studies explores how such animating practices are afforded (Hutchby, 2001). Lexically, orthographically, and with images, but primarily through typography, users make voice, gesture, and stance present in their tweets, digitally re-embodying the rich nonverbal expressivity of animation in talk. Finally, a study investigates notions of talk-like tweeting from an emic perspective, showing users' negotiations of how tweets can and should correspond to speech in relation to social identity, linguistic competence, and personal authenticity.Six chapters situate and synthesize the case studies in an expanded theoretical framework. Together, the studies show how Twitter's speech–writing hybridity extends beyond a mix of linguistic features, and challenges a traditional idea of writing as a mere representation of speech. Talk-like tweeting remediates (Bolter & Grusin, 2000) presence and embodiment, forgoing the abstraction of phonetic print literacy for nonverbal expressivity and an embodied written surface. Twitter talk is shown not simply to substitute literacy norms for oral norms, but to complicate and reconfigure these norms. Talk-like tweeting makes manifest an ongoing cultural renegotiation of the meanings of speech and writing in the era of digital social media.
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| 2. |
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Practical theories and empirical practice : A linguistic perspective
- 2012
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- There is a perceived tension between empirical and theoretical approaches to the study of language. Many recent works in the discipline emphasise that linguistics is an ‘empirical science’. This volume argues for a nuanced view, highlighting that theory and practice necessarily and as a matter of fact complement each other in linguistic research. Its contributions – ranging from experimental studies in psychology via linguistic fieldwork and cross-linguistic comparisons to the application of formal and logical approaches to language – exemplify the mutual relationship between empirical and theoretical work. The volume illustrates how selected topics are addressed by different contributions and methodological stances. Topics include the cognitive grounding of language, social cognition and the construction of meaning in interaction, and, closely related, pragmatics from a typological perspective and beyond. Anyone interested in these topics and more generally in meta-theoretical considerations will find great value in this volume.
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| 3. |
- Schalley, Andrea C., et al.
(författare)
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Multilingualism and assimilationism in Australia's literacy-related educational policies
- 2015
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Ingår i: International Journal of Multilingualism. - : Routledge. - 1479-0718 .- 1747-7530. ; 12:2, s. 162-177
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Tidskriftsartikel (refereegranskat)abstract
- Australia is a country of high linguistic diversity, with more than 300 languages spoken. Today, 19% of the population aged over 5 years speak a language other than English at home. Against this background, we examine government policies and prominent initiatives developed at national level in the past 30 years to address the challenge of offering 'Literacy for all', in particular focusing on minority language speaking children. Across the examined policies and initiatives, a distinct negative correlation can be observed: the more multilingual Australia has become, the more assimilationist the policies, and the more monolingual the orientation of the society that governments have sought to establish through policy. We argue that to enhance literacy outcomes more generally, this orientation needs to be reversed. We explain why policy understanding and approach need to instead promote the maintenance of home languages and support literacy acquisition in these languages.
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| 4. |
- Schalley, Andrea C.
(författare)
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The lexical semantics of imaginings : A corpus-based analysis
- 2020
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Ingår i: Nordic Journal of English Studies. - Gothenburg : Göteborgs universitet. - 1502-7694 .- 1654-6970. ; 19:4, s. 218-248
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, I propose a decompositional lexical semantic analysis of the plural noun imaginings. The data for this study are sourced from the Corpus of Historical AmericanEnglish (COHA), and as analytical framework an object-oriented semantics based on the Unified Eventity Representation (UER) is deployed. After presenting the background to this study and introducing the data and methods, I discuss the results of the corpus data analyses. Frequencies across genres and decades, collocated adjectives and their evaluative strength, coordinated nouns, nominal genitives preceding the target word, and prepositional phrases embedded in the target word’s noun phrase are screened for their contribution to the meaning specification. The results feed into the development of a lexical semantic description for imaginings, and substantiate that the semantics of imaginings—and its corresponding verb imagine—are closely related to that of remember.
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| 5. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Attitudes, beliefs and knowledge of teachers on multilingualism – the view from Sweden
- 2019
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Ingår i: The 2019 HOLM Symposium of the AILA Research Network (ReN).
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Konferensbidrag (refereegranskat)abstract
- Swedish schools are experiencing new challenges due to increased mobility and linguistic diversity. Efforts to achieve inclusive education for all are dependent upon teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism. The interplay between teachers’ ABK and the pedagogical and language-developing practices in schools is defined by four major factors interactively shaping and being shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors (e.g. the organization of education), and classroom practices (Borg 2003, 2006). Against this theoretical backdrop, our study investigates the ABK of multilingualism of Swedish teachers, a key issue in the nation today, as part of a larger international project that investigates what shapes teachers’ ABK of multilingualism across countries. Semi-structured interviews were conducted with pre-primary and primary teachers from five Swedish regions (Dalarna, Småland, Stockholm, Värmland, and Västerbotten), representing varied school demographics. These interviews were transcribed and analysed using appraisal theory (Martin & White, 2005; White 2015). Early results indicate that while teachers generally express positive views on multilingualism, echoes of a monolingual mindset are quite strong (“the language” equated with Swedish; “home country” for children born in Sweden; descriptions of a “monolingual” school as the “perfect school”). Teachers with training in language-developing practices acknowledge that mother tongue instruction supports the majority language development as well as students’ overall academic performance. Nonetheless, using all linguistic resources and acknowledging students’ multilingual identities are not common pedagogical strategies. In the school context, Swedish is considered as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.
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| 6. |
- Eisenchlas, Susana A., et al.
(författare)
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Reaching out to migrant and refugee communities to support home language maintenance
- 2019
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Taylor & Francis. - 1367-0050 .- 1747-7522. ; 22:5, s. 564-575
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Tidskriftsartikel (refereegranskat)abstract
- Migrant and refugee parents considering raising their children in their non-mainstream home language often fear that this decision may impact negatively on their children’s English language ability and thus affect their academic prospects. The lack of institutional support for home languages in the Australian school system, and the well-intentioned but misguided advice parents may receive to switch to the mainstream language in family interactions reinforce parents’ doubts. To assuage parents’ concerns and assist them in making an informed decision most appropriate for their family circumstances, we developed and delivered free workshops on bilingual upbringing. We also trained bilingual facilitators who adapted the workshops culturally and linguistically and conducted these in their own communities. This paper discusses these workshops, the feedback received, our observations, and lessons learned.
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| 7. |
- Chalmers, James, et al.
(författare)
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Sixty years of second language aptitude research : A systematic quantitative literature review
- 2021
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Ingår i: Language and Linguistics Compass. - : John Wiley & Sons. - 1749-818X. ; 15:11
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Forskningsöversikt (refereegranskat)abstract
- Second language (L2) aptitude has been broadly defined as the rate and ease of initially acquiring a second language. Historically, L2 aptitude has been understood as a stable trait that predetermined L2 achievement, regardless of individual learners’ efforts to acquire an L2. This traditional view of L2 aptitude as fixed and stable has led to it being a relatively neglected area of research within second language acquisition (SLA) studies. The little research that was in fact conducted was diagnostic in nature, and mostly used tests such as the Modern Language Aptitude Test (MLAT) to select potentially gifted L2 learners. Given that six decades have passed since the publication of the MLAT, now is a good time to revisit the literature and investigate whether L2 aptitude continues to be viewed as an individual difference of little interest to SLA research. While summative literature reviews of L2 aptitude research have been written, few systematic reviews exist. This article conducts a systematic quantitative literature review (SQLR) to provide a principled, comprehensive and reproducible synthesis of research into L2 aptitude published over the last 60 years (1959–2019). In this SQLR, close to one hundred journal articles and PhD dissertations were examined to discern generalisations and limitations in the field. This SQLR identifies a shift in the rationale for L2 aptitude testing, in which a diagnostic focus has been replaced by an explanatory perspective. Furthermore, our article points to a renewed interest in L2 aptitude research, which has come to be characterised by a more nuanced and sophisticated understanding of the concept and its components.
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| 8. |
- Eisenchlas, Susana A., et al.
(författare)
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Early language education in Australia
- 2020. - 1
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Ingår i: Handbook of Early Language Education. - Cham : Springer. - 9783030470739 ; , s. 1-26
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Bokkapitel (refereegranskat)abstract
- While Australia is a highly linguistically diverse country, its educational policy is strongly dominated by a monolingual mindset, and thus languages other than English find little institutional support. A few selected languages, considered of vital importance to the country, are taught as foreign languages, but there is little provision for home or foreign languages at the preschool level.Using Chua and Baldauf’s (Handbook of research in second language teaching and learning. Routledge, New York, 2011) model of language policy and planning as the analytical framework, the chapter explores formal and non-formal activities to foster the development of languages in young children at preschool level. These initiatives range from macro-level planning, targeting mostly English-speaking children acquiring a small number of languages, to micro-level planning, aimed at supporting home language maintenance and development. Micro-level initiatives can be parent-initiated, e.g., playgroups for diverse languages, family day care in the relevant languages, or sojourning to the parents’ home countries, or include more formal programs, usually developed and run by communities, such as supplementary schooling (e.g., community language schools).The chapter shows that, despite a societal monolingual orientation, communities can be creative in developing initiatives. Not every community is active in pursuing language maintenance, however, and the overview suggests that some languages are better placed for intergenerational transmission than others.
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| 9. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Attitudes and beliefs on multilingualism in education : voices from Sweden
- 2023
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Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 20:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil's home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.
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| 10. |
- Schalley, Andrea C.
(författare)
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Ontologies and ontological methods in linguistics
- 2019
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Ingår i: Language and Linguistics Compass. - Hoboken : John Wiley & Sons. - 1749-818X. ; 13:11, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- In the last decade, linguists have started to develop and make use of ontologies, encouraged by the progress made in areas such as Artificial Intelligence and the Semantic Web. This paper gives an overview of notions and dimensions of “ontology” and of ontologies for and in linguistics. It discusses building blocks, design aspects, and capabilities of formal ontologies and provides some implementation pointers. The focus of this paper, however, is on linguistic research and what a modelling framework based on ontologies has to offer. Accordingly, the paper does not aim at providing an overview of specific models for computational processing. To illustrate the issues at hand, an example scenario from linguistic typology is selected instead, where the aim of describing the world's languages is approached through ontologies.
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