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Lindgren, Eva
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Publications (10 of 59) Show all publications
Sturk, E. & Lindgren, E. (2019). Discourses in Teachers' Talk about Writing. Written Communication, 36(4), 503-537
Open this publication in new window or tab >>Discourses in Teachers' Talk about Writing
2019 (English)In: Written Communication, ISSN 0741-0883, E-ISSN 1552-8472, Vol. 36, no 4, p. 503-537Article in journal (Refereed) Published
Abstract [en]

Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
mass writing, compulsory education in Sweden, discourses of writing, sociopolitical discourse, writing education
National Category
Didactics Languages and Literature
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-163168 (URN)10.1177/0741088319862512 (DOI)
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-11Bibliographically approved
Lindgren, E. & Sullivan, K. P. (Eds.). (2019). Observing writing: insights from keystroke logging and handwriting (1ed.). Leiden : Boston: Brill Academic Publishers
Open this publication in new window or tab >>Observing writing: insights from keystroke logging and handwriting
2019 (English)Collection (editor) (Refereed)
Abstract [en]

Observing writing: Insights from Keystroke Logging and Handwriting is a timely volume appearing twelve years after the Studies in Writing volume Computer Keystroke Logging and Writing (Sullivan & Lindgren, 2006). The 2006 volume provided the reader with a fundamental account of keystroke logging, a methodology in which a piece of software records every keystroke, cursor and mouse movement a writer undertakes during a writing session. This new volume highlights current theoretical and applied research questions in keystroke logging and handwriting research that observes writing. In this volume, contributors from a range of disciplines, including linguistics, psychology, neuroscience, modern languages, and education, present their research that considers the cognitive and socio-cultural complexities of writing texts in academic and professional settings.

Place, publisher, year, edition, pages
Leiden : Boston: Brill Academic Publishers, 2019. p. 378 Edition: 1
Series
Studies in writing, ISSN 1572-6304 ; 38
Keywords
Writing & Communication, Multilingualism & Language Contact, Applied Linguistics, Sociolinguistics, Psycholinguistics
National Category
General Language Studies and Linguistics Educational Sciences Psychology
Identifiers
urn:nbn:se:umu:diva-161670 (URN)10.1163/9789004392526 (DOI)978-90-04-39252-6 (ISBN)978-90-04-39251-9 (ISBN)
Available from: 2019-07-23 Created: 2019-07-23 Last updated: 2019-08-21Bibliographically approved
Outakoski, H., Lindgren, E., Westum, A. & Sullivan, K. P. H. (2019). Researching writing development to support language maintenance and revitalization: design and methodological challenges. In: Coppélie Cocq and Kirk P.H. Sullivan (Ed.), Perspectives on Indigenous writing and literacies: (pp. 165-185). Leiden, Netherlands: Brill Academic Publishers
Open this publication in new window or tab >>Researching writing development to support language maintenance and revitalization: design and methodological challenges
2019 (English)In: Perspectives on Indigenous writing and literacies / [ed] Coppélie Cocq and Kirk P.H. Sullivan, Leiden, Netherlands: Brill Academic Publishers, 2019, p. 165-185Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden, Netherlands: Brill Academic Publishers, 2019
Series
Studies in writing, ISSN 1572-6304 ; 37
National Category
Specific Languages
Research subject
Finno-Ugric Languages
Identifiers
urn:nbn:se:umu:diva-101334 (URN)978-90-04-29850-7 (ISBN)978-90-04-29851-4 (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: 2019-04-05Bibliographically approved
Lindgren, E., Knospe, Y. & Sullivan, K. P. (2019). Researching writing with observational logging tools from 2006 to the present. In: Eva Lindgren and Kirk P.H. Sullivan (Ed.), Observing writing: insights from keystroke logging and handwriting (pp. 1-29). Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Researching writing with observational logging tools from 2006 to the present
2019 (English)In: Observing writing: insights from keystroke logging and handwriting / [ed] Eva Lindgren and Kirk P.H. Sullivan, Leiden: Brill Academic Publishers, 2019, p. 1-29Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden: Brill Academic Publishers, 2019
Series
Studies in Writing, ISSN 1572-6304 ; 38
Keywords
writing, writing process, typing, handwriting, keystroke logging
National Category
Languages and Literature
Identifiers
urn:nbn:se:umu:diva-156851 (URN)10.1163/9789004392526_002 (DOI)9789004392519 (ISBN)9789004392526 (ISBN)
Available from: 2019-03-01 Created: 2019-03-01 Last updated: 2019-04-05Bibliographically approved
Lindgren, E., Westum, A., Outakoski, H. & Sullivan, K. P. (2019). Revising at the leading edge: shaping ideas or clearing up noise (1ed.). In: Eva Lindgren and Kirk P H Sullivan (Ed.), Observing writing: insights from keystroke logging and handwriting (pp. 346-365). Leiden : Boston: Brill Academic Publishers
Open this publication in new window or tab >>Revising at the leading edge: shaping ideas or clearing up noise
2019 (English)In: Observing writing: insights from keystroke logging and handwriting / [ed] Eva Lindgren and Kirk P H Sullivan, Leiden : Boston: Brill Academic Publishers, 2019, 1, p. 346-365Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden : Boston: Brill Academic Publishers, 2019 Edition: 1
Series
Studies in Writing, ISSN 1572-6304 ; 38
Keywords
writing, revision, pausing, composition
National Category
Languages and Literature Educational Sciences
Identifiers
urn:nbn:se:umu:diva-161672 (URN)10.1163/9789004392526_017 (DOI)978-90-04-39251-9 (ISBN)978-90-04-39252-6 (ISBN)
Projects
Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north
Available from: 2019-07-23 Created: 2019-07-23 Last updated: 2019-08-21Bibliographically approved
Sullivan, K. P., Belancic, K., Lindgren, E., Outakoski, H. & Vinka, M. (2019). The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden). In: Ari Sherris and Joy Krefft Peyton (Ed.), Teaching writing to children in Indigenous languages: instructional practices from global contexts (pp. 235-253). New York: Routledge
Open this publication in new window or tab >>The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden)
Show others...
2019 (English)In: Teaching writing to children in Indigenous languages: instructional practices from global contexts / [ed] Ari Sherris and Joy Krefft Peyton, New York: Routledge, 2019, p. 235-253Chapter in book (Refereed)
Abstract [en]

Contemporary globalization trends might be a threat to Indigenous language revitalization efforts, or might act as catalysts that stimulate interest in learning and writing in Indigenous languages. This chapter presents a snapshot case study of young multilingual writers of North Sámi and considers the interaction of supercomplexity and the super dimensions of Sápmi on North Sámi literacy. Using illustrations taken from 126 young writers' narratives texts collected from 12 schools across the North Sámi speaking area of Sápmi in Finland, Norway, and Sweden, this chapter discusses how these young writers express in written North Sámi what they do in their lives, their understandings of their identities, and how these reflect the global and the local dimensions that they engage in on a daily basis. Based on our analysis, together with earlier research, we argue that young writers have the literacy skills necessary for meaning making, but that more possibilities for exposure to North Sámi are required, coupled with structural support from policy makers, society generally, and education opportunities, to raise the linguistics competencies for more nuanced North Sámi writing.

Place, publisher, year, edition, pages
New York: Routledge, 2019
Series
Routledge research in education
National Category
Languages and Literature Educational Sciences
Identifiers
urn:nbn:se:umu:diva-161660 (URN)10.4324/9781351049672-13 (DOI)9781138485358 (ISBN)9781351049672 (ISBN)
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-08-23Bibliographically approved
Peterson, S. S., Parr, J., Lindgren, E. & Kaufman, D. (2018). Conceptualizations of writing in early years curricula and standards documents: international perspectives. Curriculum Journal, 29(4), 499-521
Open this publication in new window or tab >>Conceptualizations of writing in early years curricula and standards documents: international perspectives
2018 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 4, p. 499-521Article in journal (Refereed) Published
Abstract [en]

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivanic’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical dis- course which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be devel- oped under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consider- ation of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political under- standings lie within their home and school lives, rather than the broader community.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Writing curriculum, young learners, discourses of writing and teaching writing, international perspectives
National Category
Educational Sciences
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-152541 (URN)10.1080/09585176.2018.1500489 (DOI)000469997000005 ()
Available from: 2018-10-10 Created: 2018-10-10 Last updated: 2019-09-05Bibliographically approved
Belancic, K. & Eva, L. (2017). Discourses of functional bilingualism in the Sami curriculum in Sweden. International Journal of Bilingual Education and Bilingualism
Open this publication in new window or tab >>Discourses of functional bilingualism in the Sami curriculum in Sweden
2017 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed) Epub ahead of print
Abstract [en]

Sami are Indigenous languages spoken by the Sami people in the northern parts of Scandinavia and Russia. All Sami languages are endangered because of historically aggressive assimilation policies. Currently Sami communities are working actively with language revitalisation processes. This article examines pupils’ access to knowledge in and about Sami languages and functional bilingualism in Sami and Swedish within the curriculum for the Sami schools in Sweden. Through a multifaceted lens of functional linguistic analysis, Bloom’s revised taxonomy of knowledge types and processes, and Bernstein’s concepts of vertical and horizontal discourse we examine the learning outcomes in the Sami and Swedish syllabi. The findings show an unequal balance between the two languages with the Sami syllabus containing fewer knowledge types, cognitive processes, verb processes, a stronger focus on oracy, and a stronger horizontal discourse than the Swedish syllabus. We conclude that the discourses about functional bilingualism that underpin these policy documents is contradictory and does not support Sami to be a fully functional language for all domains of society.

Keywords
Indigenous, Sami, functional bilingualism, knowledge types and processes, horizontal and vertical discourse, curriculum
National Category
Specific Languages
Identifiers
urn:nbn:se:umu:diva-142711 (URN)10.1080/13670050.2017.1396283 (DOI)
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2018-06-09Bibliographically approved
Enever, J. & Lindgren, E. (Eds.). (2017). Early language learning: complexity and mixed methods. Bristol: Multilingual Matters
Open this publication in new window or tab >>Early language learning: complexity and mixed methods
2017 (English)Collection (editor) (Refereed)
Abstract [en]

This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods, proposing that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.

Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017. p. 316
Series
Early Language Learning in School Contexts ; 1
Keywords
language learning, mixed methods, primary
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-138317 (URN)10.21832/ENEVER8316 (DOI)978-1-78309-830-9 (ISBN)978-1-78309-831-6 (ISBN)978-1-78309-833-0 (ISBN)
Available from: 2017-08-20 Created: 2017-08-20 Last updated: 2018-06-09Bibliographically approved
Lindgren, E. & Enever, J. (2017). Introduction: Mixed methods in early language learning research - examining complexity. In: Janet Enever and Eva Lindgren (Ed.), Early language learning: complexity and mixed methods (pp. 1-6). Bristol: Multilingual Matters
Open this publication in new window or tab >>Introduction: Mixed methods in early language learning research - examining complexity
2017 (English)In: Early language learning: complexity and mixed methods / [ed] Janet Enever and Eva Lindgren, Bristol: Multilingual Matters, 2017, p. 1-6Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2017
Series
Early language learning in school contexts ; 1
National Category
Specific Languages Pedagogy
Identifiers
urn:nbn:se:umu:diva-141401 (URN)978-1-78309-831-6 (ISBN)
Available from: 2017-11-01 Created: 2017-11-01 Last updated: 2018-06-09Bibliographically approved
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