Identifying mobility in populations with mixed marine/terrestrial diets : strontium isotope analysis of skeletal material from a passage grave in Resmo, Öland, Sweden

Strontium isotope analysis of skeletal material as a means to reconstruct prehistoric residential patterns has previously mainly been applied to populations with terrestrial diets. Here we present a model for populations with mixed marine/terrestrial diets, which is based on two-component mixing of strontium isotopes. Applying this model, we can estimate the original strontium isotope value of the terrestrial component of the diet. Accordingly it is possible to identify non-local individuals even if they had a mixed marine/terrestrial diet. The model is applied to tooth enamel samples representing nine individuals recovered from a passage grave in Resmo, on the island of Öland in the Baltic Sea, where at least five non-local individuals, representing at least two different geographical regions of origin, were identified. Non-local individuals were more frequent during the Bronze Age than during previous phases.

Teachers’ perception of the concept of intercultural competence in teaching English

Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred type of competence. One of the challenges of incorporating IC into FLT is to move from the recognition of IC as a model of teaching (Byram, Nichols and Stevens, 2001) to the development of practical applications. This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to IC into their teaching. The purpose of this study was to investigate how teachers of English in upper secondary schools in Sweden interpret the concept of IC and, accordingly, what is their view of culture in English language teaching. In order to answer the research question, I used an exploratory investigation by adopting a qualitative research method in form of semi-structured interviews. The results are similar to the previous studies (Lundgren, 2002; Larzén, 2005) and suggest that teachers lack theoretical background and central guidance with regards to IC and do not always integrate language and culture into an intercultural model of the English language pedagogy.