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1.
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2.
  • Bohnacker, Ute, 1969- (författare)
  • Turkish heritage families in Sweden : language practices and family language policy
  • 2022
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; , s. 1-13
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper explores family language policy in Turkish-speaking families in Sweden. Questionnaires were administered to the parents of 105 Turkish/Swedish children (age 4 − 7), targeting family language practices (including parent–parent, parent–child, child–parent, child-and-sibling conversation and language-fostering activities such as joint book reading, storytelling and mother tongue tuition), and parental language beliefs and attitudes. Despite much diversity in family types concerning parents’ education, country of birth, native language and ethnic affiliation (e.g. Kurdish), common traits emerge: There is a strong focus on the transmission of Turkish in the home, in the face of early and extensive Swedish pre-school attendance. Parents mostly speak Turkish with the child. However, Sweden-born parents report higher uses of Swedish in the home, and sibling interaction also drives a shift towards Swedish. Parental education appears to affect Turkish joint reading activities. Most parents consider proficiency in Turkish and Swedish as equally important for their children. Parents who rank Turkish higher do not necessarily show more maintenance efforts, pointing to some inconsistency between attitudes and practices. Overall, the family language practices observed indicate strong bilingual ideologies and strong language maintenance ideologies, in line with Swedish official state-level language policy, which supports bilingualism and minority language maintenance.
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3.
  • Bolton, Kingsley, 1947-, et al. (författare)
  • English as an academic language at a Swedish university : parallel language use and the 'threat' of English
  • 2012
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 33:5, s. 429-447
  • Tidskriftsartikel (refereegranskat)abstract
    • In recent years, universities across Europe have increasingly adopted the use of English as an academic lingua franca. Our article discusses current trends in Swedish higher education by presenting the results of a large-scale survey on the use of English conducted at Stockholm University. The survey involved 668 staff and 4524 students and focused on the use of English for academic purposes and students’ and teachers’ attitudes to English as a medium of instruction. The results indicate that complex patterns of academic English use emerge, which are related to the specific discipline studied, the level of instruction (undergraduate versus Master's) and the receptive versus productive use of English. They also indicate that in the sciences the use of English is a pragmatic reality for both teachers and students, whereas in the humanities and social sciences, English is typically used as an additional or auxiliary language in parallel with Swedish.
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4.
  • Bylund, Emanuel, 1979- (författare)
  • Unomathotholo or i-radio? Factors predicting the use of English loanwords among L1 isiXhosa - L2 English bilinguals
  • 2014
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 35:2, s. 105-120
  • Tidskriftsartikel (refereegranskat)abstract
    • This study examines the use of English loanwords in L1 isiXhosa-L2 English bilinguals living in Cape Town, South Africa. The specific aim of the study is to investigate which individual background factors may increase or reduce the presence of English loanwords in a L1 isiXhosa speaker's repertoire. Data on English loanword use and individual background were collected through a picture naming task and a background questionnaire, respectively. Results showed that those speakers who frequently used English for interactive purposes were more prone to using English loanwords when naming pictures in isiXhosa. Moreover, it was documented that those who arrived at an early age in Cape Town (from the isiXhosa-dominant Eastern Cape Province) were also less prone to using isiXhosa words in the naming task. Marginal, negative effects were found for non-interactive isiXhosa use (i.e. radio, books, etc.) and attitudes towards English, such that those speakers with high indices on these variables used more often English loanwords. A marginal, positive effect of the presence of isiXhosa in primary and secondary school on the use of isiXhosa words was also found.
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5.
  • Cromdal, Jakob, 1969- (författare)
  • The creation and administration of social relations in bilingual group work
  • 2003
  • Ingår i: Journal of Multilingual and Multicultural Development. - 0143-4632 .- 1747-7557. ; 24:1-2, s. 56-75
  • Tidskriftsartikel (refereegranskat)abstract
    • While recent studies of task-focused activities in bilingual groups of students focus on the social nature of knowledge construction as part of the (language) learning process, they sometimes leave out the role of such bilingual practices as language choice and alternation in the interactional accomplishment of social relations. The present study highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students engaged in creating a cartoon strip. In-depth analysis of a 45-minute session reveals some organisational features of the group's work. First, the construction of the cartoon is informed by a storyline, which is narratively produced throughout the best part of the session. Second, the narration of the storyline is in turn informed by a linguistic division of labour, specifying that narrative contributions are produced in Danish and leaving language choice open for other types of actions. Third, it is shown that participation in narrative activities may be exploited to regulate the group's work, and the analysis highlights participants' use of language choice and code-switching in forming alliances and opposing contestable actions in relation to story narration. Thus, to some extent, participation in the group's work is asymmetrically organised, and the analysis is discussed in terms of 'power' as an interactionally accomplished feature of the students' social conduct
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6.
  • Dylman, Alexandra S, et al. (författare)
  • The effect of language and cultural context on the BIG-5 personality inventory in bilinguals
  • 2023
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
  • Tidskriftsartikel (refereegranskat)abstract
    • Studies have found that bilinguals respond differently to personality measures in their two languages, indicating that bilinguals change their personality as they switch between their two languages and/or cultures. Across two experiments, we attempted to investigate the effect of language and culture separately on how bilingual speakers rate themselves on the personality dimensions on the Big-5 Personality Inventory. Swedish speakers were asked to imagine applying for a job either at a Swedish (home country/own culture) or an American (foreign country/culture) company, and they responded to the Big-5 questions in either their first language Swedish, or their second language English, in a 2 by 2 design. Overall, differences on several of the personality dimensions were found, mainly affected by the language factor, generally replicating previous research. These results suggest that separate processes may be driving previously found differences on personality measures in bilinguals' two languages to some extent, and that these processes affect the personality dimensions (as measured by the Big-5 personality inventory) differently, even if the language variable seems to be the stronger indicator.
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7.
  • Ekberg, Lena, et al. (författare)
  • Identity construction and dialect acquisition among immigrants in rural areas–the case of Swedish-language Finland
  • 2024
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
  • Tidskriftsartikel (refereegranskat)abstract
    • The study focuses on how transnational migration affects the socio-political peripheries of communities. Specifically, we focus on identity construction and on how identities are worked out among second-generation immigrants from Bosnia, whose parents came to the Swedish-language countryside in Finland as refugees in the early 1990s. We analyse the Bosnians’ small stories and their use of linguistic traits from the different varieties in the rural community where they have settled. The framework is narrative analysis coupled with Bhabha’s notion of identity as a third space and how this is manifested in the way the immigrants position themselves in their small stories and how realizations of their third positionings are related to their attitudes and use of the local dialect. The third position is realised as clusters of experiences and attitudes, suggesting different prototypical identity-constructional positions, three of them being the immigrant (i) as a mediator between the traditional local population and immigrants, expressing solidarity to both groups; (ii) as a generic immigrant, belonging neither to the local population nor to his/her ‘own’ ethnic group but affiliating with immigrants in general; and (iii) as an identification of oneself as a permanentemigrant aligning oneself with other adolescents in the diaspora.
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8.
  • Forsberg, Julia, 1985-, et al. (författare)
  • Self-assessment and standard language ideologies : bilingual adolescents in Sweden reflect on their language proficiencies
  • 2021
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 42:2, s. 137-151
  • Tidskriftsartikel (refereegranskat)abstract
    • Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants’ evaluations of other people’s language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards ‘good’ and ‘bad’ language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.
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9.
  • Forsberg Lundell, Fanny, 1978-, et al. (författare)
  • Language ideologies and second language acquisition : the case of French long-term residents in Sweden
  • 2022
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
  • Tidskriftsartikel (refereegranskat)abstract
    • The present study investigates the possible impact of language ideologies on second language proficiency. Based on interviews and a thematic analysis, we explored language ideologies among French long-term residents in Stockholm, Sweden. The participants had contrasting proficiency levels in the host community language: five were categorised as low-performers of Swedish and five as high-performers of Swedish, based on two linguistic measures. Overall, low-performing and high-performing language users in this sample of French long-term residents in Sweden appear to hold different ideologies related to mobility and language learning. While the low-performers tend to adhere to efficiency-related ideologies and a universalist cosmopolitan worldview, where English as a lingua franca is the most significant capital, the high-performers adhere to ideologies that are more identity-based and closer to assimilationist or nationalist views, where the participants see themselves as joining a majority culture into which they should adapt. High host language proficiency is seen as necessary capital for this. All in all, the study makes a clear case for further studies exploring language ideologies in relation to second language acquisition. 
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10.
  • Hedman, Christina, 1966-, et al. (författare)
  • Multilingual study mentoring for critical multilingual language awareness among migrant adolescents : scenarios of possibility
  • 2022
  • Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.
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