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.

Letters, authority and secrecy : The case of Karagwe in Tanzania

This paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of the secrecy. It is also shown how children are socialized into this pattern of secrecies through literacy as they are used as messengers. When delivering secret letters and messages, they may be said to exercise a passive voice through literacy.

Actitudes hacia el murciano : Un estudio comparativo de actitudes que presentan nativosmurcianos e hispanohablantes no peninsulares.

Murciano is a non-standard variety that is spoken in Murcia, a region in the southeast of Spain.This study aims to investigate which are the attitudes toward the variety from the dimensions ofsolidarity and status.We will use two groups of informants. One integrated by 20 natives from Murcia who use thevariety, and the other by 16 non-spanish-natives that have never been in contact with murciano.The intention with the study is to investigate which attitudes both groups show towardmurciano and analyse the differences and similarities between them. We expect the natives toshow positive attitudes in the dimension of solidarity, and negatives in the dimension of status.We expect the non-natives to show the same kind of attidudes toward both varieties (thestandard-spanish and murciano) while they have never been in contact with the non-standardand therefore should not have the sociocultural background that help people to create negativeattitudes toward non-standard varieties.The chosen method is an indirect one, and the used technique is the matched-guise. Theinformants listen to two different voices talking two times each: one in standard-spanish andone in murciano. After they have listened to one voice in one variety they answer 10 differentquestions to measure their attitudes in the both dimensions we aim to investigate. The resultsare analysed from the gender and the education variables.The results show that the natives attitudes toward murciano are positives from the solidaritydimension but negatives from the status one, results that confirm the first hypothesis. However,the study shows that the non-natives also have negative attitudes toward the variety in the statusdimension but positive toward the standard-spanish, which means that the second hypothesiswas wrong, something that could have been caused by the fact that all non-natives had a higheducational-level. Other studies show that education is a factor that can have a bearing onhaving negative attitudes toward non-standard varieties.

The priority of temporal aspects in L2-Swedish prosody : Studies in perception and production

Foreign accent can be everything from hardly detectable to rendering the second language speech unintelligible. It is assumed that certain aspects of a specific target language contribute more to making the foreign accented speech intelligible and listener friendly, than others. The present thesis examines a teaching strategy for Swedish pronunciation in second language education. The teaching strategy “Basic prosody” or BP, gives priority to temporal aspects of Swedish prosody, which means the temporal phonological contrasts word stress and quantity, as well as the durational realizations of these contrasts. BP does not prescribe any specific tonal realizations. This standpoint is based on the great regional variety in realization and distribution of Swedish word accents. The teaching strategy consists virtually of three directives: · Stress the proper word in the sentence. · Stress proper syllables in stressed words and make them longer. · Lengthen the proper segment – vowel or subsequent consonant – in the stressed syllable. These directives reflect the view that all phonological length is stress-induced, and that vowel length and consonant length are equally important as learning goals. BP is examined in the light of existing findings in the field of second language pronunciation and with respect to the phonetic correlates of Swedish stress and quantity. Five studies examine the relation between segment durations and the categorization made by native Swedish listeners. The results indicate that the postvocalic consonant duration contributes to quantity categorization as well as giving the proper duration to stressed syllables. Furthermore, native Swedish speakers are shown to apply the complementary /V: C/ - /VC:/ pattern also when speaking English and German, by lengthening postvocalic consonants. The correctness of the priority is not directly addressed but important aspects of BP are supported by earlier findings as well as the results from the present studies.

A Linguistic Analysis of the Written Production of Second Language Learners : The Variation of Article Usage by Adult Chinese Learners of English

This study aims to test Robertson’s lexical transfer principle, which posits that Chinese learners use demonstratives (particularly this) and the numeral one as markers of definiteness and indefiniteness. This is tested by analysing Chinese learners’ written production collected from the Spoken and Written English Corpus of Chinese Learners 2.0 (SWECCL 2.0). The purpose is to understand the variation of article usage by adult Chinese learners of English. More specifically, the study examines to what extent articles, possessive and demonstrative pronouns are used in Chinese learners’ English and how definite and indefinite articles are used by the Chinese learners. Findings suggest that Robertson’s lexical transfer principle was corroborated by the present study. In addition, Chinese learners prefer to use demonstrative determiners, the possessive determiner our, and the numeral one to perform the function of marking definiteness and indefiniteness. In particular, the learners try to use the demonstrative determiners that and this in the anaphoric function instead of the definite article, and the demonstrative determiner those is frequently used in the cataphoric function. What is more, the learners use the numeral one as a marker of indefiniteness, and it is also used as a marker of definiteness in the anaphoric function. Further, the possessive determiner our is used as a marker of definiteness in larger situation uses referring to something unique. To this end, the study is able to show that the definite article is used to perform the function of marking indefiniteness, and in some particular contexts the definite article functions as a Chinese specifier in Chinese learners’ English. Also, the indefinite article is frequently used in quantifier phrases but is rarely used in other functions. There are three main reasons that may explain why Chinese learners use determiners variously. Firstly, the choice of determiners by Chinese learners is influenced by linguistic contexts. Secondly, because of learning strategies, Chinese learners try to ignore the anaphoric function and cataphoric function that they are not yet ready to process in article usage. Thirdly, interlanguage grammar influences the optionality in the use of articles. 

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.

Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence

In the past few decades, the demands for coping with the rapid development of information communication technology, internationalization and globalization worldwide have shifted the focus of Chinese as a second language (CSL) towards intercultural communication competence in which the role of culture in the acquisition of CSL and in the pragmatic use of the language is emphasized and promoted. However, most of the present research in this academic area still remains only on a theoretical level.   In order to explore the possibilities and limitations of integrating Chinese culture and implementing intercultural communication theory into CSL education, an action research has been conducted since the beginning of 2013 to review an actual course for beginners. This paper will present the findings of the research: 1) By applying the theoretical framework of intercultural communicative competence, the findings indicated that the existing CSL course provided limited information explaining the cultural elements that are reflected in the Chinese language. 2) The findings also suggested that the cultural skills acquired in the students’ first language do influence their acquisition of CSL. This is demonstrated in the students’ written tasks such as introducing themselves and presenting other people, etc. The findings can be examples and resources for further research in this academic field.     

Osservazioni sul lessico di alcune lettere del Seicento del capitano Lorenzo Adami

Analisi di alcuni termini svedesi presenti nelle lettere di Lorenzo Adami, inviato nel 1665 a Stoccolma dalla regina Cristina di Svezia.

Rapport från projektet Socioemotionella program i förskola och skola : förskolebarns, elevers och lärares erfarenheter

Projektet syftar till att belysa olika aktörsperspektiv på implementering av och arbetet med socioemotionella program i den kommunala grundskolan och förskolan. Studien består av fem delstudier av fem kommunala verksamheter där arbete med socioemotionella program har ägt rum. Studien har en etnografisk design. Resultatet visar att implementeringsprocessen har sett olika ut i de studerade verksamheterna gällande initiativ till arbetet (uppifrån och ned, nedifrån och upp eller både och). Gemensamt i samtliga verksamheter var dock att det manualbaserade arbetet infördes utan granskning eller diskussion, vare sig på central kommunal nivå eller ute i verksamheterna. Vidare visar resultatet att många lärare till en början välkomnade manualbaserade program för att få tillgång till verktyg för systematiskt arbete med socioemotionella frågor, men att de snart fann svårigheter att omsätta övningarna på ett meningsfullt och etiskt försvarbart sätt för barnen och eleverna i verksamheten. Lärare uttrycker också osäkerhet gällande vilken skillnad de anser att programmen gjort för barnen/eleverna. Många barn och elever var kritiska mot programmen; barnen i förskolan hade svårt att sätta ord på vad de lärde sig av programmen och eleverna på högstadiet var öppet kritiskta till programarbetet. Eleverna i år tre och fem uttryckte däremot i mer positiva ordalag om det socioemotionella arbetet de tagit del av; deras svar ligger ofta i linje med de motiveringar för programmet som finns i programmen själva och bland lärare. Dessa elever uppvisar därmed ha tillägnat sig en diskursiv kompetens i sitt tal om programarbetet. I rapporten diskuteras också vilka implikationer programarbetet medfört dels för lärarprofessionaliteten, dels för realiserandet av skolans normativa uppdrag.  

What affects recognition most – wrong wordstress or wrong word accent?

In an attempt to find out which of the two Swedish prosodic contrasts of 1) wordstress pattern and 2) tonal word accent category has the greatest communicative weight, a lexical decision experiment was conducted: in one part word stress pattern was changed from trochaic to iambic, and in the other part trochaic accentII words were changed to accent I.Native Swedish listeners were asked to decide whether the distorted words werereal words or ‘non-words’. A clear tendency is that listeners preferred to give more‘non-word’ responses when the stress pattern was shifted, compared to when wordaccent category was shifted. This could have implications for priority of phonological features when teaching Swedish as a second language.