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Sullivan, Kirk P H
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Publications (10 of 71) Show all publications
Outakoski, H., Lindgren, E., Westum, A. & Sullivan, K. P. H. (2019). Researching writing development to support language maintenance and revitalization: methodological challenges. In: Coppélie Cocq and Kirk Sullivan (Ed.), Perspectives on Indigenous writing and literacies: . Leiden, Netherlands: Brill Academic Publishers
Open this publication in new window or tab >>Researching writing development to support language maintenance and revitalization: methodological challenges
2019 (English)In: Perspectives on Indigenous writing and literacies / [ed] Coppélie Cocq and Kirk Sullivan, Leiden, Netherlands: Brill Academic Publishers, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden, Netherlands: Brill Academic Publishers, 2019
Series
Studies in writing
National Category
Specific Languages
Research subject
Finno-Ugric Languages
Identifiers
urn:nbn:se:umu:diva-101334 (URN)978-90-04-29850-7 (ISBN)
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Note

Originally included in thesis in manuscript form.

Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-09-07
Lindgren, E., Westum, A., Outakoski, H. & Sullivan, K. P. H. (2017). Meaning-making across languages: a case study of three multilingual writers in Sápmi. International Journal of Multilingualism, 14(2), 124-143
Open this publication in new window or tab >>Meaning-making across languages: a case study of three multilingual writers in Sápmi
2017 (English)In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 14, no 2, p. 124-143Article in journal (Refereed) Published
Abstract [en]

Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers’ meaning-making in the three languages.

Keywords
Writing, multilingualism, indigenous language, meaning-making, Sami
National Category
Specific Languages Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-101339 (URN)10.1080/14790718.2016.1155591 (DOI)000399550200006 ()
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Belancic, K., Lindgren, E., Outakoski, H., Westum, A. & Sullivan, K. (2017). Nordsamiska i och utanför skolan: språkanvändning och attityder. In: Marianne Liliequist och Coppélie Cocq (Ed.), Samisk kamp: kulturförmedling och rättviserörelse (pp. 252-279). Umeå: Bokförlaget h:ström - Text & Kultur
Open this publication in new window or tab >>Nordsamiska i och utanför skolan: språkanvändning och attityder
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2017 (Swedish)In: Samisk kamp: kulturförmedling och rättviserörelse / [ed] Marianne Liliequist och Coppélie Cocq, Umeå: Bokförlaget h:ström - Text & Kultur, 2017, p. 252-279Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Bokförlaget h:ström - Text & Kultur, 2017
Series
Samiska studier, ISSN 1651-5153 ; 9
Series
Serie Akademi, ISSN 1653-9575 ; 12
Keywords
Utbildningsvetenskap
National Category
Specific Languages Didactics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-132946 (URN)978-91-7327-231-5 (ISBN)
Funder
Swedish Research Council, 2011-6153
Available from: 2017-03-24 Created: 2017-03-24 Last updated: 2018-09-05Bibliographically approved
Zhao, H. & Sullivan, K. P. (2017). Teaching presence in computer conferencing learning environments: effects on interaction, cognition and learning uptake. British Journal of Educational Technology, 48(2), 538-551
Open this publication in new window or tab >>Teaching presence in computer conferencing learning environments: effects on interaction, cognition and learning uptake
2017 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 48, no 2, p. 538-551Article in journal (Refereed) Published
Abstract [en]

This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2017
Keywords
Community of Inquiry, teaching presence, participation and inter-action, cognitive presence, knowledge development, computer conferencing studies
National Category
Pedagogical Work Pedagogy
Research subject
Education; educational work
Identifiers
urn:nbn:se:umu:diva-114468 (URN)10.1111/bjet.12383 (DOI)000394903500019 ()
Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2018-06-07Bibliographically approved
Langum, V. & Sullivan, K. (2017). Writing academic english as a doctoral student in Sweden: narrative perspectives. Journal of second language writing, 35, 20-25
Open this publication in new window or tab >>Writing academic english as a doctoral student in Sweden: narrative perspectives
2017 (English)In: Journal of second language writing, ISSN 1060-3743, E-ISSN 1873-1422, Vol. 35, p. 20-25Article in journal (Refereed) Published
Abstract [en]

The expectation that doctoral students publish during their studies has increased in recent years. The standard of having international academic publications before entering the job market has long been perceived to pose an even greater challenge to doctoral students in non-English speaking countries who are often expected to publish in English, rather than their national language. This deficient perspective has, however, recently been questioned. We undertook a narrative inquiry at a Swedish university in order to better understand the experience, self-perception, and needs of doctoral students writing academic English. From these narratives, two themes relating to the doctoral students' journeys towards academic writing emerged: deficit and commonality. After reviewing the data, we argue that it is important to support doctoral students in their journey into bi-literate academic writers, rather than focus on the notion of the privileged position of the native speaker.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Doctoral education, Native speaker advantage, Higher education, Academic writing in English, Sweden, Narrative
National Category
Specific Languages
Identifiers
urn:nbn:se:umu:diva-129649 (URN)10.1016/j.jslw.2016.12.004 (DOI)000398649600003 ()
Available from: 2017-01-06 Created: 2017-01-06 Last updated: 2018-06-09Bibliographically approved
Waldmann, C., Dockrell, J. & Sullivan, K. P. (2016). Att stödja elevers talspråksutveckling: lärmiljöer, lärtillfällen och interaktioner i klassrummet. In: : . Paper presented at ASLA 2016: Språk och norm.
Open this publication in new window or tab >>Att stödja elevers talspråksutveckling: lärmiljöer, lärtillfällen och interaktioner i klassrummet
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics Learning Specific Languages
Identifiers
urn:nbn:se:umu:diva-121176 (URN)
Conference
ASLA 2016: Språk och norm
Available from: 2016-05-27 Created: 2016-05-27 Last updated: 2018-06-07
Lindgren, E., Sullivan, K. P., Outakoski, H. & Westum, A. (2016). Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi. In: David R. Cole & Christine Woodrow (Ed.), Super Dimensions in Globalisation and Education: (pp. 55-68). Singapore: Springer
Open this publication in new window or tab >>Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi
2016 (English)In: Super Dimensions in Globalisation and Education / [ed] David R. Cole & Christine Woodrow, Singapore: Springer, 2016, p. 55-68Chapter in book (Refereed)
Place, publisher, year, edition, pages
Singapore: Springer, 2016
Series
Cultural Studies and Transdiciplinarity in Education, ISSN 2345-7708 ; 5
National Category
Specific Languages Other Humanities not elsewhere specified
Research subject
Finno-Ugric Languages; language teaching and learning
Identifiers
urn:nbn:se:umu:diva-101336 (URN)10.1007/978-981-10-0312-7 (DOI)978-981-10-0310-3 (ISBN)978-981-10-0312-7 (ISBN)
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Waldmann, C., Dockrell, J. & Sullivan, K. P. (2016). Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts. In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016: . Paper presented at 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016.
Open this publication in new window or tab >>Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts
2016 (English)In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:

In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).

In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.

Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

National Category
Didactics Learning Specific Languages
Identifiers
urn:nbn:se:umu:diva-114454 (URN)
Conference
14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016
Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2018-09-14Bibliographically approved
Sullivan, K. P. & Czigler, P. E. (2016). Using writing to support student professional development during periods of practical training: a case study. In: Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett (Ed.), Writing for professional development: (pp. 170-187). Leiden, The Netherlanda: Brill Academic Publishers
Open this publication in new window or tab >>Using writing to support student professional development during periods of practical training: a case study
2016 (English)In: Writing for professional development / [ed] Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett, Leiden, The Netherlanda: Brill Academic Publishers, 2016, p. 170-187Chapter in book (Refereed)
Abstract [en]

Supporting the development of professional skills is a central role of professional degree programmes. This case study considers how one audiology degree programme implemented reflective writing to support student professional development during periods of practical training. In particular, the case considers how much and what type of reflection can be seen in the students' reflective writing, and whether improvement in reflection based on formative feedback is a valid base for differential grading. An analysis of 72 pages of student reflective writing written during the final long period of practical training in the clinic showed that both the way reflective processes were taught and how it was to be assessed framed and limited the quality of the reflection. For example, the taught model of reflection was strictly followed and, in all cases, the catalyst chosen was the extraordinary event. On the basis of our analysis we propose that reflective writing to support professional development should not form part of a student’s assessment. Supporting the development of reflective skills without the stress of being assessed, we believe, will give the students space to reflect upon the everyday and feel less restrained by the taught model of reflection.

Place, publisher, year, edition, pages
Leiden, The Netherlanda: Brill Academic Publishers, 2016
Series
Studies in Writing, ISSN 1572-6304 ; 32
Keywords
audiology, reflective writing, professional degree, formative feedback, professional development, clinical placement, assessment, reflection, case study, SEA-change Model of Reflection, levels of reflection, summative assessment, learning
National Category
General Language Studies and Linguistics Pedagogical Work
Research subject
Linguistics
Identifiers
urn:nbn:se:umu:diva-114433 (URN)10.1163/978900426830_010 (DOI)9789004264823 (ISBN)9789004264830 (ISBN)
Available from: 2016-01-18 Created: 2016-01-18 Last updated: 2018-11-14Bibliographically approved
Vinka, M., Waldmann, C., Kroik, D. & Sullivan, K. P. (2015). Developing a spoken corpus for South Saami language teaching and learning. In: Eva Lindgren & Janet Enever (Ed.), Språkdidaktik: Researching Language Teaching and Learning (pp. 75-84). Umeå: Department of Language Studies, Umeå University
Open this publication in new window or tab >>Developing a spoken corpus for South Saami language teaching and learning
2015 (English)In: Språkdidaktik: Researching Language Teaching and Learning / [ed] Eva Lindgren & Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, p. 75-84Chapter in book (Refereed)
Abstract [en]

In Chapter 5 Mikael Vinka, Christian Waldmann, David Kroik and Kirk Sullivan consider the creation of corpora in the Saami language and how these can be used to support minority language education in pre-school. Using examples both from the CHILDES database and from South Saami they illustrate how corpora may support the development of culturally relevant teaching materials.

Place, publisher, year, edition, pages
Umeå: Department of Language Studies, Umeå University, 2015
Series
Umeå studies in language and literature ; 26
National Category
Didactics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-106525 (URN)978-91-7601-194-2 (ISBN)
Available from: 2015-07-15 Created: 2015-07-15 Last updated: 2018-06-07Bibliographically approved
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