| 1. |
- Aldrin, Emilia, 1982-
(författare)
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Namnval som social handling : Val av förnamn och samtal om förnamn bland föräldrar i Göteborg 2007–2009
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this doctoral thesis is to examine how parents in Sweden at the beginning of the twenty-first century use the process of naming as a resource to contribute to the creation of various identities for both themselves and their child. It is based on a two-component study — a postal survey and qualitative group interviews, both conducted in the city of Göteborg, Sweden — and includes parents with children born during 2007 and 2008. By combining different sources (names, surveys and interviews) and different methods (quantitative and qualitative), this study attempts to elucidate how first names and choices of first names can be given various social meanings. In contrast to previous socio-onomastic studies, this study considers not only whether naming contains any social variation, but also how and why such variation arises. The theoretical framework is a combination of onomastic, sociolinguistic, identity-theoretical and interactional theories. The results demonstrate that parents’ choice of first names for their children is an important social act. Through name choices and discussions of these choices, parents create what is known as social positioning, which in turn contributes to the creation of certain identities both for themselves and their child. A number of resources are identified which are used by parents to create different social positionings. This study also demonstrates how both macro-societal structures and interactional aspects influence this social positioning. Finally, this study argues that the observed social variation is best explained by the parents’ desire to identify with and contribute to the creation of different models for society, in which varying social values and attributes are important.
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| 2. |
- Annerberg, Anna, 1972-
(författare)
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Gymnasielärares skrivpraktiker : skrivande som professionell handling i en digitaliserad skola
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to deeper knowledge about the writing practices of teachers in upper secondary school. Schools are under constant pressure to respond to the needs and expectations of an ever-changing society and political intentions. A major factor in this change which is taking place in schools is digitalization. Another factor is the adoption of new governing principles for schools involving management by goals and results, which brings increased demands for written documentation of teachers' work.In order to describe and problematize this development the thesis is based on a combination of Critical Discourse Analysis and New Literacy (Clark and Ivanič, 1997). The theoretical framework rests upon an understanding of writing as social action and the idea that texts both affect and are affected by the social environment. The empirical study focuses on twelve teachers and their writing practices, analyzed during week-long field visits over three years. The teachers' talk about their writing is used together with analyses of texts and images to investigate parts of teachers' writing which, according to the teachers, are considered complex and problematic.The findings indicate significant differences between the writing practices of the individual teachers, where each teacher has his or her own system of texts fulfilling different purposes. Despite these differences it is still possible to identify recurrent themes in the discursive conditions for teachers' writing: efficiency, reuse, authority, audit, relationships to addressees, and room to maneuver. The study illustrates possible dilemmas for teachers' writing at the intersection of teachers' professional responsibility and demands for accountability.
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| 3. |
- Bendegard, Saga, 1982-
(författare)
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Begriplig EU-svenska? : Klarspråksarbetets förutsättningar inom den interinstitutionella översättningsprocessen
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a study of the inter-institutional translation process through which the Swedish versions of EU legislative acts are created, focusing on the conditions for plain language work within this process. These Swedish translations have long been considered incomprehensible. Complicated originals and strong demands for close correspondence to the source text have been considered the main reason. This study aims to examine the translation process, to see how institutional factors shape the scope for plain language work. The theoretical and methodological bases of the study are the sociology of translation, focusing on translation as a social activity, and ethnography, focusing on the participants’ perspective. The data analysed consist of field notes, interviews, video recordings of participants translating, and revised translations.A key factor for plain language is shown to be the demands for close correspondence to previous texts – not only the source text but also previous Swedish translations. Close correspondence is necessary due to special demands on legal translation but is also supported by other institutional factors, such as translators’ insecurity regarding legal language, short deadlines and the needs of internal readers. The use of CAT tools such as TWB further reinforces this dependence on previous texts.Other institutional factors that stand out are the relative isolation of the translation units, with limited feedback from outside the unit, and the position of the translated documents within the EU legal system. The results indicate that the difficulties for a Swedish reader are often not due to linguistic or textual formulation of the documents, but to the gap this EU position creates, between the reader’s (Swedish) and the text’s (EU) frame of reference respectively.Support for plain language is strong at the units, but the concept appears to have been partially given a local meaning, showing that the traditional understanding of plain language may not be fully applicable in this setting. This shows the necessity to identify the aspects most central to comprehensibility, for different types of texts and in different settings – a necessity not only for plain language work within the EU, but in national settings as well.
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| 4. |
- Berends, Gerrit, 1965-
(författare)
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Skrivsamarbete i högre utbildning : Tre studenters skribentprofiler i kollaborativa skrivargrupper
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of this thesis is to probe more deeply into how collaborative writing can help to socialise students in a writing practice. More specifically, the thesis deals with lab report writing and the relationship of three students with different backgrounds to the educational practices of a university department. The three students differ in language background, previous higher education and vocational experience. The material comprises recordings of student discussions while writing lab reports in a group. The students and their lab report writing in different group constellations has been followed longitudinally for between two to four semesters. In addition the development of the lab reports over time has been studied, as well as teachers’ comments on them. Student acquisition of the genre is linked to internal textual criteria (textual aspects) and to extratextual criteria in the educational context.In view of the study’s focus on group collaboration a socio-cultural perspective has been adopted as a frame. A model developed by Storch (2002) based on Vygotsky’s role relationships between expert and novice is used to shed light on how the students resolve problems related to the writing task through group discussions.The results show that the students’ backgrounds play a role in the creation of their profiles in the collaborative writing groups. The student with a second-language background often seeks support, not least where linguistic correctness is concerned, and cites what teachers say as arguments. The student with prior experience of academic writing appears to be a seasoned writer, for instance by daring to deviate from instructions and teachers’ directives. The third student uses his professional experience of writing lab reports in discussions to gain acceptance for his ideas.
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| 5. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Legitimation of value practices, value texts, and core values at public authorities
- 2019
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Ingår i: Discourse & Communication. - : Sage Publications. - 1750-4813 .- 1750-4821. ; 13:4, s. 398-414
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Tidskriftsartikel (refereegranskat)abstract
- A large number of Swedish public authorities produce ‘platform of values’ texts that present core values. This article presents a study of how such texts and practices, including the core values they revolve around, are legitimized. Using Van Leeuwen’s legitimation framework, three different data sets are analysed: 47 ‘platform of values’ texts, a focus group discussion with seven senior HR officers, and a quantitative questionnaire study answered by civil servants at three public authorities. The analysis shows how the existence of ‘platform of values’ texts and practices is legitimized through rationalizations, above all by describing the texts as concrete means for reaching specific ends and, with regard to the choice of core values, through a custom-conformity type of authority. Thus, this article addresses discursive transformations of contemporary organizations with a particular focus on available discursive space for critical thinking in the wake of New Public Management and related developments.
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| 6. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Semiotic vagueness as a tool for goal fulfilment : ‘Platforms of values’ in Swedish public administration
- 2021
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Ingår i: Journal of Applied Linguistics and Professional Practice. - : Equinox Publishing. - 2040-3658 .- 2040-3666. ; 16:1, s. 5-28
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Tidskriftsartikel (refereegranskat)abstract
- Over the past 15 years, ‘platform of values’ texts presenting core values have become common in most Swedish public authorities. This article presents a study of how this genre is understood and used in professional practices. The aim is to show how semiotic vagueness in such texts serves a number of previously under-researched purposes in public organizations, including, rather paradoxically, concrete goal achievement. The framework of critical genre analysis enables the analytical process to move from text to practice, and further to the superordinate level of professional culture. Three different data sets are analysed: 47 ‘platform of values’ texts; a focus group discussion with seven senior civil servants/managers; and a quantitative questionnaire study answered by civil servants from three public authorities. The findings suggest that vagueness serves as a means to exercise managerial control through the promotion of interpretative work and continuous, identity-related dialogues on value related issues. The article argues that even though such uses of the ‘platform of values’ genre may be functional in neo-bureaucratic organizations, it is also problematic when semiotic vagueness is used as a tool for concrete actions such as internal promotions.
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| 7. |
- Ledin, Per, 1962-, et al.
(författare)
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Den multimodala sakprosan
- 2019
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Ingår i: Sakprosa. - : Universitetet i Oslo. - 1502-6000 .- 1891-5108. ; 11:4, s. 1-50
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Tidskriftsartikel (refereegranskat)abstract
- Alla sakprosatexter är multimodala, och denna artikel diskuterar relationen mellan sakprosaforskning och multimodalitetsforskning. Artikeln adresserar två frågor: Hur kan forskning om multimodalitet och sakprosa stimulera varandra? och Hur förhåller sig nordisk sakprosaforskning till en vidare multimodal forskningstradition? För att besvara dessa frågor tecknar artikeln multimodalitetstraditionens utveckling samt härleder sakprosabegreppets ursprung. I ljuset av såväl äldre som nutida sakprosaforskning argumenterar artikeln för att sakprosabegreppets multimodala potential huvudsakligen ligger i förledet sak eftersom det riktar ljuset mot textens roll som ett yttrande om verkligheten inom en institution. Således argumenterar artikeln att samspelet mellan verbalspråket och andra semiotiska resurser bör stå i centrum vid studiet av sakprosa, oberoende av om det handlar om ett samspel mellan verbalspråk och t.ex. visuella, rumsliga eller auditiva resurser. Detta pekar slutligen på nödvändigheten i att uppmärksamma hur olika affordanser – dvs. möjligheter och begränsningar – i olika semiotiska material används i olika kontexter. Därmed blir också efterledet prosa relevant, eftersom de riktar uppmärksamheten mot kvaliteter i uttrycket.
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| 8. |
- Ledin, Per, et al.
(författare)
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Den multimodala sakprosan : The Multi-modal Non-fiction (’sakprosa’)
- 2019
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Ingår i: Sakprosa. - Oslo, Norway : Universitetet i Oslo. - 1502-6000 .- 1891-5108. ; 11:4, s. 1-50
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Tidskriftsartikel (refereegranskat)abstract
- Alla sakprosatexter är multimodala, och denna artikel diskuterar relationen mellan sakprosaforskning och multimodalitetsforskning. Artikeln adresserar två frågor: Hur kan forskning om multimodalitet och sakprosa stimulera varandra? och Hur förhåller sig nordisk sakprosaforskning till en vidare multimodal forsknings-tradition? För att besvara dessa frågor tecknar artikeln multimodalitetstraditionens utveckling samt härleder sakprosabegreppets ursprung. I ljuset av såväl äldre som nutida sakprosaforskning argumenterar artikeln för att sakprosabegreppets multimodala potential huvudsakligen ligger i förledet sak eftersom det riktar ljuset mot textens roll som ett yttrande om verkligheten inom en institution. Således argumenterar artikeln att samspelet mellan verbalspråket och andra semiotiska resurser bör stå i centrum vid studiet av sakprosa, oberoende av om det handlar om ett samspel mellan verbalspråk och t.ex. visuella, rumsliga eller auditiva resurser. Detta pekar slutligen på nödvändigheten i att uppmärksamma hur olika affordanser – dvs. möjligheter och begränsningar – i olika semiotiska material används i olika kontexter. Därmed blir också efterledet prosa relevant, eftersom de riktar uppmärksamheten mot kvaliteter i uttrycket.
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| 9. |
- Lim Falk, Maria, 1974-
(författare)
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Svenska i engelskspråkig skolmiljö : Ämnesrelaterat språkbruk i två gymnasieklasser
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to determine how English-language teaching in Sweden influences the subject-based communicative competence and language development in Swedish of upper secondary students. The focus is thus on the students’ mother tongue, i.e. the language which gets limited in the teaching practice within so-called content- and language-integrated learning (CLIL).Data was primarily collected by participatory observation in two science program classes, one taught in English and one in Swedish, during their three years in upper secondary school. Additional data was collected through interviews, questionnaires, audio taping of classroom interaction and writing tasks. This created conditions for a comprehensive and nuanced description and interpretation of the linguistic behaviour of teachers and students in the CLIL practice, as well as of the experiences and perceptions they report.Studies were carried out on classroom practice, student texts, and teacher and student experiences of CLIL instruction. These were linked to activity analysis, systemic-functional linguistics and ethnography of communication, i.e. research areas that emphasise the interplay between language, communication and social situation.The general conclusions are: (1) CLIL students use less relevant subject-based language in speech and writing than do control students. This holds for all subjects except Swedish, where both CLIL and control students share linguistic conditions; (2) Swedish is a prerequisite for the students’ own active, subject-based participation in classroom interaction. There is almost no interaction when the language of instruction is English; (3) English is an obstacle, and is also considered as such. The students avoid using English, and the teachers consistently use code-switching strategies in response to the policy that “language should not be an obstacle”.The results suggest that the CLIL environment is less conducive to learning, given current learning theories that focus on active participation. In the already teacher-dominated classroom, the linguistic and interactional demands that come with CLIL teaching seem to add to the challenge of assimilating advanced subject instruction.
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| 10. |
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