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Lindgren, Eva
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Publications (10 of 55) Show all publications
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
Peterson, S. S., Parr, J., Lindgren, E. & Kaufman, D. (2018). Conceptualizations of writing in early years curricula and standards documents: international perspectives. The 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: The curriculum journal, ISSN 0958-5176, 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: 2019-06-20Bibliographically 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
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
Enever, J. & Lindgren, E. (2017). Mixed methods in early language learning research. In: Janet Enever and Eva Lindgren (Ed.), Early language learning: complexity and mixed methods (pp. 305-314). Bristol: Multilingual Matters
Open this publication in new window or tab >>Mixed methods in early language learning research
2017 (English)In: Early language learning: complexity and mixed methods / [ed] Janet Enever and Eva Lindgren, Bristol: Multilingual Matters, 2017, p. 305-314Chapter 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-141402 (URN)978-1-78309-831-6 (ISBN)
Available from: 2017-11-01 Created: 2017-11-01 Last updated: 2018-06-09Bibliographically 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
Norlund Shaswar, A. & Lindgren, E. (2016). Book Review: Deborah Brandt 'The Rise of Writing - Redefining Mass Literacy' [Review]. The Journal of Writing Research, 8(1), 177-181
Open this publication in new window or tab >>Book Review: Deborah Brandt 'The Rise of Writing - Redefining Mass Literacy'
2016 (English)In: The Journal of Writing Research, ISSN 2030-1006, E-ISSN 2294-3307, Vol. 8, no 1, p. 177-181Article, book review (Other academic) Published
National Category
Specific Languages
Research subject
Computing Science
Identifiers
urn:nbn:se:umu:diva-124659 (URN)10.17239/jowr-2016.08.01.06 (DOI)
Available from: 2016-11-30 Created: 2016-08-19 Last updated: 2018-06-09Bibliographically approved
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