| 1. |
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Dimensions of Sociolinguistic Landscapes in Europe : Materials and Methodological Solutions
- 2015
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The articles in this volume investigate everyday textual material of sociolinguistic landscapes in the early 21st century. Sociolinguistic landscapes reflect societal change, and they enable observers to map what linguistic resources are used in various contexts and to study how these resources interact and are interpreted. The articles present not only quantitative results of the presence of languages in signs but also look into how authors and designers make use of an endless pool of linguistic resources, how visible semiotic items contribute to create a sense of space, what types of mental processes are involved in the production, and how various audiences (residents, occasional passers-by, and language regulators) interpret and construct signs and sociolinguistic landscapes to form their own understanding of semiotic space.
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| 2. |
- Karpava, Sviatlana, et al.
(författare)
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Can translanguaging be a resource for teaching and learning Russian as a heritage language? : evidence from Cyprus, Estonia, and Sweden
- 2024
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Ingår i: Russian as a heritage language. - : Routledge. - 9781032461496 - 9781032450117 - 9781003380276 ; , s. 185-202
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Bokkapitel (refereegranskat)abstract
- This chapter investigates translanguaging practices of teachers of Russian as a heritage language based on observational and interview data collected in Cyprus, Estonia, and Sweden. The study attempts to understand the perceptions and beliefs of the teachers regarding translanguaging as a pedagogical practice in the context of multilingual classrooms. The chapter discusses systematic similarities and differences in the use of translanguaging by teachers in the teaching and learning of Russian as a heritage language in three distinct socio-cultural environments, while also making a broader case for the use of translanguaging as a resource in heritage language pedagogy. The analysis of data suggests that translanguaging is a prominent phenomenon in all classroom environments and that the socially dominant languages are used to convey or negotiate meaning, task, and identity. However, teachers in Cyprus seem to view translanguaging as a natural part of the students’ identity, while teachers in Sweden and Estonia view translanguaging mainly as a bridge to Russian language competency. The chapter discusses the potential for systematic and intentional use of translanguaging in the heritage language classroom.
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| 3. |
- Karpava, Sviatlana, et al.
(författare)
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Comparing family language policy in Cyprus, Estonia and Sweden : efforts and choices among Russian-speaking families
- 2022
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Ingår i: Transmitting minority languages. - Cham : Palgrave Macmillan. - 9783030879105 - 9783030879099 ; , s. 279-304
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on Russian and its heritage language use, maintenance and transmission in Cyprus (which shares the Eastern Orthodox religion with Russia), in Estonia (part of the USSR until 1991) and Sweden (a somewhat neutral country vis-à-vis the USSR and Russia). Drawing on theoretical issues of family language policy, we investigated multilingual families, consisting of majority language (MajL)-speaking and Russian-speaking members, examining whether Russian is maintained and transferred to the next generation. Under ‘multilingual family’, we include four situations: (1) a Russian speaker and a MajL speaker, (2) a Russian-MajL mixed speaker and a MajL speaker, (3) both parents are Russian-MajL mixed speakers (common in Estonia) and (4) both parents are Russian speakers (more common in Cyprus). Our results show the discrepancies between the desired and valid efforts and choices in Russian-language transmission. We examined how these phenomena occurred and what practical issues and societal factors affected the Russian language in the (home) lives of the families.
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| 4. |
- Karpava, Sviatlana, et al.
(författare)
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Diversity, language maintenance and intergenerational transmission : the evidence from Russian-speaking mothers in Cyprus, Estonia and Sweden
- 2016
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Ingår i: 2nd Whole Action Conference, 12-14 May 2016, Universität Hamburg.
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Konferensbidrag (refereegranskat)abstract
- This study investigates Russian-language maintenance and transmission, and the social and cultural identities of Russian-speaking female informants in multilingual settings in Cyprus, Estonia and Sweden. The relationship between language and identity depends on socio-political, socio-economic and socio-cultural factors (Pavlenko and Blackledge 2003). We plan to investigate the linguistic and sociolinguistic profiles of immigrant and minority communities in the three countries. In particular, our research is focused on the home languages of the members of these communities, and whether Russian as an L1 is maintained and transferred to the second and third generations. Written questionnaires were used for data collection among Russian-speaking mothers, of which 27 currently reside in Cyprus, 11 live in Estonia and 15 in Sweden. In Cyprus, as well as in Sweden, Russian is spoken by a small minority group – immigrants or members of mixed marriage families – and may come under threat of extinction in the future in this host country. In Estonia, Russian is a minority language, the former sociolinguistically dominant language, and still used as the L1 among almost one-third of the country’s population. In Sweden, Russian is more a migrant language, mainly used in interethnic marriages. Language transmits culture and history, and thus language loss can lead to the loss of inherited knowledge. Linguistic diversity is as important as ecological diversity (Crystal 2000; Krauss 1992). Language vitality depends on such factors as demography, status, prestige, institutional control, and the ethnolinguistic group, its distribution and size (Giles et al 1977). In our study, we aim to look into the factors that influence minority/immigrant language transmission, among them motivation (integrative/intrinsic motivation), the symbolic role of a language, minority identities, socio-economic status, social networks, religion, the tendency toward social segregation or inclusion, language solidarity (García, 2003), attitudes and valences (Woolard, 1998; Wölck, 2004; Lasagabaster and Huguet, 2007), the environment of the speaker and the value of bilingualism and multilingualism in particular environments (family, school, society and individual) (García, 2009), the use of the minority language in public (Wölck, 2004) and its utility (Grin and Vaillancourt, 1997; Henley and Jones, 2005), and the cultural value of the language (Woolard and Shieffelin, 1994) and its utility (Wölck, 2005). We believe that our study will show that Russian-speaking mothers get stuck on the one-parent, one-language strategy when using languages at home. Multilingualism and the maintenance of the Russian language and culture among children are usually encouraged.
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| 5. |
- Karpava, Sviatlana, et al.
(författare)
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Multilingual dynamics: exploring English as a third language in Russian-speaking families across Cyprus, Estonia, Germany, Israel, and Sweden
- 2024
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Ingår i: Journal of Multilingual and Multicultural Development. - : Routledge. - 0143-4632 .- 1747-7557.
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Tidskriftsartikel (refereegranskat)abstract
- Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.
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| 6. |
- Karpava, Sviatlana, et al.
(författare)
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Translanguaging in the Family Context : Evidence from Cyprus, Sweden and Estonia
- 2019
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Ingår i: VESTNIK ROSSIISKOGO UNIVERSITETA DRUZHBY NARODOV-SERIYA LINGVISTIKA-RUSSIAN JOURNAL OF LINGUISTICS. - : PEOPLES FRIENDSHIP UNIV RUSSIA. - 2312-9182 .- 2312-9212. ; 23:3, s. 619-641
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written questionnaires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have "laissez-faire" attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.
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| 7. |
- Karpava, Sviatlana, et al.
(författare)
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Translanguaging space and translanguaging practices in multilingual Russian-speaking families
- 2021
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Ingår i: Russian Journal of Linguistics. - : Peoples' Friendship University of Russia. - 2687-0088 .- 2686-8024. ; 25:4, s. 931-957
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Tidskriftsartikel (refereegranskat)abstract
- Translanguaging is seen both as a threat and as an opportunity for minority language development and transmission. While the theme of translanguaging has been explored especially in a context of migration, the novelty of this study lies in its investigation of the multiple contexts in which translanguaging is examined. In order to understand the nature of translanguaging, we adopt a novel interdisciplinary approach and view it in all its complexity, including liminal spaces of linguistic landscape. Family language policy affects the home linguistic environment. Our purpose is to investigate language choices by multilingual Russian-speakers in Cyprus, Sweden and Estonia, immigrant and minority settings, and try to understand how they are reflected in the multilingual interaction of the families. Using ethnographic participant observations and oral spontaneous multilingual production, our study attempts to describe how communication is managed through translanguaging practices among multilingual Russian-speaking families’ members in the cultural and linguistic environments of the three countries. By looking closely at the complexities of translanguaging space, it is our ambition to gain new insights about how it is organised and how translanguaging becomes a valuable linguistic resource in multilingual families. Our results indicate that translanguaging practices can be used in family conversational contexts and contribute to the creation of a rich and positive family repertoire. A new norm of Russian has been developed in all the three settings. A language shift can happen more quickly than expected, and, thus, it is important for parents to provide many opportunities for practising Russian as the L1.
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| 8. |
- Karpava, Sviatlana, et al.
(författare)
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Translanguaging space and translanguaging practices in multilingual Russian-speaking families
- 2021
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Ingår i: Russian Journal of Linguistics. - : Peoples' Friendship University of Russia. - 2687-0088 .- 2686-8024. ; 25:4, s. 931-957
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Tidskriftsartikel (refereegranskat)abstract
- Translanguaging is seen both as a threat and as an opportunity for minority language development and transmission. While the theme of translanguaging has been explored especially in a context of migration, the novelty of this study lies in its investigation of the multiple contexts in which translanguaging is examined. In order to understand the nature of translanguaging, we adopt a novel interdisciplinary approach and view it in all its complexity, including liminal spaces of linguistic landscape. Family language policy affects the home linguistic environment. Our purpose is to investigate language choices by multilingual Russian-speakers in Cyprus, Sweden and Estonia, immigrant and minority settings, and try to understand how they are reflected in the multilingual interaction of the families. Using ethnographic participant observations and oral spontaneous multilingual production, our study attempts to describe how communication is managed through translanguaging practices among multilingual Russian-speaking families’ members in the cultural and linguistic environments of the three countries. By looking closely at the complexities of translanguaging space, it is our ambition to gain new insights about how it is organised and how translanguaging becomes a valuable linguistic resource in multilingual families. Our results indicate that translanguaging practices can be used in family conversational contexts and contribute to the creation of a rich and positive family repertoire. A new norm of Russian has been developed in all the three settings. A language shift can happen more quickly than expected, and, thus, it is important for parents to provide many opportunities for practising Russian as the L1.
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| 9. |
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| 10. |
- Pelikan, Elisabeth R., et al.
(författare)
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Distance learning in higher education during COVID-19 : The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study
- 2021
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Ingår i: PLOS ONE. - : PLOS. - 1932-6203. ; 16:10
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Tidskriftsartikel (refereegranskat)abstract
- Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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