Narration in Swedish pre- and primary school : a recourse for language development and multilingualism

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms.

Language ideologies and Schooled Education in Rural Tanzania : The Case of Karagwe

In this article I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania I have found that the case of “Swahili only” in primary school education favours the small minority of the children that live in a context where Swahili is used. This leads to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promote the developing and use of safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

Scanlation - What Fan Translators of Manga Learn in the Informal Learning Environment

The present paper discusses two pilot studies carried out to see the possibility of the fan community of manga (Japanese comics), in which fan translators translate the original Japanese manga into English (which is called scanlation), functioning as an informal learning environment for the Japanese language learning and translator training. Two pilot studies consist of a) comparison of the original Japanese version with the scanlation and official translation, and b) comparison of the original Japanese version with two different versions of scanlation to see the translators’ level of Japanese language and the overall translation quality. The results show that in scanlation versions, there were numbers of inaccuracies which would prevent them to be treated as professional translation. Some of these errors are clearly caused by insufficient understanding of Japanese language by the translator. However, the pilot studies also suggested some interesting features of fan translation, such as the treatment of cultural references. The two pilot studies indicate that it is desirable to conduct further studies with more data, in order to confirm the results of present studies, and to see the possible relationship between the types of trnalsation errors found in scanlation and the particular type of Japanese language (informal, conversational) that could be learned from manga.

How to make active interactions in Japanese as a second language.

This paper analyzes Japanese language classes at Dalarna University in Sweden that are held through a web conferencing system. It discusses how students’ learning and language acquisition can be supported by making better use of the available features of using a web conferencing system for language lessons. Of particular interest is the existence of an “information gap” among students, created because of the limits posed by distance communication. Students who take Japanese courses at Dalarna University usually access classes from their home, which are located all over Sweden or even abroad. This fact can be utilized in language classes because the “information gap” can lead to interactions that are essential for language learning. In order to make use of this natural “information gap” and turn it into an opportunity for communication, our classes used a teaching method called “personalization” [Kawaguchi, 2004].  “Personalization” aims to persuade students to express their own ideas, opinions, feelings and preferences. The present analysis suggests that “personalization” in web-based language classes is a surprisingly effective teaching method. By making students explain about things at home (why they have them, what they use them for, or why they are important), students become motivated to express themselves in Japanese. This makes communication meaningful and enhances students’ interest in improving their vocabulary. Furthermore, by knowing each other, it becomes easier to create a ”supportive classroom environment” [Nuibe, 2001] in which students feel able to express themselves. The analysis suggests that that web-based education can be seen not simply as a supplement to traditional face-to face classroom education, but as a unique and effective educational platform in itself.

Manipulation in Newspaper Articles : A Political Discourse Analysis of Lexical Choice and Manipulation in Japanese Newspaper Crisis Reporting in the case of North Korea

This paper analyzes some forms of linguistic manipulation in Japanese in newspapers when reporting on North Korea and its nuclear tests. The focus lies on lexical ambiguity in headlines and journalist’s voices in the body of the articles, that results in manipulation of the minds of the readers. The study is based on a corpus of nine articles from two of Japan’s largest newspapers Yomiuri Online and Asahi Shimbun Digital. The linguistic phenomenon that contribute to create manipulation are divided into Short Term Memory impact or Long Term Memory impact and examples will be discussed under each of the categories.The main results of the study are that headlines in Japanese newspapers do not make use of an ambiguous, double grounded structure. However, the articles are filled with explicit and implied attitudes as well as attributed material from people of a high social status, which suggests that manipulation of the long term memory is a tool used in Japanese media.

Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese

The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.

Students' views on the learning of kanji : A study the views and experiences of students at the Swedish universities concerning the teaching and learning of Chinese characters as used in Japanese

Kanji, the Chinese characters adopted to write the Japanese language, is often mentioned as one of the most difficult aspects of mastering said language. This is especially said about people from outside the Sinosphere i.e. PRC, Taiwan, North and South Korea, Japan and Vietnam. In the following thesis 12 students studying the Japanese language at Swedish universities were interviewed about their experiences when it comes to learning and being taught about kanji. A chapter summarizing some of the research that is relevant to this thesis is also included. Topics touched upon in this and the result chapter include the desire for more structured approach to kanji learning based on breaking down the characters into elemental components, spaced repetition (SRS), mnemonics.

Alternative Identities and Foreign Language Learning

My D-essay has the working title “Alternative Identities and Foreign Language Learning”. I have chosen this area because I have noticed a certain reluctance among Swedish students to use the foreign language English in English classes. They often seem embarrassed to express themselves in a language which is not their mother tongue, but they seem less embarrassed when they are allowed to act somebody else. These two observations converge into a focus of discussion on the matter, which will be supported by a minor study of my own, by extracts from other people’s essays on the matter, and by an overview of current litterature on language, identity and drama.The aim of my essay is to compare Swedish students’ willingness to use the foreign language English when acting minor plays in school, as themselves and as a chosen character, and to investigate the possibility of improving students’ willingness to use a foreign language, when given the opportunity to do so through acting somebody else.

Language and Identity at School and at Home : Language Shift among Mennonites in Paraguay

This essay has investigated the question of an ongoing language shift from Plattdeutsch and German to Spanish among the Mennonites in Paraguay and the role of the school in this process. The aims of the study were to compare the use of languages among the Mennonites in Asuncion and in the Menno colony and to identify the importance that parents give to the languages and to compare this with a school leader perspective. The aim was also to identify factors that influence the language shift and identify the influence that the shift excerpts on Mennonite values and identity. The results are based on my own observations, interviews with Mennonite women and interviews with key informants who have insight into the school policy issues. The outcome may be used as a basis for educational and language planning. There is a need to consciously sit down and re-define the Mennonite identity and to make the community and the school aware of their responsibility in language maintenance.

Dialectal Speech in Literature and Translation : Bachelor Degree Thesis in English Linguistics

This essay studies how dialectal speech is reflected in written literature and how this phenomenon functions in translation. With this purpose in mind, Styron's Sophie's Choice and Twain's The Adventures of Huckleberry Finn are analysed using samples of non-standard orthography which have been applied in order to reflect the dialect, or accent, of certain characters. In the same way, Lundgren's Swedish translation of Sophie's Choice and Ferres and Rolfe's Spanish version of The Adventures of Huckleberry Finn are analysed. The method consists of linguistically analysing a few text samples from each novel, establishing how dialect is represented through non-standard orthography, and thereafter, comparing the same samples with their translation into another language in order to establish whether dialectal features are visible also in the translated novels. It is concluded that non-standard orthography is applied in the novels in order to represent each possible linguistic level, including pronunciation, morphosyntax, and vocabulary. Furthermore, it is concluded that while Lundgren's translation intends to orthographically represent dialectal speech on most occasions where the original does so, Ferres and Rolfe's translation pays no attention to dialectology. The discussion following the data analysis establishes some possible reasons for the exclusion of dialectal features in the Spanish translation considered here. Finally, the reason for which this study contributes to the study of dialectology is declared.

English as the target language : A literature study on teachers’ and L2 learners’ language use in the upper elementary classroom

Even though English is a subject where Swedish pupils do well compared to pupils in other countries, research indicates that pupils are not always motivated to learn in the English classroom. Therefore, the aim of this study is to find research relating to the use of the target language in classrooms for pupils at the upper elementary level, particularly language learners in Sweden. The focus of this thesis is to find out what benefits and challenges accompany the use of the target language during English lessons, as well as what pupils’ opinions are on the consistent use of the target language in the classroom. This literature review of five research articles shows that it is beneficial for pupils’ language development to have lessons where mainly the target language is used. It is for example beneficial for pupils’ ability to speak, their pronunciation, vocabulary and ability to use language strategies. The results show that there are challenges as well, especially for the teachers, since use of the target language presumes that the teacher has good language skills and is capable of scaffolding each pupil at their individual level and in their zone of proximal development. Furthermore, there are challenges like differences in pupils’ skill level, creating tasks that both motivate and stimulate, and creating a safe learning environment. Even though the results in this thesis are limited, it is still obvious that it is an important area, where more research is necessary in order to assist teachers in how to teach English as effectively as possible.

Machine translation and the disruption of foreign language learning activities

This study examines the question of how language teachers in a highly technology-friendly university environment view machine translation and the implications that this has for the personal learning environments of students. It brings an activity-theory perspective to the question, examining the ways that the introduction of new tools can disrupt the relationship between different elements in an activity system. This perspective opens up for an investigation of the ways that new tools have the potential to fundamentally alter traditional learning activities. In questionnaires and group discussions, respondents showed general agreement that although use of machine translation by students could be considered cheating, students are bound to use it anyway, and suggested that teachers focus on the kinds of skills students would need when using machine translation and design assignments and exams to practice and assess these skills. The results of the empirical study are used to reflect upon questions of what the roles of teachers and students are in a context where many of the skills that a person needs to be able to interact in a foreign language increasingly can be outsourced to laptops and smartphones.

Processes and variations in language economisation

This article analyses the processes of reducing language in textchats produced by non-native speakers of English. We propose that forms are reduced because of their high frequency and because of the discourse context. A wide variety of processes are attested in the literature, and we find different forms of clippings in our data, including mixtures of different clippings, homophone respellings, phonetic respellings including informal oral forms, initialisms (but no acronyms), and mixtures of clipping together with homophone and phonetic respellings. Clippings were the most frequent process (especially back-clippings and initialisms), followed by homophone respellings. There were different ways of metalinguistically marking reduction, but capitalisation was by far the most frequent. There is much individual variation in the frequencies of the different processes, although most were within normal distribution. The fact that nonnative speakers seem to generally follow reduction patterns of native speakers suggests that reduction is a universal process.