| 1. |
- Brown, Birgitta, 1944
(författare)
-
Anglo-French Relations and the Acadians in Canada’s Maritime Literature : Issues of Othering and Transculturation [Rev.ed.]
- 2010
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Anglo-French relations have had a significant influence on the fiction created in Canada’s Maritime Provinces. The 18th century was a period of colonial wars. Contacts between the English and French in Canada were established and determined by the hostilities between the two colonizing nations, France and Great Britain. The hostilities passed on a sense of difference between the two nations through situations of othering. Contacts, however, always generate transcultural processes which transcend or mediate cultural difference. Othering and transculturation are closely interdependent phenomena acting in conjunction. They work in processes manifesting themselves in so-called contact zones both during the colonial era and in a postcolonial context. This study investigates how processes of othering and transculturation are explored and discussed in a number of Maritime novels, Anglophone and Acadian, published in different decades of the 20th century, in order to account for a broad perspective of the interdependency of othering and transculturation. With the deportation of the Acadians in 1755 and the Peace Treaty of Paris in 1763, French and Acadian influence was eclipsed in the Maritime region until 1881 when the first National Acadian Convention took place. A new Acadie was born, without territory, and today Anglophone Maritime fiction and Acadian fiction narrate a co-existence and a cohabitation where the historical past is an important agent in contemporary society and its literary production.
|
|
| 2. |
- Fröberg, Andreas, 1985
(författare)
-
Physical Activity among Adolescents in a Swedish Multicultural Area : An Empowerment-Based Health Promotion School Intervention
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of the present thesis was two-fold. The first aim was to describe and critically reflect upon the experiences of developing and implementing an empowerment-based school intervention, focusing on food and physical activity, involving adolescents from a Swedish multicultural area characterized by low socioeconomic status. The second aim was to investigate accelerometer-measured sedentary time and physical activity among the adolescents, and to evaluate the effects of the intervention on these variables. The two-year intervention was continually developed and implemented, as a result of cooperation and shared decision making among researchers and the participating adolescents. Data was collected in seventh, eighth and ninth grade using documentation and observation protocols, accelerometers, and questionnaires. This thesis shows the importance of acquiring a broad and deep understanding of the targeted context and the participants of the intervention, and to be open-minded when it comes to negotiating, adjusting, and reorganizing empowerment-based interventions. This thesis further shows that the participating girls accumulated more sedentary time and less moderate-to-vigorous physical activity than boys, and that approximately half of the adolescents met the physical activity recommendations. The intervention had no positive effects on sedentary time and moderate-to-vigorous physical activity. Finally, this thesis shows that cautiousness is warranted when cross-comparing accelerometer-based studies with different epoch durations and cut-points.
|
|
| 3. |
-
Language, Football and All That Jazz. A Festschrift for Sölve Ohlander
- 2013
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This is a collection of papers presented to Sölve Ohlander on the occasion of his 70th birthday. Having "Language" as an overriding theme, the contributions span across many aspects of the humanities, reflecting the full width of Sölve Ohlander's scholarly network. The articles are written in English or in Swedish, the ones in Swedish being supplied with summaries in English. Notwithstanding the multifariousness of its content, the book is published by Gothenburg Studies in English, the Acta series of Sölve Ohlander's home department for many years.
|
|
| 4. |
|
|
| 5. |
- Sylvén, Liss Kerstin, 1956
(författare)
-
Teaching in English or English Teaching? : On the effects of content and language integrated learning on Swedish learners' incidental vocabulary acquisition
- 2010
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Content and Language Integrated Learning (CLIL) is an increasingly popular teaching method, where regular subjects, such as history and math, are taught in a foreign language in order to enhance target language exposure and acquisition. In 1999, approximately 20 percent of the upper secondary schools in Sweden were implementing some kind of CLIL. Yet, research into the effects of CLIL in Sweden is scarce. The present work investigates incidental vocabulary acquisition among CLIL students, compared with a control group of “traditional” students, having Swedish as the main medium of instruction, English being a separate subject. A total of 363 students were involved (99 CLIL, 264 control) in a longitudinal study, spanning two full school years and comprising three test rounds. The first test round was conducted at the beginning of the first year of upper secondary school and the third at the end of the second year. A test battery of four different types of vocabulary test was used on each test occasion. Questionnaires concerning personal background were also filled out by students and teachers. The results show that the CLIL students outperform their control group peers in the areas tested. However, they were outperforming them already from the outset of the investigation, i.e. before the CLIL students had been exposed to CLIL. In addition, both groups improve significantly over the test period, but the CLIL students do so to a greater extent. In the analysis of the results, other factors – above all, extra-curricular reading of English texts – were shown to have an impact on students’ lexical development. Furthermore, parents’ level of education was higher among top-scoring students in both CLIL and control groups. Attitude and motivation were also important factors with regard to the acquisition of a rich vocabulary. In a comparison between high and low scorers in the CLIL and the control groups, the high scorers in both groups had more features in common than did the high and low CLIL students. The greatest development of test results was seen in the CLIL group with the least amount of English input. The superior lexical development of the CLIL students is clear, yet it is difficult to attribute the good results only to the CLIL method. A fact contributing to the difficulties in drawing conclusions regarding the CLIL method in Sweden is that there are no national guidelines for schools implementing CLIL to follow regarding, for instance, target language competence among CLIL teachers. Apart from the main objective of the study, an error analysis was carried out on the fairly large number of incorrect answers obtained on the various tests in order to see if CLIL students behave differently from traditional students in the way they approach unknown English words. Although differences were small, there was a greater tendency among CLIL students to use a semantic approach when trying to understand a new word, whereas traditional students tended to go more by formal likeness. The results of the study are also discussed in connection with other aspects of the CLIL method, including negative effects on and possible domain losses in Swedish, as well as detrimental effects on subject-content proficiency.
|
|
