| 1. |
- Cunningham-Andersson, Una, 1960-, et al.
(författare)
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Which Foreign Accents Can Swedes Identify?
- 1988
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Ingår i: Working Papers in Linguistics. - Lund : Lund University Open Access. ; , s. 29-32
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Cunningham, Una, 1960-, et al.
(författare)
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Can you hear me, Hanoi? : compensatory mechanisms employed in synchronous net-based English language learning
- 2010
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Ingår i: International Review of Research in Open and Distance Learning. - 1492-3831. ; 11:1
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the intelligibility difficulties experienced by students of English for academic purposes at a university in Sweden while taking part in synchronous net-based seminars. Connectivity limitations, microphone and headphone problems, background noise and other factors in combination with limited skill in the perception of English speech make it difficult for these students to process speech directed to them. In addition, the speech the students are trying to process may be produced by nonnative speakers of English, either fellow students or teachers. A comparison of simultaneous communication in several of the modes available in the virtual seminar environment showed that students make use of a number of strategies to partly compensate for their failure to optimally perceive and produce speech.
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| 3. |
- Cunningham, Una, 1960-
(författare)
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Echoes of Irish in the English of Southwest Tyrone
- 2011
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Ingår i: Researching the Languages of Ireland. - Uppsala : Uppsala universitet.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The study of English in Ireland has long had the origin of features of Irish English as one of its main themes. This is true both of the study of Irish English in general and Northern Irish English in particular. This interest is understandable, since the kind of contact language situation that Ireland, north and south has experienced has parallels throughout the postcolonial English-speaking world. The complex processes of interaction between Irish, Scottish, and English linguistic input have resulted in a rich cluster of dialect and accent features. This study deals with the English spoken in south-west Tyrone and the traces of the Irish language that are found in the language and language use of this area.
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| 4. |
- Cunningham, Una, 1960-
(författare)
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Elever behöver kommunicera spontant på engelska
- 2019
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 37-38-
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Bokkapitel (refereegranskat)abstract
- Boken innehåller elva exempel på möten mellan skolpraktik och forskning. Varje kapitel inleds av en lärare eller skolledare som beskriver ett eget valt didaktiskt dilemma. Författarna delar öppenhjärtigt med sig av upplevda svårigheter i den egna verksamheten. Varje dilemma kommenteras sedan av två forskare och en kollega. Avslutningsvis reflekterar läraren eller skolledaren över vad som framkommit i dialogen. Poängen med didaktisk utvecklingsdialog är att praktiska erfarenheter på detta sätt beprövas och generaliseras. Dessutom prövas teoretisk kunskap och görs relevant genom att konkretiseras. Den didaktiska utvecklingsdialogen är grundad i didaktik och aktionsforskning, vilka båda förespråkar att lärare och skolledare ses som experter i sin egen yrkesutövning. En utgångspunkt i boken är att didaktik som kunskapsfält bidrar till utveckling såväl av lärares undervisning som skolledares ledarskap. I boken bidrar varje kapitel med kunskap om de dilemman som bearbetas och avslutningsvis beskrivs hur didaktisk utvecklingsdialog kan användas som skolutvecklingsmodell. Boken riktar sig därmed till både erfarna och blivande lärare och skolledare, på skolor och i lärar- och rektorsutbildningar, som vill ha autentiska fall att diskutera eller som vill använda didaktisk utvecklingsdialog i sitt utvecklingsarbete.
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| 5. |
- Cunningham, Una, 1960-
(författare)
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Flipping the language classroom
- 2013
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Konferensbidrag (refereegranskat)abstract
- The flipped classroom, where learners access teacher-talk and other material, e.g. in the form of web-based mini-lectures, and come to class to apply the knowledge gained from the mini-lectures with support from their teacher and peers, rather than listening to the teacher in class and being left to struggle alone at home with exercises, has gained popularity. This paper argues that flipped classroom thinking is particularly suited to language learning as it uses digital tools to give learners access to extensive, individualised input, including information about target language environments and cultures, acknowledges their target language practices outside the classroom and offers regular engagement with the target language materials while optimising the use of classroom time for communicative interaction in the target language with teacher and peers. The operation of the flipped language classroom is set against current theories of language learning and teaching.
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| 6. |
- Cunningham, Una, 1960-
(författare)
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Flipping the language classroom
- 2017
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Ingår i: The New Zealand Language Teacher. - Auckland, New Zealand. - 0110-1374. ; 43, s. 41-50
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Tidskriftsartikel (refereegranskat)abstract
- The flipped classroom and flipped pedagogy have been visible in much writing about teaching (Boyer, 2013; Eaton, 2017; Fisher, Ross, LaFerriere & Maritz, 2017; Hao, 2016; LaFee, 2013; O’Flaherty & Phillips, 2015). For language teachers, there is nothing new about getting students to do some reading or view a video before class, but flipped learning has more to offer than that. It is a way to save classroom time for interactive activities that students cannot do on their own, and to individualise teaching to better support students in need of more instruction while extending students capable of more advanced language work. This article looks at how and why language teachers might adopt flipped pedagogy to work towards the Achievement Objectives of Learning Languages in the New Zealand Curriculum while embracing the principles of language teaching outlined in Paul Nation’s four strands model (Nation, 2007).
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| 7. |
- Cunningham, Una, 1960-, et al.
(författare)
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Greening the information desert : Supporting emergent bilinguals with research-informed workshops
- 2019
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Ingår i: Australian Review of Applied Linguistics. - : John Benjamins Publishing Company. - 0155-0640 .- 1833-7139. ; 42:1, s. 37-58
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Tidskriftsartikel (refereegranskat)abstract
- Parents and prospective parents who speak a language other than English in New Zealand are in something of an information desert when it comes to how and why they might go about raising their children bilingually. While the official languages, Te Reo Māori and New Zealand Sign Language, have special status among the languages of New Zealand, other languages are viewed very much as the responsibility of ethnolinguistic communities. To support the intergenerational transmission of minority languages in New Zealand, research-informed material has been created for dissemination in a website, an associated Facebook page and a series of lecture-workshops for parents and professionals which have been made available in digital form in this website. Workshops continue to be offered to professionals such as speech-language therapists, early childhood educators, midwives, doctors, and nurses who work with families with young children. Questions asked during these workshops help to select the myths about multilingualism we need to address in this outreach to irrigate and green the information desert. Already, a bilingual French class and a Swedish playgroup have been set up as direct results of the parents’ workshop events. Individual parents have reported feeling empowered to persevere in their efforts to raise their children as speakers of their language. Invitations to contribute to education programs for the professionals who work close to young children are beginning to arrive.
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| 8. |
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| 9. |
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| 10. |
- Cunningham, Una, 1960-
(författare)
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Growing up with two languages : A Practical Guide for Multilingual Families and Those Who Support Them
- 2020. - 4
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Bok (refereegranskat)abstract
- Growing Up with Two Languages provides a highly accessible account of the stages of language development, describes and evaluates the various systems and strategies that can be adopted and looks at the problems that can occur when a child is exposed to two languages and cultures.Combining research-informed advice and the experience of parents raising children as speakers of a wide range of languages in every populated continent in the world, this book and its associated web material will answer questions, offer tried and tested strategies to keep children speaking a minority language, and provide material to enlist the support of the extended family, teachers and others. The perspective of adults who were themselves raised speaking more than one language is included. New to this edition is a chapter focusing on families raising children as speakers of indigenous and threatened languages as well as chapters for teachers and health professionals who want to know more about multilingual child language development and how they can support parents to continue speaking their language with their children. With new and updated first-hand advice, Internet resources and examples throughout, this book also includes a chapter that introduces important recent research into multilingual children and further reading guides for those who want to know more.This book is for parents who are raising or plan to raise children as speakers of more than one language, and for the teachers and healthcare workers who meet and can support them.
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