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| 2. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English for Academic Purposes at Swedish universities: Teachers' objectives and practices
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of English-language textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the Situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction between incidental learning and explicit aims, and course aims which remain implicit make rational planning and constructive alignment more difficult. They also inhibit discussion of appropriate methodology.
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| 3. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 4. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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- Gynne, Annaliina, 1980-, et al.
(författare)
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Practiced linguistic-cultural ideologies and educational policies : A case study of a "bilingual Sweden Finnish School"
- 2016
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Ingår i: Journal of Language, Identity & Education. - : Informa UK Limited. - 1534-8458 .- 1532-7701. ; 15:6, s. 329-343
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Tidskriftsartikel (refereegranskat)abstract
- This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting, located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.
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| 7. |
- Jansson, Fredrik, 1981-, et al.
(författare)
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Modelling the Evolution of Creoles
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Various theories have been proposed regarding the origin of creole languages. Describing a process where only the end result is documented involves dealing with several methodological difficulties. In this paper we try to deal with some of the issues by using a novel mathematical model together with detailed empirical data on the origin and structure of Mauritian Creole. Our main focus is on whetherMauritian Creole may have been created only from a mutual desire to communicate, without a target language or prestige bias. Our conclusions are affirmative. With a confirmation bias towards learning from successful communication, the model predicts Mauritian Creole better than any of the input languages, including the lexifier French, thus providing a compelling and specific hypothetical model of how creoles are created. The results also show that it may be possible for a creole to develop quickly after first contact, and that it was created mostly from material found in the input languages, but without inheriting their morphology.
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| 8. |
- Lindström, Eva, 1965-, et al.
(författare)
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En deskriptiv longitudinell studie av konnektorbruk i nybörjarsvenska hos vuxna inlärare
- 2019
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Ingår i: Klassrumsforskning och språk(ande) [Classroom research and language/languaging]. - Karlstad : Karlstads universitet. - 9789187884276 ; , s. 61-88
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Bokkapitel (refereegranskat)abstract
- Syftet med föreliggande studie har varit att öka kunskapen om konnektorbruket i svenska hos vuxna inlärare. Mer specifikt har studien fokuserat på berättande/beskrivande texter som samlats in vid fyra tillfällen under en termins universitetskurs på GERS-nivå A1. Med utgångspunkt i bland annat modeller av diskurskompetens har konnektorbruket analyserats avseende täthet och variation samt i relation till den utveckling som GERS förutspår. Analyserna visade att de vanligaste konnektorerna var och, men, som och också där konnektorn och var betydligt vanligare än de övriga, något som även observerats i andra studier. Förhållandevis överraskande var dock den höga frekvensen av konnektorn som. I jämförelse med tidigare forskning återfanns vidare en låg andel målspråksavvikande konnektorer; dock noterades en tillfällig ökning av dessa i ett initialt skede av språkkursen. Variationen av subjunktionerna minskade över tid, medan variationen av de konjunktionella adverben ökade först för att i slutet av språkkursen gå ner till den initiala nivån. Den utveckling av konnektorer som GERS förutspår bekräftades bara delvis av föreliggande studies resultat.
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| 9. |
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| 10. |
- Pecorari, Diane, 1964-, et al.
(författare)
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Types of student intertextuality and faculty attitudes
- 2012
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Ingår i: Journal of second language writing. - : Elsevier BV. - 1060-3743 .- 1873-1422. ; 21:2, s. 149-164
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Tidskriftsartikel (refereegranskat)abstract
- Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semi-structured text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided.
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