| 1. |
- Cocq, Coppélie, Professor, 1977-, et al.
(författare)
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A web experience exploring spatio–linguistic data : the case of place-making signs in northern Sweden
- 2024
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Ingår i: Journal of Maps. - : Taylor & Francis. - 1744-5647. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has highlighted the limitations encountered in representing the dynamism of language use and contacts. Here, linguistic landscapes from five towns in Northern Sweden are the point of departure for investigating novel perspectives through the geovisualization of multilingualism, with the ultimate aim of understanding how languages in our surroundings help construct public spaces. As an outcome, a web GIS application, based on 6865 thematically analyzed photographs, was developed as an interactive resource for visualizing and sharing the data and enabling new modes of analysis and new research questions. The article describes the data collection and curation processes, app development using GIS software and software-as-a-service, the eventual app design and interaction, and the update and maintenance plans, as well as discussing challenges and considerations related to temporalities, spatialities, and technicalities. The web GIS has potential applications in spatial analysis, research communication, and education.
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| 2. |
- Cocq, Coppélie, Professor, 1977-, et al.
(författare)
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Multilingualism in the North: From Baklava to Tre Kronor
- 2022
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Ingår i: Languages. - : MDPI. - 2226-471X. ; 7:2
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Tidskriftsartikel (refereegranskat)abstract
- This article explores processes of place-making through the study of the linguistic landscape of a small-size town in Northern Sweden. The analysis of signs is used as a tool for examining the role and visibility of actors in the landscape. For this purpose, we examine who the authors are, what forms of multilingualism can be observed, and who has agency in the place-making of the public space. Our documentation consists of photos and fieldnotes from observations, encounters, and conversations with people during ethnographic fieldwork in 2019. Using a mixed-methods approach, all signs were first analysed quantitatively according to the categories of authors and function. Regression analysis was used to explore correlations between the categories. Secondly, multilingual signs were analysed qualitatively regarding their function and purpose in relation to their contexts. Our results illustrate a city centre with a strong presence of the Swedish language. Multilingual signs target specific groups and are intended for information, advertisement, rules and regulations; moreover, our findings indicate that the opportunities for private actors to influence the linguistic landscape are limited. The form of multilingualism in this context—visible multilingualism present mainly through English—is different from the one we can see in the socio-demographic data.
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| 3. |
- Granstedt, Lena, 1956-, et al.
(författare)
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Hybrid language use in urban landscapes of northern Sweden
- 2024
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Ingår i: Sociolinguistic variation in urban linguistic landscapes. - Helsinki : The Finnish Literature Society. - 9789518588729 - 9789518588705 ; , s. 37-50
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Bokkapitel (refereegranskat)
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| 4. |
- Lindgren, Eva, 1964-, et al.
(författare)
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Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill : an Example from the Translation Classroom
- 2011. - 1
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Ingår i: Human Development and Global Advancements through Information Communication Technologies. - Hershey USA : IGI Global. - 9781609604974 - 9781609604981 ; , s. 188-210
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Bokkapitel (refereegranskat)abstract
- Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peerbased intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.
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| 5. |
- Belancic, Kristina, et al.
(författare)
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Creating Sami language spaces in a Sami classroom
- 2022
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Ingår i: Dutkansearvvi dieđalaš áigečála. - 2489-7930. ; :2, s. 5-26
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Tidskriftsartikel (refereegranskat)abstract
- Teaching Indigenous languages can be supported by culturally sensitive teaching that is grounded in the Indigenous culture, values, and language. In the Sami context in Sweden, culturally sensitive teaching can be connected to the local culture and place, and may enable teachers to construct knowledge together with students and to enhance cultural and language learning, but there are also potential obstacles that may interfere with the culturally sensitive approach. In this paper, we explore how spaces for authentic language learning can be created in a Sami language classroom from the perspective of a Sami language teacher. Using semistructured interviews, we draw on Keskitalo’s framework for Sami pedagogy to discuss factors that support or hinder the development of spaces for Sami language use in the classroom. Based on our analysis, we argue that the creation of an authentic Sami language space is supported by positive attitudes and valuing the Sami epistemologies. At the same time, creating authentic Sami language spaces is hindered by limited self-determination and the liminal position of the Sami language in relation to Swedish.
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| 6. |
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| 8. |
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| 9. |
- Enever, Janet, 1951-, et al.
(författare)
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Early language learning in instructed contexts - Editorial introduction
- 2016
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Ingår i: Education Inquiry. - : co-action. - 2000-4508. ; 7:1, s. 1-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper provides an introduction to the Thematic Issue of Education Inquiry, reporting on four studies conducted in the field of early language learning (ELL) in instructed contexts. The paper gives an outline of the debates around recent policy initiatives to introduce languages earlier in the primary school curriculum, together with a summary of the four papers included in the issue. The article authors acted as editors of for the Special Issue.
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| 10. |
- Halwani, Manar, 1981-
(författare)
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Engagement, directed motivational currents, and second language learning : adult immigrant perspectives
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation answers calls for the integration of motivation and engagement theory and research among highly educated adult-migrant language learners. Specifically, the purpose of this dissertation is to propose a model to describe the interactions between the motivation constructDirected Motivational Currents (DMCs) and the engagement construct Engagement with language (EWL). The site of this dissertation is Sweden and hence the language learners of this dissertation were learning Swedish to enter the Swedish employment market. This thesis is a qualitative study with a social-dynamic approach to DMCs and EWL, and second language learning is viewed as a highly interactive process. The dissertation consists of three studies. Each study is based in a different formal language learning setting with the following groups of participants: (1) voluntary migrants with university degrees; (2) voluntary and forced migrant medical doctors, and (3) forced migrant schoolteachers. Semi-structured interviews, observations, and questionnaires were used to collect data to describe DMCs and EWL in concert. The findings of the thesis are that the lenses of DMCs and EWL can be combined to reveal more detail about highly educated adult-migrant language learners' learning than earlier models. The findings also suggested ways in which the DMCs and EWL constructs interact, and that these are influenced by learners’ visions of their current and future selves, and by effective profession-oriented language teaching. Based on the analysis of the data from the three studies a novel model, Engagement inDirected Motivational Currents (EDMCs), is posited. This novel model captures the multidirectional interaction between DMCs and EWL, and how DMCs are nurtured by cognitive, affective, and social engagement, and EWL is energized by motivational structure and goal, and emotionality. The posited model has relevance for second language pedagogy beyond highly educated migrant adult language learning contexts, and for future research in the area of long-term motivation and EWL in relation to second language learning.
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