| 1. |
|
|
| 2. |
- Cekaite, Asta, 1972-, et al.
(författare)
-
Känslouttryck och samspel i flerspråkiga miljöer : Om affekt som social praktik
- 2004. - 1
-
Ingår i: Ett vardagsliv med flera språk. - Stockholm : Liber. - 9147052015 - 9789147052011 ; , s. 130-152
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften
|
|
| 3. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Barn ringer 112
- 2007
-
Ingår i: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm. - 1651-6958. ; :2, s. 28-30
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 4. |
- Cromdal, Jakob, 1969-
(författare)
-
Barns kodväxlingar i lek
- 1998
-
Ingår i: Nordiske sprog som andetsprog. - Köpenhamn : The Royal Danish School of Educational Studies. - 8788295591 ; , s. 77-89
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 5. |
- Cromdal, Jakob, 1969-
(författare)
-
Bilingual order in collaborative word processing : On creating an English text in Swedish
- 2005
-
Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 37:3 SPEC.ISS., s. 329-353
-
Tidskriftsartikel (refereegranskat)abstract
- This paper explores the mutually oriented work involved in collaborative, computer-aided text production taking place in a bilingual 4th grade classroom at an English school in Sweden. It reports on an in-depth analysis of a 55-min videotaped session in which two students engage in the production of a written report of the past weeks' project work. The analysis focuses on the students' language alternation, showing how a specific bilingual conversational order is produced by their extensive use of the co-available languages. Specifically, the analysis highlights a distinct division of labor between the two languages in which English is used exclusively for the purpose of producing the text proper, while Swedish is used for other forms of interaction. The results are discussed in terms of the relation between social structure and local bilingual practices of meaning construction. More generally, the paper argues for an approach to social interaction that treats the issue of social order as, above all, a matter of participants' situated concerns. © 2004 Elsevier B.V. All rights reserved.
|
|
| 6. |
- Cromdal, Jakob, 1969-
(författare)
-
Bilingual text production as task and resource : Social interaction in task oriented student groups
- 2003
-
Ingår i: Nordlyd. - 1503-8599. ; 31:5, s. 746-761
-
Tidskriftsartikel (refereegranskat)abstract
- The paper attempts to highlight the bilingual nature of social interaction in task-focused groups taking place in school environments where more than one language is readily available for the purpose of everyday social affairs. Specifically, the following analysis highlights three issues, central for our understanding of bilingual group work. These are: * the linguistic organization of task-oriented actions, which will lead us to specify a socially shared division of labor between the two languages * the use of code-switching and related bilingual practices in the pursuit of various interactional projects * the notion of pedagogic tasks as interactional resources, exploited by the participants for a range of practical purposes (clearly, this issue is not specific for bilingual groups) To illustrate the relevance of these matters, samples of bilingual talk-in-interaction from two different settings will be fleshed out in some detail, combining the task-oriented as well as interpersonal aspects of students- actions, and treating the issue of language choice (and alternation) as an integral part of their social conduct.
|
|
| 7. |
- Cromdal, Jakob, 1969-
(författare)
-
Can I be with? : Negotiating play entry in a bilingual school
- 2001
-
Ingår i: Journal of Pragmatics. - 0378-2166 .- 1879-1387. ; 33:4, s. 515-543
-
Tidskriftsartikel (refereegranskat)abstract
- This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.
|
|
| 8. |
|
|
| 9. |
- Cromdal, Jakob, 1969-
(författare)
-
Code-switching for all practical purposes : Bilingual organization of children's play
- 2000
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines bilingual children's code-switching practices as they occur in multiparty play activities in an English school in Sweden. By focusing on the endogenous organization of play events, the study contributes to our understanding of bilingualism as both resource for and result of children's social conduct. The central questions are: what is the role of bilingual practices in children's mundane reflexive production of social order, and, specifically, what sort of interactional work may be accomplished through code-switching? Interpretive analyses of naturally occurring play episodes were conducted, broadly along the lines of interaction and conversation analytic research. The empirical data comprise over 20 hours of audio- and video-recorded play, taking place during recess. The analyses draw upon previous work on language alternation, which focuses on members' procedures for accomplishing locally meaningful interaction in bilingual conversation (Auer, 1984; Gumperz, 1982). The results are reported in four empirical studies, highlighting the following features: The children did not make use of a specialized play language. Rather, both English and Swedish were commonly spoken during recess activities. Further, the children's choice of language was locally sensitive and guided by a general preference for same language talk. In light of this preference, the linguistic contrast arising with code-switching served to contextualize children's actions. More specifically, the empirical studies demonstrate (i) how code-switching may be used to facilitate children's entry into ongoing play; (ii) how it may serve to bring about a shift in conversational footing; (iii) to highlight the oppositional nature of certain actions within dispute exchanges, and finally, (iv) to enhance, in certain sequential locations, children's competitive bids for the conversational floor. The present approach diverges from the monolingual perspective traditionally adopted in research on bilingualism, as well as the commonplace conceptualization of bilingualism as, above all, an aspect of the individual mind. Instead, bilingualism is viewed as a set of contingent practices within joint activities in play. Thus, the present study highlights the socially distributed nature of bilingualism, managed and accomplished within interactional exchanges.
|
|
| 10. |
- Cromdal, Jakob, 1969-
(författare)
-
Creating a monolingual story in bilingual conversation
- 2000
-
Ingår i: Det er conversation 801 degil mi?. - Köpenhamn : The Royal Danish School of Educational Studies. - 8777018400 ; , s. 57-75
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- With the publication of this volume we present some of the invaluable help which we have received from distinguished colleagues in our attempt to analyze and understand some of the data collected during our ten years of study of the linguistic development of successively bilingual Turkish-Danish grade school students. We gathered a group of interested scholars who have also worked with bilingual speakers of Turkish in North-Western Europe for at seminar at the University of Copenhagen in November 1999. The papers in this volume are the result of the discussions during our seminar, and subsequent discussions among the participants.
|
|
