| 1. |
- Holm, Hampus, 1979-, et al.
(författare)
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Innovating literacy learning for 21st century teacher education
- 2023
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Ingår i: The future of teacher education. - Leiden ; Boston : Brill Academic Publishers. - 9789004678545 - 9789004678538 - 9789004678521 ; , s. 286-310
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Bokkapitel (refereegranskat)abstract
- Teaching training can lag changes in school and society. With the onset of ubiquitous writing and mobile devices, the literacies experiences of today’s school and teacher students are different to those of most teacher trainers. In this chapter, a sequence of case studies is presented linking the school student, the teacher education student, and the teacher educator to provide a multifaceted picture of literacies development. Two questionnaires answered by 71 and 39 upper secondary school students, respectively, provided a picture of literacies use in upper secondary school (Case Study 1). The written tasks and the post-writing interviews with three upper secondary school students highlighted the tensions between out-of-school ubiquitous literacies and the in-school academic writing demands (Case Study 2). The teacher education student participatory research case study with four students challenged perceptions of how teacher education students learn academic literacies, and of student resilience (Case Study 3). Together, the case studies showed a disconnection in school between school student contemporary ubiquitous literacies and school literacies expectations. Although finding ways to ameliorate this disconnection through innovative teacher education is important, finding ways to simultaneously strengthen student teachers’ learning autonomy, strengthen the sustainability of their teaching to keep abreast of ubiquitous literacies changes is central to make school inclusive and sustainable.
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| 2. |
- Karlsson, Fredrik, 1975-
(författare)
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The acquisition of contrast : a longitudinal investigation of initial s+plosive cluster development in Swedish children
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This Thesis explores the development of word-initial s+plosive consonant clusters in the speech of Swedish children between the ages of 1;6 and 4;6. Development in the word-initial consonant clusters is viewed as being determined by 1) the children’s ability to articulate the target sequence of consonants, 2) the level of understanding of which acoustic features in the adult model production are significant for the signalling of the intended distinction, and 3) the children’s ability to apply established production patterns only to productions where the acquired feature agrees with the adult target, to achieve a contrast between rival output forms. This Thesis employs a method where output forms are contrasted with attempted productions of potential homonym target words. Thus, development is quantified as an increase in the manifestations of phonetic features where it agrees with the adult norm, coupled by a decrease in the same feature in output forms where it is inappropriate according to the specifications of the phonological system of the ambient language. Acoustic investigations of cues of voicing, aspiration, place of articulation and syllable onset complexity, and auditory investigations of place, manner and syllable onset complexity were conducted. The Thesis has four outcomes. One, a description of the perceptual quality of the productions in terms of place, manner, voicing and syllable onset complexity is presented. Two, a developmental sequence of stable acquisition of these features is proposed; manner is shown to be acquired first, followed by syllable onset complexity and place of articulation. Evidence is provided that the voiced/aspirated distinction is still being acquired at the end of the investigated age period. Three, the developmental use of acoustic cues of place and voicing are described. Voice Onset Time and Spectral Skewness are shown to be used by children in order to increase the likeness to the adult target in terms of voicing and place of articulation. Aspiration Amplitude is shown to be used as an auxiliary cue to Voice Onset Time. The place cues Spectral Tilt Change, F2, Spectral Mean and Spectral Variance were shown to be used in order to refine already produced consonants rather than approach the adult target model. Four, the Thesis provides evidence of periods of confusions in the output of children. With the reductions of these patterns of confusion, evidence is provided of children’s re-organisation of their internal representation of the consonant to be produced.
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| 3. |
- Outakoski, Hanna, 1978-
(författare)
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Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents an investigation of the complexities of the immediate, ideological, educational, and societal contexts for literacy development among North Sámi learners between the ages of 9 and 15 who live in Northern Finland, Norway and Sweden in the central regions of Sápmi. Further, this thesis focuses on one area of literacy, namely writing. It examines these children’s writing, its phases and peculiarities, writing strategies, and the nature of transitions that these multilingual writers experience in switching between North Sámi, English and their respective national majority language. The main body of the collected materials consists of computer mediated pupil texts that the author gathered at 10 schools that arranged compulsory schooling in Central Sápmi during the school year 2012-2013. The texts were collected using keytroke logging methodology that not only records the final written product but also keeps track of changes and other writing activity during the writing session. Other materials collected and analyzed in this study include questionnaires addressed to the pupils, their parents, and to their language teachers. The materials also include detailed interviews with with 24 teachers from the participating schools. This study consists of six individual papers that focus at 1) research methodological aspects that concern studying Indigenous populations, 2) language attitudes, ideologies and available language arenas that have an impact on biliteracy emergence in North Sámi speaking Sápmi, or 3) the qualities and characteristics of multilingual pupil's writing and texts. The implications of the six individual papers are analyzed with respect to language revitalization and biliteracy emergence using the Hornbergian Continua of Biliteracy as the overarching theoretical framework. North Sámi, English and the national majority languages in the respective countries are constantly present in the lives of Sámi learners. Young Sámi learners grow up to be multilingual citizens of the global north through this extensive exposure to many languages and cultures from multiple sources such as popular culture, literature, media, community, tourism, and school. In their writing, multilingual Sámi learners show a wide spectrum of strategies and knowledge that carries over from one language to another. Nevertheless, most young Sámi learners cannot draw on equally many points on their Continua of Biliteracy in all their languages. Due to factors such as scarcity of adequate teaching materials, lack of popular culture and media content in Sámi languages, and language compartmentalizing language ideologies, the scales on the continua of biliteracy are in severe imbalance for many Sámi learners. Many Sámi learners risk losing their indigenous heritage language because the non-indigenous languages are prevalent in school as well as out of school contexts.
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| 4. |
- Sullivan, Kirk P. H., 1965-, et al.
(författare)
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Lighting the fire : unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift
- 2023
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Ingår i: Education in North. - : University of Aberdeen. - 0424-5512 .- 2398-0184. ; 30:2, s. 120-135
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.
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| 5. |
- Sullivan, Kirk P. H., 1965-, et al.
(författare)
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Mother tongue classes : A parental choice, but does choice equate with parental involvement and engagement in learning?
- 2019
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Ingår i: Education in the North. - Aberdeen, Scotland : University of Aberdeen. - 0424-5512 .- 2398-0184. ; 26:2, s. 51-65
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, all children who speak a language other than Swedish at home have a right to mother tongue classes when there are five children in the municipality who request the language as a mother tongue class. This paper reports on ongoing research that is investigating parental involvement and engagement in their children’s learning of their mother tongue language. Even though mother tongue classes require an active parental choice and the filling in of an application form, some children drop out of their mother tongue classes claiming the classes are boring and uninteresting, and teachers find that some children do not meet the requirement of using the language as an active home language. Through examination of young learner and school-aged students’ mother tongue provision and prompted reflection with parents, we tease apart the elements of agency necessary for parents to feel involved and engaged in their children’s mother tongue lessons.
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| 6. |
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| 7. |
- Torstensson, Niklas
(författare)
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Judging the Immigrant : Accents and Attitudes
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Spoken language as a means of communication contains huge amounts of information apart from the linguistic message that is conveyed. It is often the first channel of interaction between people and based on the speaker’s manner of talk, we create a mental image of the speaker as a person, of the speaker’s background, origin and personal qualities. Through five case studies, this dissertation investigates how immigrants to Sweden are judged based on their foreign accents (Cases 1—3) and how the use of an interpreter in court can affect the legal process and the judging of the immigrant (Cases 4—5). Case 1 investigated Swedish students’ attitudes towards immigration and immigrants through a survey-based study and revealed that Swedish students hold predominantly positive attitudes towards immigrations and immigrants. Case 2, using accent imitation, asked if Swedish speakers have a cognitive prototype for British English accented Swedish and found that this was the case. This demonstrated that Swedes have models of accented Swedish accents. Case 3 asked Swedish students to rate their impressions of speakers of nine foreign accented Swedish voices on 18 six-point semantic differential scales. They also rated their impressions of each voice for five social factors. The results suggest that the listeners evaluated the voices based on perceived social desirability, or perceived cultural distance between the listener and the voice’s country of origin. Juxtaposing these findings with those of Case 1 suggests that even among a group who are positive to immigrants and immigration some groups of immigrants are more welcome than others. Case 4 examined discourse disfluencies in a bilingual court hearing and a Swedish-Polish bilingual court hearing in detail. The case showed that most of the dialogue-related difficulties have other sources than the interpreter, even if the interpreter at first glance often appeared to be part of the problem rather than part of the solution. Case 5 examined the interpreter’s role in courtroom dialogue situations through interviews with a court interpreter and a lay judge. The study found that the picture of the interpreter’s role differs between the various actors in the court setting. This, in combination with a lack of knowledge about cultural differences in dialogue strategies, creates complications, can have an impact on the perception of the witness and, ultimately, affect the legal rights of the accused. Furthermore, as the interpreter most frequently speaks foreign accented Swedish, the perception and evaluation of their foreign accented Swedish can further place some immigrant groups at a double legal disadvantage when being judged.
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| 8. |
- Waldmann, Christian, Docent, 1976-, et al.
(författare)
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How the Materiality of Mobile Video Chats Shapes Emergent Language Learning Practices in Early Childhood
- 2019
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Ingår i: Emergent Practices and Material Conditions in Learning and Teaching with Technologies. - Cham : Springer. - 9783030107635 - 9783030107642 ; , s. 217-229
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Bokkapitel (refereegranskat)abstract
- Language learning practices are shaped by their material conditions. Using an action research case study intervention, this paper shows how the introduction of mobile video chats for children learning a home language creates the material conditions for language engagement and participation practice to emerge that encourage the learning of the home language in additional contexts. The mobile video chat’s concomitant role in enacting change in the children’s home language learning practices facilitates home language learning in authentic and meaningful interactions. The material characteristics of the microphone, the web-camera, the loudspeaker, Skype and the portability of the tablet together with the material characteristics of their physical environment have the potential to enact change in children’s additional language learning through listening, seeing, speaking, moving, and showing in virtual interaction with a grandparent as adult conversational partner.
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| 9. |
- Waldmann, Christian, Docent, 1976-, et al.
(författare)
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Syntax Rules and (Un)Grammaticality
- 2019
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Ingår i: Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners. - Hershey, PA : IGI Global. - 9781522584674 - 9781522585022 - 9781522584681 ; , s. 103-126
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Bokkapitel (refereegranskat)abstract
- This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers’ implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.
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