| 1. |
- Boyd, Sally, 1949, et al.
(författare)
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Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden
- 2016
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Informa UK Limited. - 1367-0050 .- 1747-7522. ; 19:6, s. 631-648
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Tidskriftsartikel (refereegranskat)abstract
- Parents, teachers and institutions often attempt to implement monolingual policies in bilingual settings, believing that they thereby facilitate children’s bilingual development. Children, however, often have their own communicative agendas. In this study, we investigate how the twofold language policy of an English-medium preschool in Sweden is put into practice in everyday interaction. The results show that children (aged 3–4) develop a broader range of code alternation practices than the staff uses in their interaction with the children. The paper analyses several examples of spontaneous interaction either between staff and children, or among children playing with each other in the preschool. We show how the preschool’s English language profile in practice becomes a bilingual policy, which encourages children not only to acquire English and Swedish in the preschool, but also to learn different ways to manage their bilingualism in the school context.
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| 2. |
- Boyd, Sally, 1949, et al.
(författare)
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Children’s agency in creating and maintaining language policy in practice in two “language profile” preschools in Sweden
- 2017
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Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication. - : Mouton de Gruyter. - 0167-8507 .- 1613-3684. ; 36:4, s. 501-531
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents results from an ethnographic study of language policy as it is enacted in everyday interaction in two language profile preschools in Sweden with explicit monolingual language policies: English and Finnish, respectively. However, in both preschools, children are free to choose language or code alternate. The study shows how children through their interactive choices create and modify language policy-in-practice. We analyze extracts from typical free play interactions in each setting. We show how children use code alternation as a contextualization cue in both settings, but with somewhat different interac- tional consequences. Children in both preschools tend to follow the lead of the preceding speaker’s language choice. Code alternation is also a means to manage conversational roles, for example, to show alignment. While the staff give priority to the profile language, the children show through their interaction that skills in both the preschool’s profile language and in Swedish are valuable.
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| 6. |
- Ferm, Ulrika, 1966, et al.
(författare)
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Participation and Enjoyment in Play with a Robot between Children with Cerebral Palsy who use AAC and their Peers
- 2015
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Ingår i: Augmentative and Alternative Communication : AAC. - : Informa UK Limited. - 0743-4618 .- 1477-3848. ; 31:2, s. 108-123
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Tidskriftsartikel (refereegranskat)abstract
- this study explores children with complex communication needs, their peers and adult support persons in play with the talking and moving robot lekBot. two triads were filmed playing with lekBot at pre-school. lekBot was developed to facilitate independent and enjoyable play on equal terms for children with significant communication disabilities and their peers. Using Conversation analysis, participatory symmetry and enjoyment were investigated in relation to spoken and gestural communication, embodied stance, gaze, and affective display. Data originated from three video-recorded sessions that were approximately 2 hours long. Four different interaction situations were identified and explored: Participatory asymmetry, adult Facilitation, Greater Participatory symmetry and Creativity, and turn-taking and enjoyable Play with lekBot. neither participatory symmetry nor enjoyment were easily achieved in the play sessions and may require considerable effort, including adult involvement, but creative, spontaneous and highly enjoyable play, correlating with participatory symmetry to various degrees, was observed in a few instances.the findings are discussed with regard to play, aaC and the future development of robots to facilitate play.
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| 7. |
- Ljunglöf, Peter, 1971, et al.
(författare)
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Lekbot: A talking and playing robot for children with disabilities
- 2011
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Ingår i: SLPAT'11: 2nd Workshop on Speech and Language Processing for Assistive Technologies.
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Konferensbidrag (refereegranskat)abstract
- This paper describes an ongoing project where we develop and evaluate a setup involving a communication board and a toy robot, which can communicate with each other via synthesized speech. The purpose is to provide children with communicative disabilities with a toy that is fun and easy to use together with peers, with and without disabilities. When the child selects a symbol on the communication board, the board speaks and the robot responds. This encourages the child to use language and learn to cooperate to reach a common goal. Throughout the project, three children with cerebral palsy and their peers use the robot and provide feedback for further development. The multimodal interaction with the robot is video recorded and analyzed together with observational data in activity diaries.
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| 10. |
- Ottesjö, Cajsa, 1949, et al.
(författare)
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”för jag har börjat slarva lite med det”. Samtal på en pediatrisk diabetesmottagning
- 2013
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Ingår i: Svenskans beskrivning 33, 15-17 maj 2013, Helsingfors.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Materialet för denna studie utgörs av 12 videoinspelade samtal med tonåringar på en pediatrisk diabetesmottagning som har transkriberats och analyserats med samtalsanalytisk metod. Vi kommer att diskutera ett antal exempel på hur blodglukosvärdet HbA1c omtalas i samtalen mellan läkare/sköterska och de unga med diabetes typ - 1. Detta värde intar en central plats i tonåringarnas reguljära besök på mottagningen. En viktig del under ett sådant besök är läkaren s samtal med tonåringen för att motivera hen att regelbundet och flera gånger dagligen mäta sina blodsockervärden, vilket är en förutsättning för att kunna dosera insulin på bästa sätt. Detta är i sin tur en förutsättning för att långtidsvärdet HbA1c ska l igga på den rekommenderade nivån. I samtalen jämförs och värderas patientens nuvarande och tidigare blodglukosvärden både av patienten själv, av föräldern och av läkare/sköterska. Tonåringarna har i intervjuer också berättat hur de upplever att de blir be dömda utifrån detta värde (jfr Ohlsson 2012). På samma sätt värderas patientens dagliga behandling av diabetesen. Läkare och patient, emellanåt även föräldern, föreslår sedan förändringar i behandlingen som främst tonåringen kommer att ansvara för. Studien har gjorts inom Centrum för personcentrerad vård (GPCC) i Göteborg, i projektet Pediatric Diabetes: Communication, Decision Making, Ethics and Health (Ericsson & Ottesjö, 2012).
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| 11. |
- Ottesjö, Cajsa, 1949
(författare)
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'Iallafall' som diskursmarkör : 'Iallafall' as a discourse marker
- 2005
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Ingår i: Anward, J. & Nordberg, B. (red). Samtal och grammatik. Studier i svenskt samtalsspråk. - Lund : Studentlitteratur. - 9144044194 ; , s. 201-229
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this article it is shown that the discourse marker iallafall occurs in two colloca-tions each used in different sequential environments. Men iallafall (literally: 'but anyway') resumes the main line of a discourse unit after some kind of digression or endogenous side sequence. The speaker still has the right to the turn space. The other collocation jo iallafall (literally: 'yes (well) anyway') is used to re-sume a project after an exogenous side sequence or to reclaim the floor after a speaker has lost the right to the turn. It is used in a sequential position where the turn space is open for new initiatives.
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| 12. |
- Ottesjö, Cajsa, 1949
(författare)
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Insamling och bearbetning av talspråksmaterial
- 2015
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Ingår i: Sociolingvistik i praktiken / Sally Boyd, Stina Ericsson (red.). - Lund : Studentlitteratur. - 9789144095660 ; , s. 75-92
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Bokkapitel (refereegranskat)
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| 13. |
- Ottesjö, Cajsa, 1949, et al.
(författare)
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Om diskontinuerlighet i turutrymmet-ett exempel från ett flerpartssamtal : On discontinuety in the turn space - one example from a multiparty conversation
- 2003
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Ingår i: Folkmålsstudier. - 0356-1771. ; 42, s. 113-132
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Tidskriftsartikel (refereegranskat)abstract
- In this article, one single case is discussed as an example of how syntax and pro-sody can be used to make a coherent contribution out of a discontinous turn, in spite of the fact that there is interjacent talk from other participants as well as long in-turn silences. The concept of turn is interactionally defined, under the asumption that the participants are constantly orienting to each other. In the article one sequence is analysed in which one of the participants is running her own show and del-ivers her turn at talk with long pauses in between. She is also eating, which expla-ins some of the pauses. She doesnt orient to a question directed to her, instead she expands her turn with a subordinated element connected with the adverb så (so, thus etc). A turn in this type of interaction can be delivered as several utte-rances but as one syntactic construction, a macrosyntagm with one prosodic con-tour. The speaker seems to treat her contribution as one unit of talk, even though it is delivered with long pauses and interjacent entry (Lerner 1989) from another participant. It is claimed that this is one turn. The speaker designs it as one cohe-rent syntagm and one prosodic unit. The primary recipient also treats it as one turn; she does not respond to the first possibly complete part and sets aside the conditional relevance, answering the question which was directed to the primary speaker. The question is, should the contribution be treated as one turn or many? Each utterance is syntactically and pragmatically incomplete but with the help of prosody it is designed as one interactional unit, a discontinous turn.
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| 14. |
- Ottesjö, Cajsa, 1949, et al.
(författare)
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Samtal om ansvarsfördelning mellan läkare, (föräldrar) och tonåringar på en diabetesmottagning
- 2012
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Ingår i: NORDISCO 2012, 21-23november, Linköping.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Diabetes is a chronic disease requiring the individual to have enough knowledge to control and handle measurement of blood glucose and insulin dosages, and to take responsibility for her/his health generally. This is a strong challenge for adolescents, in transit from child to res ponsible adult. This study is part of a multidisciplinary project on communication and decision making in person- centred care (Munthe et al. 2011). We focus on two aspects of responsibility that are particularly salient in our data: assigning responsibility to different agents (adolescent, parent, doctor) and motivating adolescents to take responsibility for their diabetes (Silverman 1993). The material is two (out of twelve in the corpus) video recorded conversations between a doctor and two different adol escents during one of their regular visits to a pediatric diabetes clinic. The analytic method used is Conversation Analysis. The assignment of responsibility, for checking your blood glucose and adapt the dose of insulin, is made relevant throughout the conversations. The person portrayed as responsible for this is the adolescent. It is also important for a person with diabetes to eat at regular in tervals. In one of the conversations the parent makes the whole family responsible for this. In the other family the sharing of responsibility for the diabetes seems to be more problematic, and the patient’s control over the diabetes is not working well. Both conversations contain sequences where the doctor tries to motivate the patients to measure their blood glucose levels. Two main interaction forms are identified. One is monological and involves virtually no contributions from the adolescent. The adolescent’s own perspective is missing and the adolescent makes no decisions. The other interaction form is dialogical, and we argue that this interaction form is more in line with person-centred care.
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| 16. |
- Thelander, Mats, et al.
(författare)
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Så som diskursmarkör : Så as a discourse marker
- 2005
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Ingår i: Språk & Stil. - 1101-1165. ; 15 NF
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Tidskriftsartikel (refereegranskat)abstract
- This article is a study of the Swedish adverb så (so, thus, such, how, then, and, etc) as a discourse marker. In addition to this function, the particle has many other functions and occurs in most syntactic positions within and before clauses. Så can act as an adverb of manner and comparison. As a connective it acts as an adverb communicating a sequence of events or a consecutive relation. It is also used as a consecutive subjunction or conjunction, and in some instances as an episode-closing interjection. Så co-occurs quite often with different kinds of intermezzos in communica-tive projects (CP). It is a resource for a speaker connecting back to a project which has been interrupted, continuing it, opening up for the closure of the project and also closing down a sequence or an activity. All the uses of så described above pre-suppose some correlate in the preceding context, and they all belong to a discour-se unit or a CP. This constitutes their outer syntax. There is a division of labour between the different kinds of så as a discourse marker. If a speaker wishes to mark that a digression has come to an end and the speaker aims at continuing the foregoing sequence, he/she can indicate this with a resumption marker such as men iallafall (anyway) followed by så. The investigation has as a result that the three main syntactic positions which discourse marker så occurs in are systematically linked to three different discourse functions. 1.så + clausal core. Så in the front field followed by the finite verb con-tinues with the ongoing project, prosodically unmarked and integrated in the intonation unit. 2.så + clause. Så in the pre-front field is a conjunction commenting, summing up or reformulating, prosodically unmarked and integrated into the unit it preseeds. Both 1, the furthering så, and 2, resultative så, tie new units to earlier ones and can also bridge some kind of interactional gap, e.g. a parenthesis or a side sequence. 1. is thus continuing a discourse unit and 2. is summing up or drawing a conclusion and at the same time helping to open up for the closing of the sequence. 3.Så as a single word utterance marks the end of a sequence or an activi-ty. In this function another turn-constructional unit can follow it, but even then it constitutes a separate TCU of its own. There is also a division of labour between different kinds of prosodic shapes for så. The adverbial and the conjunctional forms of så are the prosodically un-marked forms. The former also appears with prolongation on both the sibilant and the vowel or only on one of the segments. When this happens så can be said to be used for planning what will follow. It signals that the speaker is willing or aims to continue talking. In this use så is turn-holding through its projecting for-ce. The one-word-utterance så is prosodically marked: stressed, with up-step on the intonation contour and is often produced with some glottalization. The article also includes a lengthy discussion of what is referred to as ad-junctional så, and possible positions in a turn constructional scheme are shown to explain the common occurrence of and interactional need for så after pre-beginning elements.
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| 17. |
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