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- Gunnarsson, Tina, et al.
(författare)
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Multilingual students' self-reported use of their language repertoires when writing in English
- 2015
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Ingår i: Apples - Journal of Applied Language Studies. - 1457-9863. ; 9:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
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- Gyllstad, Henrik, et al.
(författare)
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Effects of Word Definitions on Meaning Recall : A Multisite Intervention in Language-Diverse Second Language English Classrooms
- 2022
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Ingår i: Language learning. - : John Wiley & Sons. - 0023-8333 .- 1467-9922. ; 73:2, s. 403-444
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Tidskriftsartikel (refereegranskat)abstract
- Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.
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- Gyllstad, Henrik, et al.
(författare)
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Linguistic correlates to communicative proficiency levels of the CEFR: The case of syntactic complexity in written L2 English, L3 French and L4 Italian
- 2014
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Ingår i: EUROSLA Yearbook. - Amsterdam : John Benjamins Publishing Company. - 1569-9749 .- 1568-1491. - 9789027200082 ; 14, s. 1-30
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Bokkapitel (refereegranskat)abstract
- This study is a contribution to the empirical underpinning of the Common European Framework of Reference for Languages (CEFR), and it aims to identify linguistic correlates to the proficiency levels defined by the CEFR. The study was conducted in a Swedish school setting, focusing on English, French and Italian, and examined the relationship between CEFR levels (A1-C2) assigned by experienced raters to learners’ written texts and three measures of syntactic complexity (based on length of t-unit, subclause ratio, and mean length of clause (cf. Norris & Ortega, 2009)). Data were elicited through two written tasks (a short letter and a narrative) completed by pupils of L2 English (N=54) in years four, nine and the final year of upper-secondary school, L3 French (N=38) in year nine and the final year of upper-secondary school, and L4 Italian (N=28) in the final year of upper-secondary school and first year of university. The results showed that, globally, there were weak to medium-strong correlations between assigned CEFR levels and the three measures of syntactic complexity in English, French and Italian. Furthermore, it was found that syntactic complexity was homogeneous across the three languages at CEFR level A, whereas syntactic complexity was different across languages at CEFR level B, especially in the data for English and French. Consequences for the empirical validity of the CEFR framework and the nature of the three measures of complexity are discussed.
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- Hult, Francis, et al.
(författare)
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Global flows in local language planning : Articulating parallel language use in Swedish univerity policies
- 2016
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Ingår i: Current Issues in Language Planning. - : Informa UK Limited. - 1747-7506 .- 1466-4208. ; 17:1, s. 56-71
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Tidskriftsartikel (refereegranskat)abstract
- The language policies of three Swedish universities are examined as instances of language planning in local contexts. Although Sweden has the national Language Act of 2009 as well as a general Higher Education Ordinance (SFS 1993:100; SFS 2014:1096), language planning for higher education is left to the purview of individual institutions. Since language planning in local contexts often involves the intersection of locally situated communication needs and wider circulating ideologies, the present study considers how national language planning goals are taken up and reinterpreted by higher education institutions. In particular, the focus is on universities whose policies are framed using the Nordic language planning concept of ‘parallel language use,’ which has emerged over the last twenty years as a way to theorize a sociopolitical balance between English and Scandinavian languages. The concept indexes a range of issues related to the relative position of Swedish and English, including linguistic tensions surrounding international aspirations and national responsibilities for universities and the mitigation of purported domain loss by Swedish to English. Drawing upon a discourse analysis of policy approach, we analyze the policies of these three universities as examples of local language planning, focusing on how they engage with ideas related to parallel language use while also expanding upon the concept to include the linguistic needs of local students and staff.
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- 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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