Crossing i två svenskspråkiga samtidsromaner

De senaste årens ökade flerspråkighet i samhället gör avtryck i den svenskspråkiga romanen. Verk av författare som Jonas Hassen Khemiri och Marjaneh Bakhtiari har gjort att man i Sverige ibland har talat om ”a new literary field” (Jonsson 2012, 213). Mycket av uppmärksamheten kring verken har rört flerspråkigheten, som till viss del har förklarats av författarnas ursprung och erfarenheter av kulturer och språk som är relativt nya i Norden, ibland kallade ”invandrarspråk”. Förhållandet mellan författarnas egen språkliga och kulturella repertoar och verkens flerspråkighet har debatterats. Kritiken har riktats mot att det ofta varit författarnas etnicitet istället för deras författargärning som kommenterats (Nilsson 2010, 132) och man har förbisett att verken ofta problematiserar just kategoriseringar som ”invandrarlitteratur” (Nilsson 2010, 10). För att komma ifrån detta men ändå behålla fokus på den litterära flerspråkigheten, är en analys av verk som innehåller ”invandrarspråk”, men som är skrivna av svenskspråkiga författare utan invandrarbakgrund, intressant. Syftet med studien är följaktligen att undersöka vilken roll den litterära flerspråkigheten får i verk av en finlandssvensk och en sverigesvensk författare, som inte är självklara representanter för de språk de använder i sina verk. Frågan är i vilken omfattning och på vilket sätt de studerade verken ger uttryck för litterär flerspråkighet och vilka potentiella effekter den litterära flerspråkigheten kan ha i verken. För att ta reda på detta, har den finlandssvenska författaren Johanna Holmströms, samt den svenske författaren Jens Lapidus romaner analyserats.

Le long trajet vers le Nord : de la traduction de la littérature de jeunesse française en suédois

Depuis très récemment, un changement est en train de se produire dans le domaine de la traduction de la littérature jeunesse: auparavant et pendant de nombreuses années, les ouvrages traduits venaient le plus souvent de la Suède pour être traduits en français (Gossas & Lindgren, 2011). Dans l’autre sens, on trouvait des imagiers plus ou moins sans texte, des bandes-dessinées (surtout franco-belges), des retraductions et quelques classiques comme les très populaires ouvrages de Jules Verne ou Le Petit Prince. Or, la littérature jeunesse française est certes abondante – et ce même si l’on s’en tient aux livres publiés en France, mais aussi souvent de grande qualité littéraire et iconique, ce qui devrait a priori encourager sa diffusion. Cette littérature a de surcroît la chance de pouvoir surfer sur la vague actuelle des traductions du français au suédois de livres ne faisant pas partie de cette catégorie. Mais il est bien connu que le système littéraire suédois de la littérature jeunesse comporte peu de livres traduits, en dehors des traductions massives d’ouvrages en anglais. Les questions auxquelles nous répondrons lors de notre présentation sont : Quels sont les livres actuellement traduits du français vers le suédois ? Qui les traduit (quels éditeurs et quels traducteurs) ? Nous allons ainsi montrer quelle a été l’évolution depuis 1970 jusqu’à nos jours. Nous ferons aussi le lien avec nos études précédentes concernant le sens inverse, c’est-à-dire la traduction en français de la littérature suédoise contemporaine pour la jeunesse et de nos résultats en la matière sur les livres traduits, les éditeurs et les traducteurs. Nous utiliserons comme base théorique la théorie du polysystème (Even-Zohar), notamment concernant le rôle de la littérature traduite dans un système littéraire, et les études descriptives de la traduction (voir Toury, Shavit, etc.).

Flerspråkighet och modermålsundervisning i Älvdalens kommun : En undersökning av politikernas åsikter

Denna studies syfte är att i Älvdalens kommun undersöka politikernas åsikter angående flerspråkighet och modersmålsundervisningen i den egna kommunen. Med hjälp av semi-strukturerade intervjuer har fyra politiker från Älvdalens kommun lagt fram sina åsikter angående flerspråkighet och modersmålsundervisning i allmänhet och i Älvdalens kommun i synnerhet. Studien kom fram till att de intervjuade politikerna överlag har stor erfarenhet av flerspråkighet och är väl medvetna om flerspråkighetens betydelse för individen, men att de samtidigt inte verkar kunna utnyttja dessa positiva erfarenheter i samband med den allt större invandringen av personer som talar andra språk till kommunen. Samtidigt råder det stor osäkerhet angående organisationen av modersmålsundervisningen i den egna kommunen, att med andra ord flera av de intervjuade politikerna var osäkra om modersmålsundervisningen existerar och i så fall hur den är utformad. Studien visade även tydligt att älvdalskan, den talade språkvarieteten i kommunen, av de intervjuade politikerna anses vara ett språk.

Mot ökad diskursivitet? : Skrivutveckling speglad i provtexter från årskurs 5 och årskurs 9

Drawing onobservations in texts from the national test in Swedish, the report discusses tworelated questions: 1) whether students develop their writing abilities betweengrades 5 and 9, two measuring points in the system of national tests in Swedish,and 2) how this development might be measured. In the study, two samples ofschool texts – from grades 5 and 9 respectively – were compared in terms of textlength, sentence length and genre match at a macro level. A more detailedanalysis of lexical concentration and text structure was performed on a narrowersample of twenty texts from each school grade. The comparison showed that theolder pupils write longer texts, with longer sentences and a more varied textstructure. The younger children, however, produce texts with higher lexicalconcentration – which might be construed as a higher degree of textual content –and they follow the given genre instructions more closely.

Gymnasisters skrivande : En studie av genre, textstruktur och sammanhang

Students in upper secondary school write in a number of different genres, and do this in school contexts as well as in their spare time. The study presented here is an overview of this activity and the genres concerned. The theoretical framework of the study is that of genre theory whereby genre is understood as a socially situated concept. The study is based on 2 000 texts gathered from students on different study programmes all over Sweden in the school year of 1996-97. The texts were written in different situations. The most important distinction made here is between test texts (i.e. texts from national tests) and self-chosen texts, which may come from schoolwriting or spare-time writing. The texts are categorized according to genre. This text inventory shows a repertoire of 33 different genres in the text material. A small number of genres, such as story, book-review and expository essay dominate the school writing. The test genres differ from this pattern in that they clearly imitate texts with a genuine communicative intent. The most frequent genres are studied further and each of them is demonstrated by an interpretative reading. This reading shows that the genres differ considerably with respect to genre character and stability of text structure. A quantitative study of text length and variation in vocabulary further shows that texts written by two categories of students, those on vocationally oriented programmes and those on programmes preparing for higher education, differ significantly. Reference cohesion is studied in a smaller sample of the texts. This lexico-semantic mechanism of cohesion proves to exhibit an interrelation with variation in vocabulary as well as with text type. One particular cohesive tie, inference, shows different patterns in texts written by the two categories of students mentioned above.

Ungrare, ungerska och ungersk kultur i Sverige och Finland : en översikt

Gästredaktör för denna volym: docent Ulla Melander Marttala, Institutionen för nordiska språk vid Uppsala universitet

Estudio intertextual en dos cuentos de Borges : Pierre Menard, autor del Quijote y La biblioteca de Babel

This studyfocuses on the theory of intertextuality and on the most important approachesof Julia Kristeva, Gerard Genette and Ronald Barthestothis theory. It also examines the intertextual relationships in twoworksof Jorge Luis Borges:Pierre Menard, author of the Quixoteand The library of Babel. This studyconcludes that intertextual relations and issues are very often used in the works of Jorge Luis Borges. Analysis of histwoworks has shown the most obvious indicators of intertextuality such as allusions, quotations and references.

Estrategias de comprensión lectora en español 3 y 4 de bachillerato : Un estudio cualitativo sobre la enseñanza de estrategias en el ámbito de la comprensión lectora.

El objetivo principal de este estudio es investigar el conocimiento que posee el profesor de español sobre las estrategias de compresión lectora, así como también el tipo de enseñanza que utiliza y la existencia de posibles diferencias en la enseñanza de estas. En el marco teórico revisamos la diferencia entre los conceptos de adquisición y aprendizaje de una lengua, el concepto de bilingüismo, algunos aspectos teóricos sobre la comprensión lectora en la lengua materna y en la segunda lengua, las estrategias de comprensión lectora, la labor del profesor y aquello que menciona el plan de estudios sobre la enseñanza de lenguas modernas en el nivel de bachillerato. El método que utilizamos es cualitativo y para averiguar el conocimiento que poseen los profesores sobre esta materia se realizaron entrevistas cualitativas. Los resultados muestran una variación en el conocimiento de los profesores. Esta variación depende en primer lugar del significado multifacético que se le atribuye a este concepto y en segundo lugar a la diferencia en los métodos de enseñanza que emplean los profesores influenciados por su experiencia y conocimiento en el tema. Sin embargo, estos profesores demuestran estar de acuerdo en la importancia que tiene la enseñanza de este tipo de estrategias primeramente en la lengua sueca y después en el español. Lo que el estudio puede aportar, aparte de las conclusiones sobre las respuestas obtenidas, es conducir a nuevos estudios y abrir nuevas perspectivas sobre la investigación de las estrategias de aprendizaje.

APORTACIONES DIDÁCTICAS EN LOS LIBROS DE TEXTO Y SU RELACIÓN CON LA ANSIEDAD ANTE EL APRENDIZAJE DE UNA LENGUA EXTRANJERA : Una exploración cualitativa de tres libros de texto de español como lengua extranjera paso 1 de educación secundaria

El objetivo de este trabajo es identificar qué competencias generales y qué competencias comunicativas, según el enfoque comunicativo, se promueven en tres libros de texto de español como lengua extranjera y determinar su relación con la variable afectiva de la ansiedad. Para alcanzar los planteamientos de nuestra investigación utilizamos una aproximación cualitativa, empleando el cuestionario de análisis NAKIBAR 2004 perteneciente al trabajo de investigación realizado por Joseba Ezeiza Ramos (2004). Los resultados muestran que los tres materiales didácticos satisfacen cada criterio del enfoque comunicativo en diversos grados. Sin embargo, ambos libros constituyen la exteriorización de dicho método, con el fin preciso de apoyar al estudiante en desarrollar la habilidad de poner en función los procesos de comunicación. Es por esto por lo que este tipo de actividades podrían potencialmente activar sentimientos de aprensión

La noción de lo esencial en la enseñanza de lenguas modernas según los profesores. : Entrevistas con cinco profesores sobre la norma "Todo lo esencial de la enseñanza debe realizarse en la lengua meta" de Gy11.

La tesina investiga cómo cinco profesores interpretan la norma de Gy11 que indica que todo lo esencial de la enseñanza de lenguas modernas debe realizarse en la lengua meta. Las entrevistas semiestructuradas indican que los profesores interpretan la norma de maneras parecidas, es decir, que los profesores deben usar la lengua meta lo máximo posible en la enseñanza. La mayoría de los profesores están de acuerdo con la norma, sin embargo, tienen varias críticas contra Skolverket y la formulación de la norma. Ninguno de los profesores ha cambiado su uso de la lengua meta en el aula debido a la norma.

Students’ Perspectives on Extensive Literature : Using Literature to Enhance Communicative Competence and Cultural Understanding in the EFL-Classroom

The aim of this thesis is to investigate the use of literature within the Swedish Upper Secondary EFL-classroom from the students’ perspective. How do the students in the study relate to literature and its use to enhance and enable their communicative competence and cultural understanding? Also, how do their answers compare with their teacher’s and the adult perspectives and findings from previous international research? The empirical data obtained from the study has been analysed from the perspectives of sociocultural and motivational theory, and the findings show that the participating students believe literature to be a good didactic tool to apply in the EFL-classroom, both in order to enhance their communicative competence and their cultural understanding. The students prefer to have a sociocultural approach to their literature-learning, with group-discussions of various sizes. The key for the students in this respect is interesting, relevant and engaging subject-matter, as well as a positive and motivational teacher. The responses given by the students correlate with those given by their teacher as well as previous international research. The students regard literature as a way of gaining new perspectives, as well as experiencing language in use. Where they diverge somewhat from the international research is in regard to literature’s use for enhancing their competence to speak in class, and that some students seem to think that communication and cultural understanding are separable. Future studies within this field might include the conducting of a larger and more in-depth survey regarding the students’ ideas about literature, culture and communication. Why do so many of the student respondents neither agree nor disagree with the statement concerning communication and cultural understanding being inseparable? This can be an important issue to investigate in today’s global climate of cross-cultural and intercultural experiences, especially in view of the political climate of diverse attitudes towards refugees, immigrants and emigration

An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom

The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.

Representations of culture in EIL : Cultural representation in Swedish EFL textbooks

The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.

L1 Use in the EFL-classroom : A Literature Review on Teachers’ Use of the L1 in the EFL-classroom on Upper Secondary Level

Even though English should mainly be used in the EFL-classroom according to the Swedish national curriculum, some recent scholars have argued that a judicious use of the students’ L1 by the teachers in some particular situations may benefit the learning environment there. From this context, this thesis examines what research says about in what particular situations the L1 is used by teachers in upper secondary EFL-classrooms as well as the teachers’ and the students’ attitudes towards this practice. The method used was a systematic literature review, where seven articles from all across the globe were analyzed, compared and synthesized. The results show that the L1 was mainly used by the teachers when managing discipline, when explaining grammar and when teaching vocabulary. However, the articles did not conclude how the L1 could be used strategically by the teachers. Concerning the teachers’ and students’ attitudes, the majority of these were positive towards L1 use by the teacher in the above mentioned situations. However, the teachers were not aware of how the L1 could be used by them in a judicious and a strategic way. Lastly, it can be concluded that more research is needed on how the L1 can be used more strategically by the teachers as well as on the students’ perspective on this.