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- Ganuza, Natalia, 1977-, et al.
(author)
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Boundaries of belonging : Language and Swedishness in contemporary Swedish fiction
- 2023
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In: Language, Culture and Society. - : John Benjamins Publishing Company. - 2543-3164 .- 2543-3156. ; 5:1
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Journal article (peer-reviewed)abstract
- This article uses contemporary Swedish fiction to explore sociolinguistic phenomena, and argues that literature constitutes an important arena for studying the (re)production and circulation of sociolinguistic experiences and ideas at a particular time and place. It builds on qualitative analysis of 65 Swedish books, published between 2000 and 2020, which depict protagonists with multilingual and migrant backgrounds. The study examines patterns of repetition in these works of fiction. It foregrounds recurring sociolinguistic experiences that are made relevant in the depiction of the fictional characters’ lives, and how they are emotionally interpreted. The analysis shows that the narrated experiences are often told and organized in similar ways and they tend to use the same social images of speakers to highlight processes of boundary-making and social differentiation. Language is used as an important part of the entextualization of these social experiences. For example, the authors often depict “the immigrant” and “the Swede” as binary opposites, which are linked to certain typical forms of speaking and being. By way of repetition, we argue, these recurring fictional experiences contribute to the formation of a grander narrative about language, belonging and social boundary-making in contemporary Sweden, and to the construction of Sweden as a society that is increasingly segregated and stratified.
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- Ganuza, Natalia, et al.
(author)
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Skönlitteratur i ett sociolingvistiskt perspektiv : Språkliga gränsdragningspraktiker i några samtida svenska romaner
- 2019
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Conference paper (other academic/artistic)abstract
- Under sessionen presenterar vi ett urval data från en korpus under uppbyggnad bestående av exempel på fiktiva och autofiktiva skildringar av individers upplevelser av språkliga gränsdragningspraktiker. Korpusen inkluderar för närvarande exempel från ett 30-tal samtida skönlitterära svenska verk (företrädesvis romaner, men även några exempel på poesi, drama och självbiografier, jmf. Hübinette 2019). Exemplen illustrerar och synliggör 13 gränsdragningspraktiker i skildringar av flerspråkiga individers upplevelser av och insikter om språk när de förflyttar sig i tid och i rum; från/till Sverige, från förort till innerstad, i samtal mellan generationer, i kontakten med svenska utbildningsinstitutioner och i situationer där de fiktiva karaktärerna definierar sig eller blir definierade som ”svenska” eller ”ickesvenska”. Under datasessionen belyser vi några framträdande teman i dataurvalet. Vi vill även diskutera de språkliga medel som författarna nyttjar för att gestalta olika gränsdragningspraktiker och hur språklig variation används för att särskilja och upprätthålla olika typer av relationer. Den aktuella datasessionen koncentreras till exempel ur verk av Ahmed (2017), Al-Khamisi (2015), Bečević (2009 och 2014), Hashemzadeh (2012), Kuklarz (2005) och Milfuegos (2015).
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- Ganuza, Natalia, 1977-, et al.
(author)
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Turning talk into text : the representation of contemporary urban vernaculars in Swedish fiction
- 2024
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In: Text & Talk. - : Mouton de Gruyter. - 1860-7330 .- 1860-7349.
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Journal article (peer-reviewed)abstract
- This article examines the literary representation of contemporary urban vernaculars (CUV) in fiction. It focuses specifically on four Swedish novels published in the last ten years, whose narratives are set in the urban and increasingly multilingual, migrant-rich and class-stratified peripheral areas of Stockholm, the capital of Sweden. The analysis centers on how they are situated in these urban peripheries, using written representations of spoken, non-standard Swedish CUV as symbolic resources to give authenticity to the narratives. We examine the distinctive linguistic features that are employed to evoke the imagination of CUV, and how these are used to build the fictional characters and to create certain recognizable social personas and practices. We also discuss the linguistic features that are available but are not exploited to represent the fictional characters’ ways of speaking, and possible reasons why this is so. Finally, we examine how the novels exploit contrasts between registers, particularly between CUV and adult second-language speaker styles and between CUV and standard Swedish, and with what effects. The findings are discussed in the context of the broader social discourses about language, migration, CUV and adult second-language speakers in present-day Sweden.
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- Nikolaidou, Zoe, et al.
(author)
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Intergenrationell migrationshistoria och språkideologier i svenskgrekiska familjer
- 2019
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Conference paper (other academic/artistic)abstract
- Vi skulle vilja presentera data från en pågående studie av språkideologier i svenskgrekiska familjer. Materialet består av familjeintervjuer och självrapporterade litteracitetspraktiker. Intervjuerna är gjorda både med familjer som bott en längre tid i Sverige och familjer som relativt nyligen flyttat till Sverige. I vissa av familjerna har föräldrarna erfarenhet av att ha flyttat mellan länderna som barn eller att deras föräldrar (dvs far- och morföräldragenerationen) har erfarenhet av migration till Sverige men sedan flyttat tillbaka till Grekland. Studier av språkideologier i familjer aktualiserar hur transnationella familjer hanterar språkliga, spatiala och geografiska gränser (t.ex. Faist et. al 2013, Soler & Zabrodskaja 2017) och vilken betydelse det får för familjers förhållningssätt till sin flerspråkighet. Till datasession har vi valt ut utdrag från intervjuer med två familjer som har intergenerationella migrationserfarenheter av att flytta mellan Sverige och Grekland. På datasessionen vill vi gärna diskutera hur migrationserfarenheter och klass påverkar språkideologier i familjen och familjens förhållningssätt till sin flerspråkiga repertoar. Datasessionen kommer att hållas på svenska och utdrag från intervjuerna är på grekiska med engelska översättningar.
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- Rosén, Jenny, 1979-, et al.
(author)
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Med eleven i fokus : utveckling av ett funktionellt andraspråk
- 2021
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Other publication (other academic/artistic)abstract
- Den här texten diskuterar olika aspekter av elevperspektiv i undervisningen och hur undervisningen kan göras meningsfull genom att koppla till elevernas erfarenheter och behov av språkanvändning utanför klassrummet. Texten riktar fokus mot hur elevernas språkliga erfarenheter kan användas i undervisningen för att synliggöra elevernas förutsättningar och ind ividuella mål. Därtill diskuteras begreppen motivation och investering och deras betydelse för lärares didaktiska val, elevernas språkanvändning och språkutveckling samt hur elever kan utveckla strategier för sin fortsatta språkutveckling i och utanför klassrummet. Avslutningsvis diskuteras hur sfi kan samverka med yrkesutbildningar och praktikplatser samt hur undervisningen kan utformas för att knyta an till språkanvändning utanför klassrummet för att eleverna ska utveckla ett funktionellt andraspråk som är användbart i olika sammanhang.
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- Rydell, Maria, 1980-
(author)
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Being ‘a competent language user’ in a world of Others – Adult migrants’ perceptions and constructions of communicative competence
- 2018
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In: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 45, s. 101-109
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Journal article (peer-reviewed)abstract
- This article investigates the lived experience of language (Busch, 2017) in relation to perceptions of what it means to be ‘a competent language user’. How to define language competence is an ongoing discussion in applied linguistics. However, relatively little attention has been given to the lived experiences of adult migrants with respect to their perceptions of competence. Drawing on an analysis of focus group discussions with adult migrants enrolled in a language program in basic Swedish, this article builds on understandings of communicative competence as a relational construct shaped by intersubjective processes. Corroborating the relational view of competence is the importance given to emotional perspectives on competence and the role played by assessments, both those made by others and internalized self-assessments. Meanwhile, discourses on the language competence of adult migrants often frame successful language learning as an individual responsibility and achievement, obscuring the relational process underlying the perceptions and constructions of communicative competence.
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| 10. |
- Rydell, Maria, 1980-
(author)
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Constructions of Language Competence : Sociolinguistic Perspectives on Assessing Second Language Interactions in Basic Adult Education
- 2018
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Doctoral thesis (other academic/artistic)abstract
- The current thesis is concerned with constructions and perceptions of what it means to be ‘a competent language user’ in the context of a language programme in basic Swedish called Swedish for Immigrants (SFI). A particular focus is given to the testing and assessment of oral interaction. The prevailing communicative approach to language teaching and testing makes it relevant to investigations of both language use and reflections on communicative experiences. The thesis is based on three studies. Drawing on insights from linguistic anthropology, multimodal interaction analysis, phenomenology and social theory, the three studies address different sociolinguistic perspectives on language testing and assessment. Whereas Studies I and II investigate paired speaking tests in the final national exam in SFI as a speech event, Study III builds upon focus group discussions with SFI participants with the aim of exploring the participants’ reflections on communicative experiences. Drawing on linguistic anthropological performance theory, Study I makes the case that the paired speaking tests can be analysed as staged institutionalized performances that put speaking and ideologies on display. Study I draws on an analysis of sequences in the test data where the participants expressed beliefs on language learning, language use and language competence. One important resource for the test takers to maintain the discussion in front of the examiners was to draw on dominant discourses on language and integration, such as stating the importance of learning Swedish, speaking only Swedish, attempting to find Swedish friends and taking responsibility for one’s learning, making testing practices an important site for the reproduction of such discourse. The orientation to being ‘a competent language user’ was performed by indexing other images of being ‘a good student’ and ‘a good immigrant’. Study II takes an interactional practice in the paired speaking tests, word searching sequences, as its starting point. Word searches tap into two aspects of communicative language testing: vocabulary knowledge and the ability to negotiate meaning and solve interactional problems. The test takers drew on different embodied semiotic resources to negotiate participation and meaning or to display an avoidance to participating in the fellow test taker’s word search. Overall, the participants prioritized the progressivity of talk over lexical precision. By avoiding using languages other than Swedish during the test, the test takers sustained and constructed a monolingual orientation to language competence. Study III discusses how the SFI participants’ lived experience of language constituted their understanding of what it means to be ‘a competent language user’. Accordingly, the participants’ comments primarily constructed a view of competence as made relevant through and being shaped in social interactions, making language competence a primarily relational construct. Corroborating the relational construction of language competence was the importance given to language assessments, both those made by others and internalized self-assessments. In the focus group discussions, overall, being ‘a competent language user’ was oriented to as a desired, but yet unstable and vulnerable subject position. Taken together, the three studies address ideological, embodied, emotional and relational perspectives on language and language competence. By contrast, language testing practices are built upon a view of language competence as an individual and objective ability that can be measured. The main conclusions drawn in the thesis are that testing and assessment practices constitute a social practice where perceptions and constructions of language competence are constructed and regimented metapragmatically as well as interactionally. Furthermore, embodied experiences of language assessment made in institutional and everyday practices make competence a powerful concept influencing L2 users’ self-perception and agency.
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