| 1. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Barn ringer 112
- 2007
-
Ingår i: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm. - 1651-6958. ; :2, s. 28-30
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Context that matters : Producing “thick-enough descriptions” in initial emergency reports
- 2008
-
Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 40, s. 927-959
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines how troublesome events are described in children’s emergency calls. In focus forthe analysis are the procedures through which participants methodically deal with contextual informationconcerning the reported emergency event during the early phases of the call, i.e., up to the point where theoperator is able to set emergency priority. This choice is motivated by a set of institutional concerns thatsurface in the interaction typically, but not solely, through the operator’s ways of receiving and managing thecaller’s unfolding report. The initial phase of emergency calls thus offers a locus of order, a phenomenon initself, in addition to offering access to some of the finer details of sequential and categorical organisation ofinteraction in emergency calls. Applying Ryle’s (1968) distinction between ‘thin’ vs. ‘thick’ description(roughly, the description of an observed event vs. description of the meaning of an observed event) to thereporting of emergencies, we argue that determining the relevant level of ‘thickness’ is, above all, a task forthe participants themselves. Hence, our analysis shows that interaction during the early phases of emergencycalls is distinctively geared towards producing a ‘thick-enough’ description of the reported event. Thesefindings are discussed in terms of the methodological problem of how features of the context can enterinteraction analytic accounts of institutional exchanges. Specifically, we argue that relevant features ofcontext ‘brought along’ to emergency calls (to do, for instance, with operators’ institutional agendas orcallers’ situations) are also ‘brought about’ by the participants as part of the interactional work throughwhich one party’s observations are jointly transformed into descriptions that form accountable reports ofemergency events.
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| 3. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Finding out what's happened : Two procedures for opening emergency calls
- 2012
-
Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 14:4, s. 371-397
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines two corpora of telephone calls to the Swedish emergency services SOS-Alarm. The focus of analysis is on the procedural consequentiality of the routine opening by the operator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that end with a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.
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| 4. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
‘‘SOS 112 what has occurred?’’ : Managing openings in children’s emergency calls
- 2012
-
Ingår i: Discourse, Context & Media. - : Elsevier. - 2211-6958. ; 1:4, s. 183-202
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase “SOS one one two, what has occurred?”. Comparisons across three age groups – children, teenagers and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants' actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children's agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.
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| 5. |
- Danby, Susan, et al.
(författare)
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Parentification : Counselling talk on a helpline for children and young people
- 2015
-
Ingår i: The Palgrave Handbook of Child Mental Health. - : Palgrave Macmillan. - 9781137428301 ; , s. 578-596
-
Bokkapitel (refereegranskat)abstract
- This Handbook illustrates the importance of examining child mental health from a different perspective, one that assumes that psychiatric categories are made real in and through both written and spoken language. It gathers a range of applied and theoretical analyses from leading scholars and clinicians in order to examine the conversational practices of children diagnosed with mental health disorders alongside those of their parents, families and practitioners. The contributors move away from viewing mental illness as an objective truth; instead reintroducing the relevance of language in constructing and deconstructing the assumptions that surround the diagnosis and treatment of childhood mental health disorders. Including chapters on ADHD, autism, depression, eating disorders and trauma, this collection addresses the diversity involved in discussing child mental health.Divided into six parts: the place of conversation/discourse analysis; critical approaches; social constructions of normal/abnormal; situating and exploring the difficulties involved; managing problem behaviour and discussing different practices involved; this Handbook presents a comprehensive overview of child mental health. It is an essential reference resource for all those involved or interested in child mental health.
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| 6. |
- Landqvist, Håkan, 1965-, et al.
(författare)
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Om man frågar får man svar : Två öppningsrutiner för SOS-ärenden och deras konsekvenser för samtalens inledning
- 2012
-
Ingår i: Språk och stil. - Uppsala : Adolf Noreen-sällskapet för svensk språk- och stilforskning. - 1101-1165 .- 2002-4010. ; 22:2, s. 127-152
-
Tidskriftsartikel (refereegranskat)abstract
- This is a conversation analytic study examining how two ways of answering emergency calls have different implications and consequences for the ensuing interaction. In an older corpus of 22 calls to a Swedish emergency center, the calls were routinely answered with an identification phrase “ninety thousand” (i.e. the telephone number 90 000) or “SOS ninety thousand”, whereas the 52 calls in a recently collected corpus are routinely answered with an identification phrase followed by a question, taking the format “SOS 1-1-2, what has occurred?” The analysis shows how the different answering formats affect what is being brought up at different sequential positions during call beginnings, and also how the standardized relational pair of “help provider” and “help seeker”, each with its respective rights and obligations, is constructed. The article concludes with a discussion of the benefits of the latter way of answering emergency calls, arguing that it helps making the distribution of responsibilities among the interactants clear, and that it allows for a truncation of an unnecessary sequence. In this way, the latter format enhances topical progression and promotes institutional relevance.
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| 7. |
- Osvaldsson Cromdal, Karin, Docent, 1965-, et al.
(författare)
-
Children and mental health talk : perspectives on social competence - an epilogue
- 2019. - 1
-
Ingår i: Children and mental health talk. - Cham : Palgrave Macmillan. - 9783030284251 - 9783030284268 ; , s. 201-208
-
Bokkapitel (refereegranskat)abstract
- In this chapter, we offer a commentary of the individual chapters as well as the contribution of the volume as a whole. Specifically, we discuss the notion of children’s social competence advanced in this book, as well as its intellectual history in ethnomethodology, against the reductionist conceptualisations of children and young persons often found in mainstream social and behavioural science literature. Moreover, we also discuss the relatively broad approach taken towards children’s mental health and well-being, and conclude by identifying some implications that the chapters bring to this research field as well as to professional practitioners working with troubled children.
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| 8. |
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| 9. |
- Osvaldsson, Karin, 1965-, et al.
(författare)
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Comprehension checks, clarifications, and corrections in an emergency call with a nonnative speaker of Swedish
- 2013
-
Ingår i: International Journal of Bilingualism. - : SAGE Publications. - 1367-0069 .- 1756-6878. ; 17:2, s. 205-220
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports on a case study of an emergency call with a 12-year-old girl, who is hearably not a native speaker of Swedish. A sequential analysis of the recorded call revealed two interesting interactional practices through which the participants can be seen to pursue mutual understanding. The first type of practice involves the participants’ orientation toward potential or projected problems of comprehension and should therefore be understood in terms of preemptive management of mutual understanding. This is chiefly accomplished by either party (a) making sure that the other party has understood; (b) checking the correctness and adequacy of one’s own understanding; and finally (c) displaying one’s own understanding of the other party en passant, that is, without requiring the other party’s confirmation. The second type of practice, commonly known as conversational repair, is used to deal with established problems of comprehension. The methods through which these problems are managed involve (d) repeating and paraphrasing preceding turns or their problematic fragments; (e) finding alternative ways of talking about demonstrably noncomprehended information; and finally (f) postponing such problematic exchanges. The study demonstrates that despite the institutionally asymmetric character of emergency calls, both participants are actively engaged in working toward intersubjectivity, and the analysis identifies several different ways through which the parties orient to and handle interactional trouble so as to secure mutual comprehension in a socially smooth yet efficient manner.
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| 10. |
- Persson-Thunqvist, Daniel, 1969-, et al.
(författare)
-
Språkligt arbete i nödsamtal : En kunskapsöversikt med forskningsutblickar
- 2008
-
Ingår i: Språk och stil. - 1101-1165 .- 2002-4010. ; 18, s. 67-92
-
Tidskriftsartikel (refereegranskat)abstract
- Emergency calls are an important public service and comprise the first step in an emergency response.This service is essentially mediated through talk. The article presents a review of conversationanalytic studies of the interaction taking place in real-life emergency calls. Some of thesestudies focus on analyzing the highly specialized conversational structure of calls to the emergencyservices. Others explore a variety of routine interactional troubles, including, for instance, misunderstandingsarising from the asymmetries in knowledge about the institutional setting, as well asdifferent expectations the parties bring to the interaction. A further subset of studies includes analysesof deviant cases, in which emergency calls not only evinced interactional troubles but alsoproved seriously consequential for the response operation. The present review reveals that there isa lack of studies targeting emergency calls with certain specific categories of callers that may provecommunicatively problematic, such as non-native callers and children. An analysis of a few exchangesbetween an immigrant child and the operator serves to illustrate some specific languagerelatedsources of interactional trouble. This demonstrates, more broadly, the need for analytic researchto highlight the procedures through which the parties work to manage and remedy such interactionalproblems, thus allowing for the accomplishment of a successful emergency assistance.
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| 11. |
- Adelswärd, Viveka, et al.
(författare)
-
Den väsentliga vardagen
- 2009. - 1
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Ingår i: Den väsentliga vardagen. - Stockholm : Carlssons. - 9789173312295 ; , s. 9-12
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.
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| 12. |
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| 13. |
- Björk-Willén, Polly, et al.
(författare)
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When education seeps into 'free play' : How preschool children accomplish multilingual education
- 2009
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Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 41:8, s. 1493-1518
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.
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| 14. |
- Broth, Mathias, 1965-, et al.
(författare)
-
Showing where you're going : Instructing the accountable use of the indicator in live traffic
- 2018
-
Ingår i: International Journal of Applied Linguistics. - : John Wiley & Sons. - 0802-6106 .- 1473-4192. ; 28, s. 248-264
-
Tidskriftsartikel (refereegranskat)abstract
- This article takes an interest in how students at a driving school areinstructed how to make the car's behaviour intelligible (accountable)to other road users in traffic. Taking the indicator as an example,the analytic focus is on the ways in which the indicator'srelevance is instructed and its timely activation practiced, andhow activating the indicator is instructed as part of moreencompassing turning procedures. The indicator is one of the centralresources built into cars for displaying to others a driver'sintention about where to go next. Although indicating does not,in itself, affect the movement of the car, activating the indicatoris crucial for allowing others to anticipate a car's movement inspace, and coordinate themselves with it. The analysis showshow instructors manage trainee drivers' instructed actions duringdriving by providing descriptions of what using the indicatoraccomplishes before a directive to turn (a), after a directive to turn(b), and as accounts for initiating correction of trainee driver carcontrol activity (c).
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| 15. |
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| 16. |
- Cekaite, Asta, 1972-, et al.
(författare)
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Känslouttryck och samspel i flerspråkiga miljöer : Om affekt som social praktik
- 2004. - 1
-
Ingår i: Ett vardagsliv med flera språk. - Stockholm : Liber. - 9147052015 - 9789147052011 ; , s. 130-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften
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| 17. |
- Cromdal, Jakob, 1969-
(författare)
-
Barns kodväxlingar i lek
- 1998
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Ingår i: Nordiske sprog som andetsprog. - Köpenhamn : The Royal Danish School of Educational Studies. - 8788295591 ; , s. 77-89
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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"Basically it's the Usual Whole Teen Girl Thing" : Stage-of-Life Categories on a Children's and Young people's Helpline
- 2018
-
Ingår i: Symbolic interaction. - : Wiley-Blackwell Publishing Inc.. - 0195-6086 .- 1533-8665. ; 41:1, s. 25-44
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.
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| 19. |
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| 20. |
- Cromdal, Jakob, 1969-
(författare)
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Bilingual order in collaborative word processing : On creating an English text in Swedish
- 2005
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Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 37:3 SPEC.ISS., s. 329-353
-
Tidskriftsartikel (refereegranskat)abstract
- This paper explores the mutually oriented work involved in collaborative, computer-aided text production taking place in a bilingual 4th grade classroom at an English school in Sweden. It reports on an in-depth analysis of a 55-min videotaped session in which two students engage in the production of a written report of the past weeks' project work. The analysis focuses on the students' language alternation, showing how a specific bilingual conversational order is produced by their extensive use of the co-available languages. Specifically, the analysis highlights a distinct division of labor between the two languages in which English is used exclusively for the purpose of producing the text proper, while Swedish is used for other forms of interaction. The results are discussed in terms of the relation between social structure and local bilingual practices of meaning construction. More generally, the paper argues for an approach to social interaction that treats the issue of social order as, above all, a matter of participants' situated concerns. © 2004 Elsevier B.V. All rights reserved.
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| 21. |
- Cromdal, Jakob, 1969-
(författare)
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Bilingual text production as task and resource : Social interaction in task oriented student groups
- 2003
-
Ingår i: Nordlyd. - 1503-8599. ; 31:5, s. 746-761
-
Tidskriftsartikel (refereegranskat)abstract
- The paper attempts to highlight the bilingual nature of social interaction in task-focused groups taking place in school environments where more than one language is readily available for the purpose of everyday social affairs. Specifically, the following analysis highlights three issues, central for our understanding of bilingual group work. These are: * the linguistic organization of task-oriented actions, which will lead us to specify a socially shared division of labor between the two languages * the use of code-switching and related bilingual practices in the pursuit of various interactional projects * the notion of pedagogic tasks as interactional resources, exploited by the participants for a range of practical purposes (clearly, this issue is not specific for bilingual groups) To illustrate the relevance of these matters, samples of bilingual talk-in-interaction from two different settings will be fleshed out in some detail, combining the task-oriented as well as interpersonal aspects of students- actions, and treating the issue of language choice (and alternation) as an integral part of their social conduct.
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| 22. |
- Cromdal, Jakob, 1969-
(författare)
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Bilingualism and multilingualism
- 2020. - 1
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Ingår i: The SAGE Encyclopedia of Children and Childhood Studies. - Thousand Oaks : Sage Publications. - 9781473942929 - 9781529714388 - 9781529721690 ; , s. 120-121
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Cromdal, Jakob, 1969-
(författare)
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Can I be with? : Negotiating play entry in a bilingual school
- 2001
-
Ingår i: Journal of Pragmatics. - 0378-2166 .- 1879-1387. ; 33:4, s. 515-543
-
Tidskriftsartikel (refereegranskat)abstract
- This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.
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| 24. |
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| 25. |
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| 26. |
- Cromdal, Jakob, 1969-
(författare)
-
Code-switching for all practical purposes : Bilingual organization of children's play
- 2000
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines bilingual children's code-switching practices as they occur in multiparty play activities in an English school in Sweden. By focusing on the endogenous organization of play events, the study contributes to our understanding of bilingualism as both resource for and result of children's social conduct. The central questions are: what is the role of bilingual practices in children's mundane reflexive production of social order, and, specifically, what sort of interactional work may be accomplished through code-switching? Interpretive analyses of naturally occurring play episodes were conducted, broadly along the lines of interaction and conversation analytic research. The empirical data comprise over 20 hours of audio- and video-recorded play, taking place during recess. The analyses draw upon previous work on language alternation, which focuses on members' procedures for accomplishing locally meaningful interaction in bilingual conversation (Auer, 1984; Gumperz, 1982). The results are reported in four empirical studies, highlighting the following features: The children did not make use of a specialized play language. Rather, both English and Swedish were commonly spoken during recess activities. Further, the children's choice of language was locally sensitive and guided by a general preference for same language talk. In light of this preference, the linguistic contrast arising with code-switching served to contextualize children's actions. More specifically, the empirical studies demonstrate (i) how code-switching may be used to facilitate children's entry into ongoing play; (ii) how it may serve to bring about a shift in conversational footing; (iii) to highlight the oppositional nature of certain actions within dispute exchanges, and finally, (iv) to enhance, in certain sequential locations, children's competitive bids for the conversational floor. The present approach diverges from the monolingual perspective traditionally adopted in research on bilingualism, as well as the commonplace conceptualization of bilingualism as, above all, an aspect of the individual mind. Instead, bilingualism is viewed as a set of contingent practices within joint activities in play. Thus, the present study highlights the socially distributed nature of bilingualism, managed and accomplished within interactional exchanges.
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| 27. |
- Cromdal, Jakob, 1969-
(författare)
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Conversation analysis and emergency calls
- 2013
-
Ingår i: The Encyclopedia of Applied Linguistics. - Oxford, UK : Wiley-Blackwell. - 9781405198431 ; , s. 982-985
-
Bokkapitel (refereegranskat)abstract
- Calls for emergency assistance are operated by a range of organizations across the world, including local police authorities, medical institutions, and dedicated dispatch centers.
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| 28. |
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| 29. |
- Cromdal, Jakob, 1969-
(författare)
-
Creating a monolingual story in bilingual conversation
- 2000
-
Ingår i: Det er conversation 801 degil mi?. - Köpenhamn : The Royal Danish School of Educational Studies. - 8777018400 ; , s. 57-75
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- With the publication of this volume we present some of the invaluable help which we have received from distinguished colleagues in our attempt to analyze and understand some of the data collected during our ten years of study of the linguistic development of successively bilingual Turkish-Danish grade school students. We gathered a group of interested scholars who have also worked with bilingual speakers of Turkish in North-Western Europe for at seminar at the University of Copenhagen in November 1999. The papers in this volume are the result of the discussions during our seminar, and subsequent discussions among the participants.
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| 30. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Doing reluctance : Managing delivery of assessments in peer evaluation
- 2007
-
Ingår i: Discursive research in practice. - Cambridge : Cambridge University Press. - 9780521849296 - 9780511611216 - 9780521614092 ; , s. 203-222
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional psychological and sociological conceptions. This distinctiveness is derived from a sophisticated analytic approach to social action which combines conversation analysis with the fresh treatment of epistemology, mind, cognition and personality developed in discursive psychology. This text is the first to showcase and promote this new method of discursive research in practice. Featuring contributions from a range of international academics, both pioneers in the field and exciting new researchers, this book illustrates an approach to social science issues that cuts across the traditional disciplinary divisions to provide a rich participant-based understanding of action.
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| 31. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Ett vardagsliv med flera språk
- 2004
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Denna nordiska antologi handlar om hur barn och ungdomar i flerspråkiga miljöer samspelar i skolan och visar därigenom hur flerspråkighet kan förstås som något människor använder i sin vardag för en rad olika syften. Boken framhäver ett kritiskt förhållningssätt till den enspråkiga världsåskådning där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.
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| 32. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Flerspråkighet till vardags - en introduktion
- 2004. - 1
-
Ingår i: Ett vardagsliv med flera språk. - Stockholm : Liber. - 9147052015 - 9789147052011 ; , s. 11-43
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.
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| 33. |
- Cromdal, Jakob, 1969-, et al.
(författare)
-
Food for fantasy: Sharing imaginary worlds during preschool meals.
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Play has long been understood as an important pedagogical practice, particularly in ECEC settings, yet playing with food during mealtimes has been overlooked or undervalued. The apparent dichotomy between rule-following and playfulness at mealtimes has led to a paucity of research on food play. Adopting an ethnomethodological approach that seeks to describe social activities from the participants’ own perspectives, this paper examines instances in which young children initiate pretend play with their food during mealtimes. Data is taken from a large corpus of video-recorded lunches in Swedish preschools and a collection of pretend play sequences were analysed using multimodal conversation analysis. The results show that pretend play is multimodally achieved, directed first to teachers, often involves other children, and enables the multiactivity of playing and eating. Moreover, the analysis illustrates how food is handled to allow for the initiation of pretence scenarios and for sharing those imaginary worlds with other participants at the table, especially the teachers. Accepting the invitation, teacher’s responses were fitted to narratively build on and contribute to the imaginary events, while at the same time orienting towards the progression of the meal. The findings are discussed in terms of the pedagogical work of teachers, whose efforts to ratify the children’s perspectives and trigger their imagination co-exist with the institutional demands of eating lunch together.
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| 34. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Footing in bilingual play
- 2000
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Ingår i: Journal of Sociolinguistics. - : Wiley. - 1360-6441 .- 1467-9841. ; 4:3, s. 435-457
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Tidskriftsartikel (refereegranskat)abstract
- In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.
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| 35. |
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| 36. |
- Cromdal, Jakob, 1969-
(författare)
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Gender as a practical concern in children's management of play participation
- 2011. - 1
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Ingår i: Conversation and Gender. - Cambridge : Cambridge University Press. - 9780521696036 ; , s. 294-309
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Conversation analysts have begun to challenge long-cherished assumptions about the relationship between gender and language, asking new questions about the interactional study of gender and providing fresh insights into the ways it may be studied empirically. Drawing on a lively set of audio- and video-recorded materials of real-life interactions, including domestic telephone calls, children's play, mediation sessions, police-suspect interviews, psychiatric assessments and calls to telephone helplines, this volume is the first to showcase the latest thinking and cutting-edge research of an international group of scholars working on topics at the intersection of gender and conversation analysis. Theoretically, it pushes forward the boundaries of our understanding of the relationship between conversation and gender, charting new and exciting territory. Methodologically, it offers readers a clear, practical understanding of how to analyse gender using conversation analysis, by presenting detailed demonstrations of this method in use.
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| 37. |
- Cromdal, Jakob, 1969-
(författare)
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Handlingars konsekvens och tolkningars relevans : Om deltagarorientering inom konversationsanalys
- 2009. - 1
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Ingår i: Den väsentliga vardagen. - Stockholm : Carlssons. - 9789173312295 ; , s. 39-73
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.
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| 38. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Managing and Exploiting Interruption in Multiparty Talk
- 2006
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Ingår i: Advances in Communications and Media Research. - New York : Nova Publishers. - 1600211895 ; , s. 103-127
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a society predicated on information, the media has a pervasive presence. From government policy to leisure television, the information age touches us all. The papers collected in this book constitute some of today's leading analyses of the information industry. Together, these essays represent a needed foundation for understanding the present state and future development of the mass media. Current trends in communications as well as media impact on public opinion are studied and reported on.
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| 39. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Morality in professional practice
- 2014
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Ingår i: Journal of Applied Linguistics and Professional Practice. - : Equinox Publishing. - 2040-3658 .- 2040-3666. ; 9:2, s. 155-164
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Tidskriftsartikel (refereegranskat)
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| 40. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Multilingualism
- 2022
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Ingår i: Talking with children. - Cambridge : Cambridge University Press. - 9781108979764 ; , s. 266-285
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education programmes are often built on assumptions of monolingualism, despite the fact of – and the cognitive and social benefits of – childhood multilingualism. Jacob Cromdal and Kirsten Stoewer encourage us to recalibrate our understanding of childhood multilingualism, by moving away from a monolingual bias in our understanding of language development, to accommodate the interactional competence displayed and deployed by children when drawing on more than one language. The chapter demonstrates how language alternation (shifting between languages) for specific purposes is a common social practice and can be harnessed for learning interactions with children.
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| 41. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Några diskursanalytiska perspektiv på tal, text och bild
- 2009. - 1
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Ingår i: Den väsentliga vardagen. - Stockholm : Carlssons. - 9789173312295 ; , s. 13-35
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.
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| 42. |
- Cromdal, Jakob, 1969-
(författare)
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Overlap in Bilingual Play : Some Implications of Code-Switching for Overlap Resolution
- 2001
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Ingår i: Research on Language and Social Interaction. - 0835-1813 .- 1532-7973. ; 34:4, s. 421-451
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines children's procedures for dealing with simultaneous bilingual speech as it anses in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Erceptions to tins may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' actions strive to gain exclusive rights to the floor, often resulting in stretched overlaps. Moreover, the sequential location of bilingual overlap onset proved relevant for its resolution: Whereas in onset paticipants would use different methods to deal with simultaneity, resulting in various outcomes of overlap negotiation, instances of overlapping turn baginnings occasioned by multiple self-selection were always resolved the same way, with the speaker diverging from the language of previous turns(s) keeping the floor. It is therefore suggested that the linguistic contrast arising with the code-switch may enhance second speakers' chances to acquire the floor and that the effectiveness of this "turn security device" is strongly dependent on its sequential placement.
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Samspel i förskolans vardag : ämnesområde: förskolepedagogik
- 2020
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Ingår i: Multimodal interaktionsanalys. - Lund : Studentlitteratur AB. - 9789144127521 ; , s. 287-302
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I förskolans verksamhet förenas pedagogik med omsorg, vilket framträder i de mest vardagliga aktiviteter såsom morgonsamling, måltider och påklädning. I dessa aktiviteter samspelar pedagoger och barn - ofta små barn vars språkliga och kommunikativa färdigheter är under utveckling. Mycket av forskningen om små barn handlar just om deras utveckling, närmare bestämt fokuserar på vad barn inte kan. Genom att studera förskolans rutinaktiviteter med hjälp av multimodal interaktionsanalys, kan vi i stället lära oss om vad barn faktiskt gör med de färdigheter de besitter när de samspelar med pedagoger såväl som med andra barn.
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| 50. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Sensational driving : instructing and calibrating sensory perception in early driver training
- 2020
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Ingår i: Discursive psychology and embodiment. - Cham : Palgrave Macmillan. - 9783030537081 - 9783030537098 ; , s. 169-196
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Bokkapitel (refereegranskat)abstract
- Although psychological states have been widely examined as social objects indiscursive psychology (DP), little is known about the interactional organisationof perception. This chapter is about joint sensorial activities in driver training.Specifically, we explore how neophyte drivers are being trained in identifyingand analysing kinetic information—including the car’s vibration, movementand direction—when performing routine car control operations. Throughmultimodal conversation analysis of four video-recorded examples, wedemonstrate how driving instructors gesturally enact sensations to invite theirstudents to “feel” the car’s kinetic status, how they jointly produce coordinatedsensory activities and how the sensoriality of the event is intersubjectivelyestablished through “feel enquiries”. Treating sensory perception asembedded—and embodied—in practical social activity, highlights the benefitsof including corporeality in future DP enquiry.
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