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- Hamid Isacson, Vanja, 1976-
(författare)
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Flerspråkighetens potential i dramatiska verk
- 2022
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- "The potential of multilingualism in dramatic works" is an artistic research project that aims to investigate, develop, and deepen the practice of writing multilingual drama for an imagined audience in Sweden. Through placing significant focus on the playwright's practice, the goal is to contribute to the artistic development of dramatic writing in Sweden and in other Swedish-speaking contexts.By using sociolinguistic theories and terms around multilingualism, both the artistic practice and the discourse surrounding it are developed and challenged. Through the application of an integrated ideology of multilingualism, language ideologies based on a monolingual norm are contradicted. In this way, the project makes room for silenced and marginalized voices and perspectives that rarely take or receive a place in Swedish performing arts contexts.Considering language, and thus multilingualism, as social practice and action is the starting point for the research. This post-structuralist approach is in line with the theories of sociologist Pierre Bourdieu and language theorist Michael Bakhtin. In this research drama is considered as both practice and as action. Central concepts are linguistic repertoires, translingualism and speech acts.Within the project, two dramatic works have been created, ASIA/ÄRENDE and UniZona & PolyZona. These constitute the artistic result of the research and can both be described as dialogical polyvocal plays. Common and central to both works is that multilingualism permeates them and constitutes their formal core. The multilingualism has consequences that affect the dramaturgical and musical structures.The creation of the works has taken place in dialogue and collaboration with multilingual actors, directors and translators in Sweden and Finland. The form of the artistic work has been conversations, workshops and periods of writing, translation, and design. Through these processes and works, the issues have been successively investigated. As tools for analysis, reflection and discussion, four categories have been created: dramaturgical, political, emotional and communicative potential. With the help of these, the concrete functions of multilingualism in both dramatic works are examined with the aim of making visible the potential of multilingualism in dramatic works.The project demonstrates that multilingual dramatic writing requires different, less traditional approaches and in this way contributes to an expanded practice for the playwright. The methods used in the creation of the works have been collaborative, transcultural and dialogic, shifting between practices and acts of listening and composing."The potential of multilingualism in dramatic works" aims to show the enormous artistic, creative, political, emotional and communicative potential that multilingualism can bring to the dramatic work and, by extension, the performing arts.
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| 2. |
- Nuottaniemi, Andreas, 1976-
(författare)
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Flerspråkighetens gränser : språkdidaktik på (o)jämlik grund i migrationernas tid
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to critically examine opportunities and obstacles to develop teaching in Swedish as a second language on equal ground. This is done by ethnographically exploring a group of students’ and their teachers’ lived experiences of language and teaching practices in a school and society in northern Sweden’s peripheralized interior. In the different chapters focus is on how Swedish and other named languages are socially constructed in relation to the students, and how this process affects (and is affected by) their conditions to produce lived multilingual spaces (cf. Lefebvre 1991) and to take place as legitimate speakers (Bourdieu 1991b) of Swedish. By directing attention towards “the white listening subjects” (Flores 2021; Flores and Rosa 2015) that repeatedly assess the participants as inadequate language learners and illegitimate language users, neoliberal views of linguistic competence as first and foremost an individual skill are challenged (Del Percio and Flubacher 2017). In contrast to the monotonous and dominated spaces (Lefebvre 1991:164) where Swedish is used, it is also shown how the students produce more permissive spaces, where they learn languages such as Hindi, Moldavian and Turkish, from each other as well as from interaction with popular culture and digital medias. It is argued that the heterogenous language practices characterizing these appropriated, polyrhythmical spaces (Lefebvre 2004:105) or heterotopias (Foucault 2008a), have the potential to shed light on how a language pedagogy on equal grounds could be developed.In the concluding chapter, the author discusses how we can imagine ways of teaching Swedish as a second language that, instead of being built upon monolingualism and nativespeakerism (Ortega 2019), tries to realize multilingualism and social justice. By drawing upon Rancière’s (1991) radical notion of equality – where equality is seen as a starting point rather than a distant goal – it is not only suggested that a language pedagogy on equal ground must strive to open up spaces where valued linguistic resources can be developed, but also that we need new conceptualizations of language, better aligned with multilingual subjects in the age of migrations. The optimistic suggestion, following the sometimes disheartening descriptions of the young participants’ lives in Nyland, is that the heterotopias (Foucault 2008a) of Fjällskolan can be a point of departure for a conversation about the more concrete didactical implications of this study.
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| 3. |
- Duggan, Nora, 1992-
(författare)
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Deaf migrants in Swedish adult education : Language ideologies, repertoires, and translingual practices
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is concerned with language learning experiences of deaf migrants in Swedish adult education with a particular focus on how linguistic, social, and cultural factors influence their experiences. Additionally, the thesis critically questions the feasibility of ‘full integration’ for deaf migrants in Swedish society. The four studies comprising this thesis employ various sociolinguistic theoretical frameworks to investigate these complex issues.While it is common for migrants to face hurdles upon arrival in a new country, deaf migrants often encounter additional challenges. A notable contrast between deaf and hearing migrants in Sweden is that it is common for hearing migrants to learn Swedish so they will not need to use interpreters while deaf migrants learn Swedish and Swedish Sign Language so that they can use interpreters. This places significant pressure on deaf migrants, as not being able to learn Swedish Sign Language may restrict their access to essential services such as healthcare. Moreover, it is possible that deaf migrants have had limited access to language in their home environment prior to coming to Sweden. These disparities present formidable challenges not only for deaf migrants but also for education and public service providers. Given Sweden’s emphasis on the importance of language learning in term of integration, it is crucial to better understand deaf migrants’ language learning experiences and, in turn, how it affects their experiences of integration.This thesis explores deaf migrants’ language learning experiences and how these affect their opportunities for integration into Swedish society. Employing linguistic ethnography as an approach, the empirical data include video recordings from participant observations and semi-structured interviews conducted in four folk high schools (equivalent to non-formal adult education) across Sweden. Based on the analysis of these data, this compilation thesis comprises four studies: (i) an exploration of language ideologies constructed in the classrooms and their impact on deaf migrants’ language learning experiences, (ii) an examination of different translanguaging strategies used in the classrooms and the efficiency of these strategies, (iii) an investigation of the sociocultural factors that influence language use and language learning, and (iv) an examination of the effects of the Swedish bureaucratic system on deaf migrants’ integration experiences.These studies highlight the challenges associated with deaf migrants’ language learning that need to be considered before creating language policies that affect marginalised groups. This thesis offers new insights into how deaf migrants experience learning new languages and how their languaging challenges linguistic norms in Swedish society. Lastly, this thesis underscores the need for a transformative approach to language education that embraces different ways of languaging and places diversity and equity at the forefront.
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| 4. |
- Jonsson, Carla, 1974-
(författare)
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Code-switching in Chicano Theater : Power, Identity and Style in Three Plays by Cherríe Moraga
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis examines local and global functions of code-switching and code-mixing in Chicano theater, i.e. in writing intended for performance. The data of this study consists of three published plays by Chicana playwright Cherríe Moraga.Distinguishing between code-switching and code-mixing, the investigation explores local and global functions of these phenomena. Local functions of code-switching are functions that can be seen in the text and, as a consequence, can be regarded as meaningful for the audience of the plays. These functions are examined, focussing on five loci in which code-switching is frequent and has clear local functions. The loci are quotations, interjections, reiterations, ‘gaps’ and word/language play.Global functions of code-switching and code-mixing operate on a higher level and are not necessarily detected in the actual texts. These functions are discussed, focussing on two main areas, namely power relations (addressing questions of domination, resistance and empowerment) and identity construction (addressing questions of how identity can be reflected by use of language and how identity is constructed and reconstructed by means of language).The study suggests that code-switching fills creative, artistic and stylistic functions in the plays and that code-switching and code-mixing can serve as responses to domination in that they can be used to resist, challenge and ultimately transform power relations.
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