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- Halwani, Manar, 1981-
(författare)
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Engagement, directed motivational currents, and second language learning : adult immigrant perspectives
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation answers calls for the integration of motivation and engagement theory and research among highly educated adult-migrant language learners. Specifically, the purpose of this dissertation is to propose a model to describe the interactions between the motivation construct Directed Motivational Currents (DMCs) and the engagement construct Engagement with Language (EWL). The site of this dissertation is Sweden and hence the language learners of this dissertation were learning Swedish to enter the Swedish employment market. This thesis is a qualitative study with a social-dynamic approach to DMCs and EWL, and second language learning is viewed as a highly interactive process. The dissertation consists of three studies. Each study is based in a different formal language learning setting with the following groups of participants: (1) voluntary migrants with university degrees; (2) voluntary and forced migrant medical doctors, and (3) forced migrant schoolteachers. Semi-structured interviews, observation, and questionnaires were used to collect data to describe DMCs and EWL in concert. The findings of the thesis are that the lenses of DMCs and EWL can be combined to reveal more detail about highly educated adult-migrant language learners learning than earlier models. The findings also suggested ways in which the DMCs and EWL constructs interact, and that these are influenced by learners’ visions of their current and future selves, and by effective profession-oriented language teaching. Based on the analysis of the data from the three studies a novel model, Engagement in Directed Motivational Currents (EDMCs), is posited. This novel model captures the multidirectional interaction between DMCs and EWL, and how DMCs are nurtured by cognitive, affective and social engagement, and EWL is energized by motivational structure and goal, and emotionality. The posited model has relevance for second language pedagogy beyond highly educated migrant adult language learning contexts, and for future research in the area of long-term motivation and EWL in relation to second language learning.
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| 2. |
- Halwani, Manar, 1981-
(författare)
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Engagement, directed motivational currents, and second language learning : adult immigrant perspectives
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation answers calls for the integration of motivation and engagement theory and research among highly educated adult-migrant language learners. Specifically, the purpose of this dissertation is to propose a model to describe the interactions between the motivation constructDirected Motivational Currents (DMCs) and the engagement construct Engagement with language (EWL). The site of this dissertation is Sweden and hence the language learners of this dissertation were learning Swedish to enter the Swedish employment market. This thesis is a qualitative study with a social-dynamic approach to DMCs and EWL, and second language learning is viewed as a highly interactive process. The dissertation consists of three studies. Each study is based in a different formal language learning setting with the following groups of participants: (1) voluntary migrants with university degrees; (2) voluntary and forced migrant medical doctors, and (3) forced migrant schoolteachers. Semi-structured interviews, observations, and questionnaires were used to collect data to describe DMCs and EWL in concert. The findings of the thesis are that the lenses of DMCs and EWL can be combined to reveal more detail about highly educated adult-migrant language learners' learning than earlier models. The findings also suggested ways in which the DMCs and EWL constructs interact, and that these are influenced by learners’ visions of their current and future selves, and by effective profession-oriented language teaching. Based on the analysis of the data from the three studies a novel model, Engagement inDirected Motivational Currents (EDMCs), is posited. This novel model captures the multidirectional interaction between DMCs and EWL, and how DMCs are nurtured by cognitive, affective, and social engagement, and EWL is energized by motivational structure and goal, and emotionality. The posited model has relevance for second language pedagogy beyond highly educated migrant adult language learning contexts, and for future research in the area of long-term motivation and EWL in relation to second language learning.
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| 3. |
- Wintersparv, Spoke, 1977-
(författare)
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Teaching the reading experience : upper secondary teachers’ perspectives on aesthetic aspects of literature teaching
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Written fiction is a cornerstone in upper secondary Swedish first language (L1) studies. However, in a time when international assessments in education create and maintain a focus on measurability, non-measurable aspects of literature teaching might not be given the same attention in the literature classroom. One of those aspects is the reader’s immersion in a text through an aesthetic experience, which is often why readers turn to fiction. This would mean that one of the main incentives to read fiction is separated from literature teaching in school.In my thesis, I examine the experiential nature of Swedish upper secondary L1 literature teaching from teachers’ perspectives, and the role of the Reading Experience—that is, the immersion in a text through thoughts, feelings, and reactions that readers experience during reading—in the literature classroom. In doing so, I employ focus group interviews, an online questionnaire, individual interviews, and participant observations within a theoretical framework comprising ideas by Dewey about art as communication, Felski’s theory about modes of textual engagement, Rosenblatt’s Transactional Theory, and Langer’s concept of Envisionment. Although stipulated learning goals in the curriculum and the current focus on measurability downplay experiential aspects, the findings indicated that individual teachers create a space for it in their literature teaching. This means that students’ access to the Reading Experience is dependent on individual priorities, which entails a risk of arbitrariness and inequivalent education. Thus, if all students are to be granted a holistic teaching approach that regards the measurable and the instrumental as well as the intangible and experiential, all teachers have to take it into account in their teaching. Without this holism, there is a risk that students will attain literacy proficiency at the expense of their literature proficiency.
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| 4. |
- Busic, Vesna, et al.
(författare)
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Lessons for Today from Successful Women : Forced Migrants’ Language Biographies
- 2022
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Ingår i: Literacies in the Age of Mobility. - Cham : Palgrave Macmillan. - 9783030833169 - 9783030833176 ; , s. 51-76
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Bokkapitel (refereegranskat)abstract
- This chapter considers the language biographies narrated by two female forced migrants from the area of the former Yugoslavia that is now Bosnia. We analyse these to access defining traumatic and agentic moments towards high-level language and literacy skills in Swedish. They arrived, along with many other forced migrants fleeing the Balkan wars, during a deep economic recession. The immigrant group has outperformed other forced migrant groups in Sweden and these language biographies provide pertinent insights into adaption, and the route to the achievement of high-level literacy and language competencies. These insights should be viewed broadly and not as prototypical for forced migrants. Our findings suggest agentic acts of proactive language- and literacy-learning need to be interwoven across an individual’s social, academic, and working life.
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| 5. |
- Waldmann, Christian, Professor, 1976-, et al.
(författare)
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Syntax Rules and (Un)Grammaticality
- 2022
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Ingår i: Research Anthology on Applied Linguistics and Language Practices. - : IGI Global. - 9781668456828 - 9781668456835 ; , s. 723-746
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Bokkapitel (refereegranskat)abstract
- This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers' implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.
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