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  • 151.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Panichi, Luisa
    Pisa University, Itlay.
    Talking into empty space?: signalling involvement in a virtual language classroom in Second Life2009In: Language Awareness, ISSN 0965-8416, Vol. 18, no 3-4, p. 310-328Article in journal (Refereed)
    Abstract [en]

    In this study, we compare the first and the last sessions from an online oral proficiencycourse aimed at doctoral students conducted in the virtual world Second Life. The study attempts to identify how supportive moves made by the teacher encourage learners to engage with language, and what type of linguistic behaviour in the learners leads to engagement in others. We compare overall differences in terms of floor space and turn-taking patterns, and also conduct a more in-depth discourse analysis of parts of the sessions focusing on supportive moves such as back-channelling and elicitors. There are indications that the supportive linguistic behaviour of teachers is important in increasing learner engagement. In our studywe are also able to observe a change in student linguistic behaviour between the first and the last sessions with students becoming more active in signalling involvement as the course progresses. Finally, by illustrating some of the language awareness issues that arise in online environments, we hope to contribute to the understanding of the dynamics of online communication.

  • 152.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Panichi, Luisa
    University of Pisa, Italy.
    Towards Models for Designing Language Learning in Virtual Worlds2013In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 4, no 2, p. 65-84Article in journal (Refereed)
    Abstract [en]

    This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at developing language-learning scenarios in virtual worlds. The introduction and background summarize some of the theories that constitute the starting points for the designs and are followed by a discussion of how the affordances of virtual worlds support the communicative language-learning model used in the project. The authors’ main focus then turns to pedagogic design, where the authors present the methods used during the project and some generic aspects of course designs that were developed. The article ends with a more specific look at examples of task design from the courses given under the project framework.

  • 153.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Identifying Identity: Using Second Life in the Teaching of Sociolinguistics for the Raising of Gender Awareness2012In: The EUROCALL Review, E-ISSN 1695-2618, Vol. 20, p. 49-53Article in journal (Refereed)
    Abstract [en]

    This paper presents further innovative use of virtual worlds under the pilot stages of ASSIS (A Second Step in Second Life), a project funded by Umeå University. One of the aims of the project is to make use of the affordances offered by Second Life in order to raise sociolinguistic language awareness among teacher trainees and other students studying courses in sociolinguistics. Several experiments were conducted where creative use of the avatar in combination with so-called “voice morphing” (a tool which allows the voice of the speaker to be distorted so that a male speaker can sound more feminine and vice versa) allowed students to enter the virtual world incognito in order to “experience” a different linguistic identity. Activities were conducted in cross-cultural settings involving students from Sweden and Chile. The paper presents the initial stages of development of a model for how language awareness issues can be internalised through first-hand experience in virtual worlds.

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    Identifying Identity
  • 154.
    Deutschmann, Mats
    et al.
    Örebro University, Sweden.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    'To my surprise, i don’t particularly like my own opinions': exploring adaptations of the 'open-guise' technique to raise sociolinguistic language awareness2023In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 22, no 1, p. 113-143Article in journal (Refereed)
    Abstract [en]

    The following study describes a data-driven learning scenario aimed at raising sociolinguistic awareness of matters related to gender, language and stereotyping. The design is inspired by the matched-guise technique (MGT), a quantitative data driven experimental method that has been used extensively to investigate language attitudes. In the scenario, differences in respondents’ response patterns to two gender-manipulated versions (male-female vs. female-male dyads) of the same recorded dialogue were used as a starting point for awareness-raising activities aimed at highlighting how gender stereotypes may affect perceptions of a dialogue. The main focus of the article is a comparison of the learning outcomes of two variants of the setup: a traditional undisclosed MGT-inspired setup, where the design and purpose of the experiment was kept secret until after the response phase, and a so-called open-guise design, where respondents were informed of the design and purpose of the experiment prior to the response phase. Preliminary results suggest that respondents adjust their assessments of a speaker depending on the guise, even when they know it is the same speaker they are listening to. Moreover, the open-guise design seemed to lead to greater pedagogic impact than the scenario based on the undisclosed design. However, further studies are needed to confirm these findings.

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  • 155.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Lagerström, Anna
    Umeå University, Faculty of Arts, Department of language studies.
    Gender-Bending in Virtual Space: Using Voice-Morphing in Second Life to Raise Sociolinguistic Gender Awareness2011In: Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, 17th November 2011 / [ed] Sławomir Czepielewski, Warsaw: Warsaw Academy of Computer Science, Management and Administration , 2011, p. 54-61Conference paper (Refereed)
    Abstract [en]

    This paper presents further innovative use of virtual worlds under the pilot stages of ASSIS (A Second Step in Second Life), a project funded by Umeå University. One aim of the project is to make use of the affordances offered by Second Life in order to raise sociolinguistic language awareness among teacher trainees and other students studying sociolinguistics. Several experiments have been conducted where creative use of the avatar in combination with so-called “voice-morphing” allowed students to be exposed to, or experience different linguistic identities. In the following paper, we describe four such experiments.In the First one, we recreated a classic sociolinguistic experimental design, the so-called matched-guise test, in order to test whether our female students were evaluated differently on various personal characteristics when they appeared as male avatars. Contrary to previous match-guise studies, our results showed that all the females were more positively evaluated than all the ‘males’. However, this overall pattern was very likely a result of the poor quality of the female-to-male voice-morph. In the second experiment, students were offered the possibility of experiencing the opposite gender in a cross-cultural course setting in SL, in order to reflect over how this “gender change” affected the way they were treated in conversations. Only one student took this opportunity leaving few conclusions, except awareness of the ethically problematic aspects of such arrangements. In the third experiment, we used voice-morphing in SL to raise students’ awareness of how gender stereotypes can influence their perception of teachers. In addition to the real (male) teacher, we created two voice-morphed teacher assistant avatars in SL, one male and one female. Student evaluations showed that they were partly influenced by stereotypes and partly not. The design of the experiment was criticized by the students, however, as they felt that they had had too little time with the teacher assistants to evaluate them properly and therefore gave average ratings. In the fourth study we used similar characters as in the previous study, but in an online lecture during which the real teacher spoke as himself and also gave talks, one as his female and one as his male 55PhD student. The students listening to the lecture evaluated the female PhD student as more likeable and the male PhD student as more intelligent. After, the design was revealed and the students reflected extensively on the result and how unconscious gender stereotypes influence how we judge people. The models and studies presented here point to the potential of virtual worlds as tools for awareness-raising activities regarding gender as a social construct

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  • 156.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Lagerström, Anna
    Raising language awareness using digital media: methods for revealing linguistic stereotyping2016In: Research methods for creating and curating data in the digital humanities / [ed] Matt Hayler and Gabrielle Griffin, Edinburgh: Edinburgh University Press, 2016, p. 158-180Chapter in book (Refereed)
    Abstract [en]

    Whether we are aware of it or not, language is at the heart of the mechanisms leading to stereotyping and inequality. It is one of the major factors that we evaluate when we meet others, and it has long been demonstrated that individuals are judged in terms of intellect and other character traits on the basis of their language output (e.g. Cavallaro & Chin 2009). We also adapt our own language to fit underlying norms and preconceived social stereotypes when we communicate with others. In this way, we help to shape individuals through the way we treat them linguistically, and social identity expressed through language is consequently something that is renegotiated during every meeting between humans (Crawford 1995). An awareness of such mechanisms is especially important for teachers.

    In most language courses aimed at student teachers of various levels, students are given a theoretical overview of research on aspects related to identity (gender, ethnicity, social class etc.) and language. But however well intended, there is a real danger that research focussed on identifying differences also strengthens stereotypes. Further, there is a risk that such theoretical knowledge remains just that; creating the link between so-called factual knowledge – for example, theoretical frameworks and previous studies – and internalized knowledge, applicable in our everyday lives, is especially challenging. This is particularly true in the domain of language, where metalinguistic knowledge ideally should be translated into professional language practice, a key skill for anyone working with human interaction.

    The Chapter explores  preliminary experiments conducted in 2011 where we were able to use digital media in order manipulate identity variables such as gender, and describes the aim of the current project - to further develop and explore experiential pedagogic approaches aimed at raising sociolinguistic language awareness about conceived identity-related phenomena in language, and to systematically test the effects of these methods. The project thereby combines the fields of sociolinguistics, social psychology and digital humanities in an innovative way with the objective to produce tested methods for exposing and combatting linguistic stereotyping. 

  • 157.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Zelime, Justin
    Umeå University, Faculty of Arts, Department of language studies.
    Towards a framework for investigating Language-in-education policies in second-language medium of instruction contexts2014In: Island Studies, ISSN 1694-2582, Vol. 1, no 1, p. 68-77Article in journal (Refereed)
    Abstract [en]

    Many studies have shown that Second Language (L2) Medium of Instruction (MoI) policies in Africa are linked to educational inequity, substandard teaching practice, low literacy skills and poor overall academic performance. In the light of this background, this paper proposes a framework for making more thorough enquiries into questions related to L2 as MoI, L2 writing and academic success. The framework uses the Seychelles, a small island nation in the Indian Ocean, as its point of departure. Here the L1, Seychelles Creole, is used as MoI during the first two years of education and is then abruptly replaced by English – a practice model typical in the region. Given that primary six and secondary five national exams indicate that many learners have limited literacy skills in English, it is reasonable to postulate that current policies may contribute to educational inequity, especially given that the present-day system relies heavily on written examinations.

    Taking its vantage point from a Social Practice (Street, 1984) model of literacy (Purcell-Gates, Perry & Briseño, 2011), the proposed framework approaches the “problem” from several perspectives such as curriculum questions related to L2 and L1 literacy and how/whether these live up to practical student needs; the learner perspective and how external factors may affect learners’ prerequisites to acquire adequate L2 literacy skills; teaching aspects that may affect learning; the role of L1 literacy in L2 literacy development, and sociolinguistic factors such as the status of the languages in question in society. An eclectic approach is proposed in order to shed more light on the effects of L2 MoI in the Seychelles, with the ultimate aim to provide a more informed foundation for future educational policy making. The proposed framework is highly relevant for all post-colonial contexts where L2s are used as MoIs.

  • 158.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Ädel, Anneli
    Stockholms universitet.
    Garettson, Gregory
    Walker, Terry
    Mittuniversitetet.
    Introducing Mini-McCALL: a pilot version of the Mid-Sweden Corpus of Computer-Assisted Language Learning2009In: ICAME journal, ISSN 0801-5775, no 33, p. 21-44Article in journal (Refereed)
    Abstract [en]

    In this paper, we present Mini-McCALL, a 1.3-million-word corpus of computer-mediated communication in the context of online English university courses.The data consist of three types of written communication – both between students and between students and teachers – in English: discussion forum messages, e-mail messages, and documents handed in as assignments.This pilot corpus comprises the first stage of a proposed 10-million-word corpus of computer-assisted language learning based on the online English courses offered by the Department of Humanities at Mid-Sweden University (Mittuniversitetet).In what follows, we first consider e-learning – online, off-campus study,where the medium of instruction and communication involves computer technology– from a theoretical perspective, and the need for such a corpus as ours to facilitate research into this new learning environment, as well as into the language used in e-learning. We then describe the structure and content of Mini-McCALL and highlight both the research potential of the material and studiescurrently underway, as well as looking forward to the future development of the full Mid-Sweden Corpus of Computer-Assisted Language Learning (McCALL).Both Mini-McCALL and the ultimate McCALL corpus will be made freely available to the research community.

  • 159.
    Devine, Josefin
    Umeå University, Faculty of Arts, Department of language studies.
    Bygden, byarna och buan: studier av bebyggelsenamnen i Hackås och Ovikens socknar, med ett särskilt avsnitt om fäbodnamnen2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this study is to investigate the etymological background of the settlement names in the parishes of Hackås and Oviken in the province of Jämtland, and use the names to elucidate the settlement history of the area. Another purpose is to discuss the relationship between, and the semantic development of, the name element and common noun ås. Furthermore, the purpose is to describe the name usage and the name continuity amongst the summer farm names. The selection of names is based on the principles used in the publication series Sveriges ortnamn [The place-names of Sweden], in which this study will be incorporated. In essence, that includes parish names, village names and names of independent farms. In addition to that, summer farm names are analysed. The material has primarily been collected from the Place-name Archive in Uppsala (OAU), and then supplemented through extracting name forms from historical maps and different land registry records. Regarding the summer farm names, workshops have been conducted in collaboration with the local community associations in Hackås and Oviken, which have been the basis for the name continuity discussion. The summer farm names are also morphologically and semantically analysed to reveal patterns in construction and usage. 

    The linguistic analysis of the individual village names in Hackås and Oviken, together with archaeological finds, suggest that there was an Iron Age community in Hackås, while the Oviken area has been used for example as fishing/hunting grounds and was colonised to a greater extent in the medieval era. In Hackås there are several place-names judged to be pre-Christian, such as Hov, Sanne, Salom and the several names constructed with -sta(d). Oviken parish show signs of quick settlement expansion, such as the large number of names with (-)ås or -gård. The name element ås has, because of a large number of medieval settlements founded around the same time, also started to function as denoting settlements, side by side with the nature-describing meaning carried by the common noun. This explains the number of names containing -ås denoting places that does not show the usual characteristics for an ås. Results of the summer farm name analysis show typical structures; summer farm names are often compound and reference ownership/usership or the location. The name usage is an oral rather than written practise. Name continuity for summer farm names has decreased during the last decades as transhumance is no longer widely practised, and several names in the study are unknown to locals. 

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  • 160.
    Di Floriano, Marina
    Umeå University, Faculty of Arts, Department of language studies.
    L’importanza e l’insegnamento scolastico della madrelingua diversa da quella svedese: Uno studio esplorativo su 10 genitori e sui loro atteggiamenti riguardo alla madrelingua italiana e al suo insegnamento in Svezia.2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Syftet med den explorativa studien är att förstå attityder hos föräldrar och deras åsikter om modersmålundervisningen i det italienska språket i Sverige, i det fall det studeras, men också när möjligheten att låta sina barn studera det och undersöka skälen till detta val.

    Teori: Forskning visar att modersmålet har stor betydelse för barnets språk, identitet och personlighet. Ett välutvecklat språk ger goda förutsättningar för att lära sig ett andra språk och andra ämnen.

    Metod: För att uppnå uppsatasen syfte har en kvalitativ och preliminär forskningsmetod användes, med ett litet urval av data där 10 föräldrar intervjuades individuellt. Alla intervjuade har barn i svensk skola och har, eller kommer att ha, rätt till modersmålutbildning på ett annat modersmål än det nationella.

    Resultat: Resultaten visar på stora skillnader mellan en grupp föräldrar som anser det mycket viktigt att behålla och studera modersmålet och andra som inte anser det viktigt. Detta av olika anledningar som kommer att presenteras i den sista delen, resultat och slutsatser.

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  • 161.
    Edin, Agnes
    Umeå University, Faculty of Arts, Department of language studies.
    Vad påverkar klarspråk?: En kvalitativ undersökning av arbetet med klarspråk på Sveriges riksdag2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka vad som påverkar klarspråksarbetet på

    Sveriges riksdag. Materialet består av enskilda intervjuer med fyra textgranskare på

    Riksdagsförvaltningen, enheten riksdagstryck. Fokus ligger på granskningen av

    betänkanden. De teman som undersöks är textgranskarnas syn på mottagarna,

    textgranskarnas tolkning av klarspråk, huruvida textgranskarna följer rådande

    klarspråksnormer, vilka redskap textgranskarna har att tillgå i arbetet med klarspråk samt

    vilka hinder respektive möjligheter som finns för klarspråk inom verksamheten. Resultaten

    visar att arbetet med klarspråk på riksdagen påverkas av flera olika faktorer, bland annat

    riksdagens traditioner vad gäller arbetssätt och skrivsätt. Främst tycks textgranskarnas

    möjlighet att påverka betänkandena, också på ett tidigt stadium, och deras kommunikation

    med skribenterna vara av vikt för att utveckla klarspråksarbetet. En seriös satsning genom ett

    klarspråksprojekt skulle kunna ge textgranskarna möjligheten att komma in tidigare i

    processen när betänkandena blir till och utveckla kontakten med skribenterna. Baserat på

    resultatet drar jag slutsatsen att man kan anta att god kommunikation mellan skribenter och

    textgranskare samt både skribenters och textgranskares möjlighet att påverka texterna de

    arbetar med har en positiv inverkan på klarspråksarbetet i en verksamhet.

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  • 162.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    A Country Maid and her Diary: Methodological Reflections on Historical Literacy Practices2013In: White Field, Black Seeds: Nordic Literacy Practices in the Long Nineteenth Century / [ed] Anna Kuismin & M. J. Driscoll, Helsingfors: Finnish Literature Society, 2013, p. 89-100Chapter in book (Refereed)
  • 163.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Att läsa och att skriva: två vågor av vardagligt skriftbruk i Norden 1800–20002012Collection (editor) (Refereed)
    Abstract [sv]

    Skriftteknologi har funnits i mänsklighetens tjänst i mer än 5000 år. I Norden är det först under de senaste tvåhundra åren som teknologin blivit tillgänglig för en bredare allmänhet.

    Under perioden 1800–2000 svepte två vågor av skriftbruk in över den industrialiserade delen av världen: en första våg som förde med sig alfabetisering, en andra med digitalisering. Vågorna har bland annat inneburit att skrift tagit allt större plats i människors vardagsliv, det man kallar vardagligt skriftbruk.

    I bokens tolv artiklar ges en tvärvetenskaplig belysning av vardagens läsande och skrivande. Författarna kommer från många olika ämnen: här medverkar historiker, bokhistoriker, didaktiker, etnologer, språkvetare och litteraturvetare. Artiklarna behandlar exempelvis vardagligt skriftbruk i 1800-talets skillingtryck, dagböcker och brev, 1900-talets vykort och allsångshäften – och vardagligt skriftbruk hos skolelever idag och dess konsekvenser för skrivundervisning i skolan. De flesta artiklarna är skrivna ur ett svenskt perspektiv, men placeras in i ett literacy-historiskt nordiskt sammanhang. En artikel behandlar också vardagligt skriftbruk på Island under 1800-talet.

    Antologin är ett resultat av den tvärvetenskapliga och nordiska samverkan som ägt rum inom nätverket ”Vardagligt skriftbruk. Diakrona perspektiv på literacy i Sverige och övriga Norden” och som åren 2009–2012 finansierats av Stiftelsen Riksbankens Jubileumsfond.

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  • 164.
    Edlund, Ann-Catrine
    Mittuniversitetet, Sundsvall.
    Att skriva fram ett modernt jag: dagboken som vardaglig skriftpraktik under tidigt 1900-tal2017In: Mellannorrland i centrum: språkliga och historiska studier tillägnade professor Eva Nyman / [ed] Lars-Erik Edlund & Elzbieta Strzelecka, Umeå: Kungl. Skytteanska samfundet , 2017, p. 291-310Chapter in book (Other academic)
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  • 165.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Att skriva vykort: En vardaglig skriftpraktik i början av 1900-talet2012In: Att läsa och att skriva: Två vågor av vardagligt skriftbruk i Norden 1800–2000 / [ed] Ann-Catrine Edlund, Umeå: Umeå universitet & Kungl. Skytteanska Samfundet , 2012, p. 137-160Chapter in book (Other academic)
    Abstract [en]

    Writing Postcards. A Vernacular Writing Practice from the Early 20th Century

    Several new writing practices have developed in the traces of the digital revolution, e.g. blogs, texting, email and Facebook. Around the turn of the 2oth century, the result of something that can be described as a revolution in technology of writing could also be seen. By then, ordinary people had gained access to the writing technology and they were using more and more writing in their everyday life. Old and new writing practices developed in connection with artefacts such as letters, diaries, songbooks and postcards.  The postcard was introduced as a new medium for communication in Europe, for short and quick messages. The postcard has a lot in common with today’s growing digital writing practices, such as texting, with regard to the length of the message, new writing conventions and the fast spreading of the writing practice. The postcard was also multimodal with both pictures and text, and the limited writing space led to new and simplified writing conventions. The new media and its writing practices very soon became a huge success among the general public. In this article, the growth of the writing practice of the postcard is presented and placed in a literacy-theoretical context with the help of the concepts of vernacular literacy and vernacular literacy practice. The writing practice of the postcard has not yet been investigated in a Swedish literacy context. The article points towards possible issues that can be further investigated from a literacy perspective.

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    Att skriva vykort
  • 166.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Då säljakt bedrevs: En tillbakablick på 1900-talets säljakt via jägarnas ord för säl2001In: Sälen - problem och resurs: Konferens den 3-4 april i Umeå, Stockholm: Kungl. Skogs- och Lantbruksakademien , 2001, p. 59-65Conference paper (Other academic)
  • 167.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Ekosemantik: Ett ekologiskt perspektiv på kategorisering av sälar2000In: Studier i svensk språkhistoria 5: Förhandlingar vid femte sammankomsten för svenska språkets historia. Umeå 20-22 november 1997., Umeå: Umeå universitet , 2000, p. 151-162Conference paper (Other academic)
  • 168.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    En säljägare från Obbola berättar2006In: Obbola krönika, ISSN 1404-1766, p. 37-41Article in journal (Other (popular science, discussion, etc.))
  • 169.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Ett rum för dagen: en studie av två kvinnors dagboksskrivande i norrländsk jordbruksmiljö2007Book (Other academic)
    Abstract [en]

    In this book, ”Room for the Day”, a form of vernacular literacy is studied, the diary writing of two women in northern Sweden in the 1930s and 1940s. The two women have a common denominator, in that they both earned their own living and lived in simple circumstances. Julia Englund (1882–1951) lived and worked in a fishing environment on the coast of Norrbotten, and Linnéa Johansson (1917–2006) in an agrarian environment in the inland of Västerbotten. Julia’s diaries are preserved from the period 1932–48. Linnéa began her lifelong diary writing in 1934 at the age of 17. In this book the diaries written between 1934 and 1942 are studied, during a period when Linnéa mainly worked as a maid. Julia and Linnéa are thus in two different phases of life during the investigated writing periods. Julia is upper middle age and Linnéa is young. Both women’s use of writing is limited to vernacular literacy.

    The two women’s work situation is characterized by mobility. Julia, who shared her household with her brother, lived in the archipelago during the summer and autumn, where she fished for herring and bleak together with her brother. In winter and spring they lived in Bensbyn where Julia weaved carpets which she sold in the nearby town of Luleå. The sales journeys to Luleå did not just involve geographical mobility, but social mobility as well, since Julia’s customers were found in a middle-class environment. That way she moved between different social environments. Linnéa’s work situation involved geographical mobility as well, which in addition gave her experiences of different social environments. During the nine years that she earns her own living she works for 18 different employers and changes her place of work some 30 times. As a maid she also comes in close contact with an unfamiliar middle-class environment when she worked for the itinerant agricultural consultant, the inspector and the clergyman.

    In this study, diary writing is regarded as a literary practice, which can be placed in a wider theoretical context, within the field of research comprehensively calledethnography of communication, where human communication is studied with a combination of linguistic and anthropological methods. My point of departure is the field of research known as new literacy, where methods from ethnography of communication are used in the study of writing. Literacy is understood as a set of social practices, illustrated with the term literacy practice. Literacy practices are located in time and space and thereby located in a specific time and a specific place.

    That diary writing is part of a social practice may seem to be a problematic argument. A social practice is normally an interplay with other individuals or groups of individuals, which isn’t the case here. But the literacy event is here perceived as part of a social practice, based on the assumption that the literacy event is part of a process of identity construction – a process where the writer has a dialogue with herself, using writing as technique, and pen and paper as tool. In the daily literacy event, individual activities and experiences are made visible at the same time that the writer positions herself in relation to the social contexts that she, as an individual, is a part of.

    By using the diary text as a basis it is possible to investigate how the subjective identity, also called the self, is formed. The continuous narrative in people’s lives is regarded as a fundamental condition for the forming of the self. The theoretical inspiration to the forming of the self has mainly been derived from the philosopher Seyla Benhabib and the historian Joan Scott. Both emphasize the individual’s own participation in the processes of identity construction, where each separate individual is assumed to be a co-creator in the narrative about his or her life.

    Separate individuals thus possess a certain room of manoeuver and it is therefore possible for them to influence their situation. This means that I see Julia Englund and Linnéa Johansson as co-creators in the narratives about their lives, in the story or stories that construct their respective selves. One of these narratives is the written text that develops in their diary writing.

    Naturally, Julia Englund and Linnéa Johansson are not sole participants in the forming of their life stories, in the construction of their selves. There are several cultural and social conditions, related to the construction of identity, which are specific for the time and the place where they both lived and worked. With Seyla Benhabib’s terminology they have “many established stories” to relate to, while Joan Scott states that they are “being subject to definite conditions of existence”. That way the diary material makes it possible to study one identity constructing process where the subjective identity, the self, is both created and recreated.

    The comprehensive aim of my study of the practice of diary writing is to analyse the functions of the literacy practice for the two diary writers Julia Englund and Linnéa Johansson: Why do two women with little writing experience keep diaries in the northernmost parts of Sweden in the 1930s? What are the functions of their literacy practice? The comprehensive issue is also related to issues concerning identity. How do Julia and Linnéa represent their selves in the narrative which develops in their diary writing?

    I also pose the question whether the literacy practice has consequences for the women’s room of manoeuver: Does the literacy practice entail an increased room of manoeuver for Julia and Linnéa? Is it possible for them, via their diary writing, to engage in activities which would be difficult to perform in other ways in their historical and social position? I have chosen to apply a spatial perspective to the material and the issues of research. Primarily this means that the diary is regarded as a written room. Secondly it means that I also take spatial dimensions into consideration in discussing the life situation of the writers.

    Both Julia Englund and Linnéa Johansson write regularly in their diaries. The continuity of their writing indicates that the literacy practice has been very valuable for both of them. In Julia’s text I have been able to discern three lived rooms inside the walls of the diary: the room of business, the room of faith and the room of household. In the room of business, Julia’s activities relating to fishing, weaving and sales are noted. In the room of faith her practice of faith in the Baptist parish, where she was active, is documented. In the third room, the room of household, the work connected with the care of her home is documented. Julia is the principal character in her text, and only a few other actors appear. Julia is mainly visible in the room of business and in the room of faith, but also to a certain extent in the room of household where she writes more sporadically.

    The character of Linnéa Johansson’s literacy practice changes during the investigated period. In her initial dairy writing in the agrarian environment, the farm is in focus. Linnéa herself seems to be barely present in the written room. The man on the farm is the main character, and apart from him there is a vast gallery of characters, consisting of all the visitors who come to the farm. But in Linnéa’s literacy practice in the unfamiliar middle-class environment, Linnéa herself is the centre and not the household. In this written room Linnéa is the sole main character. It is Linnéa’s work which is made visible in the written room, and it is Linnéa’s free time, and her joys and sorrows, which take up space. There is a relatively detailed account of her own chores here. The room which the literacy practice creates in the middle-class environment is built for Linnéa’s own needs. In this strange environment she needs someone to talk to, and that is how she uses her diary. Thus, in Umeå, Linnéa initiates a literacy practice where she is a more obvious subject – in an environment where she was alone and vulnerable. She also brings parts of the literacy practice which she establishes in the middle-class environment to her continued writing in the agrarian environment.

    The literacy practice can be said to fill two practical functions. Julia Englund’s literacy practice constitutes a tentative beginning of a small business account. In the room of business, economic data which are important for Julia’s business activities are written down, albeit in an informal way. The diary writing can also be regarded as a chance for both women to practise their writing skills. They are here provided with a chance to daily practise their formal writing skills. Their writing also involves training in mastering the norms of the written language, which markedly differed from the spoken language that both these dialect speaking writers used.

    In diary writing there is a general connection between literacy event and identity – a connection which concerns all different forms of diary writing. The recurring and regular literacy event in itself gives continuity and constancy to the writer’s identity. In the diary, everyday experiences are written into a narrative about the passage of time where the moment’s fleeting experience is given a permanent form through writing. Maybe the need for constancy and continuity was extra emphasized in Julia and Linnéa, because of their respective work situation which was strongly characterized by mobility.

    The literacy practice contributes to providing the self with continuity and it also has a confirming function. Both Julia and Linnéa confirm their professional activities. Julia confirms her craftsmanship, and Linnéa gives written confirmation to parts of the maid’s chores. The two women are also provided with a chance to confirm the hardships they encounter in their work, and thus they can also make shorter reflections about their work situation. On a few occasions Julia complains that her work is hard and tiring. The maid Linnéa often confirms the difficulties she encounters in her work, mainly in the middle-class environment. They also both confirm strong feelings. In both women’s texts there are strong emotional expressions. They don’t occur too often, but they are there. Julia expresses strong feelings of sorrow and regret, while Linnéa writes down her feelings of abandonment and loneliness in an equally strong way. The use of a signature, which is sometimes frequent in Linnéa’s texts, can also be seen as a confirmation and a mark of her own identity.

    In both women’s diary writings there are only a few elements with an exploratory function. Julia Englund has sometimes written down two versions of one and the same event, for example the death of her sister Mina. The literary practice has here given her an opportunity to explore new ways of looking at life by testing different forms of expression. In one respect one might also say that Linnéa Johansson literary practice is exploratory. In 1939–40 Linnéa changes her last name fromJohansson to Robertsson on some ten occasions when she writes her signature. The name change stems from a wish to change her last name, but to do so was unthinkable. But the writing gives her a chance to explore how it would feel to bear the name of Robertsson, to explore and try out an alternative identity.

    The literacy practice can be said to have given the women a somewhat increased room of manoeuver. Julia’s room of manoeuver is enlarged in relation to the two public rooms that she participates in – the room of business and the room of faith. Because of her business activities she often spent time in the public rooms of the town on her sales journeys. In her literacy practice she makes her competence, her capacity and her customer’s positive evaluations visible. In the room of faith she writes down critical comments of courses of events in the Baptism parish that she is a member of, and here she expresses both concern and negative criticism. The critical comments are, however, few, but are given more weight in that they so markedly differ from her otherwise positive and tolerant attitude. The literacy practice thus gives her a better chance to confirm the value of her own work in the room of business, and a chance to express questioning comments in the room of faith.

    Linnéa Johansson’s increased room of manoeuvre can be related to a private sphere, in relation to the private employers that she worked for as a maid. Through her literacy practice she gets a chance to confirm the work that she has done and at the same time complain about the hardships connected to her work. The literacy practice also makes a challenging activity possible; a careful questioning of her employer’s social position. Thanks to the literacy practice she also gets a chance to explore a new identity. Only in the written room can she assume the name of Linnéa Robertsson.

    In conclusion I will state that both Julia’s and Linnéa’s literacy practice has had a strengthening effect on their subjective identity. It is mainly their professional identity that was strengthened but also their self confidence. Their literacy practice did not began with this aim in mind, and it is probably uncertain whether they were aware of this strengthening function. But maybe it is also this strengthening effect that was the driving force behind their long-standing literacy practice.

  • 170.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Från avskrift till egen textproduktion: Två ångermanländska visböcker från 1930-tal2003In: Ord i Nord: Vänskrift till Lars-Erik Edlund 16 augusti 2003, Umeå: Umeå universitet , 2003, p. 33-50Chapter in book (Other academic)
  • 171.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Introduction2014In: Vernacular Literacies - Past, Present and Future / [ed] Ann-Catrine Edlund, Lars-Erik Edlund, Susanne Haugen, Umeå: Umeå universitet och Kungl. Skytteanska Samfundet , 2014, p. 5-11Chapter in book (Other academic)
    Download full text (pdf)
    Vernacular Literacies. Introduction
  • 172.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Kan män vara sjuksköterskor och kvinnor brandmän?: Om sambandet mellan yrkesbeteckningar och kön2004In: Den könsuppdelade arbetsmarknaden: Betänkande av utredningen om den könssegregerade svenska arbetsmarknaden, Stockholm: Fritzes offentliga publikationer , 2004, p. 263-280Chapter in book (Other (popular science, discussion, etc.))
  • 173.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Kustbefolkningen och sälen2003In: Kustbefolkningen och gråsälen i Kvarken, p. 8-10Article in journal (Other (popular science, discussion, etc.))
  • 174.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Med dagboken som följeslagare: En pigas dagboksskrivande2007In: Västerbotten, ISSN 0346-4938, p. 14-21Article in journal (Other (popular science, discussion, etc.))
  • 175.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Recension av Folkmålsstudier 39: Förhandlingar vid Sjätte nordiska dialektologkonferensen i Karis 12-16 augusti 19982002In: Svenska folkmål och svenskt folkliv, ISSN 0347-1837, Vol. 125, no 328, p. 244-251Article, book review (Other academic)
    Abstract [en]

    The proceedings of the Sixth Nordic Dialectology Conference, held in Karjaa (Karis), Finland, on 12–16 August 1998, contain 28 of the 32 papers presented at the conference. The contributions span a wide geographical area, including discussions about Scandinavian dialects within the territories of Denmark, Sweden, Norway and Finland. In two of them, Finnish dialects are also examined.

    The three plenary lectures were given by the Dane Inge Lise Pedersen, the Norwegian Helge Sandøy and the Swede Gösta Bruce. They raised important questions of theory and method, arising to a signicifant extent from the speakers' involvement in dialect projects currently under way in the different Nordic countries. Themes addressed in other contributions included dialect in a perspective of change dialect and identity, and dialect and written language.

    Between them, the papers in this volume testify to a scholarly breadth, in terms of both the data studied and the theories and methods applied, a breadth which often confronts dialectologists with new issues and draws them into new partnerships.

  • 176.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Ränner en rännkut och en rant omkring?: Diskussion kring två ord för 'säl'1992In: Language - The Time Machine: Papers in honour of Bengt Odenstedt on the Occasion of his Sixtieth Birthday, Juli 21, 1992, Stockholm: Almqvist & Wiksell , 1992, p. 31-36Chapter in book (Other academic)
    Abstract [en]

    From the basis of two words for 'seal', rant and rännkut, this article discusses a motive of designation for denoting the semantic fiels rut and ruttish animals in Swedish dialects. The motive refers to the ruttish animals' habit of running around restlessly. The words which are associated with this motive emanate from verbs meaning 'move (swiftly)'. In the article, the productive verbs, ränna, löpa, fara and are discussed. The original meaning of the verbs, 'move (swiftly)', has probably shifted from referring tho the movement of the animals to the cause of the movement, the rut.

  • 177.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Samverkan över vetenskapens gränser: Några reflektioner om metod utifrån en språkvetares samarbete med en zoolog respektive en konstnär2005In: Språk på tvärs: Rapport från ASLA:s höstsymposium Södertörn, 11-12 november 2004, Uppsala: Uppsala universitet , 2005, p. 71-79Conference paper (Other academic)
    Abstract [sv]

    Jag har samverkat med personer utanför språkvetenskapens domäner i två skilda projekt. I mitt avhandlingsarbete studerade jag jaktterminologi ur ett kognitivt semantiskt perspektiv – de bottniska jägarnas begreppssystem för säl. Jag samarbetade då med zooekolog Mikael Sjöberg i projektet ”Gråsälen i Östersjön och Bottniska viken i zooekologisk vetenskap och folklig tradition”. (Projektet finansierades av dåvarande Centrum för miljövetenskaplig forskning vid Umeå universitet.) I ett nu pågående projekt studerar jag norrländska kvinnors dagboksskrivande i agrar miljö under tidigt 1900-tal. Jag intresserar mig här för frågor som rör dagboksskrivandets funktioner: Varför skriver de dagbok? Inom detta projekt har jag sedan två år ett samarbete med bildkonstnär Maria Sundström betitlat ”Mobila tidsrum”. I vårt samarbete vill vi pröva arbetsformer där våra båda kompetenser kombineras i den utforskande processen utifrån våra positioner som språkvetare resp. konstnär.

    I mitt föredrag kommer jag att berätta om hur denna samverkan över vetenskapens gränser har gett nya avgörande impulser för mina två studier och besvara följande två frågor:

    • Vad kan ett zoologiskt perspektiv tillföra en språkvetenskaplig studie av jaktterminologi?

    • Vad kan ett konstnärligt perspektiv tillföra en språkvetenskaplig studie av norrländskt dagboksskrivande?

    Jag kommer att redovisa hur samarbetet har inverkat på mitt val av metod och angreppssätt i båda studierna. Jag kommer även att presentera hur samarbetet med zoologi har inverkat på mina analysresultat. I projektets syftesformulering antog vi att säljägarnas ord för ’gråsäl’ skulle kunna belysa gråsälens vandringar och rörelsemönster, och alltså möjliggöra en zoologisk jämförande studie av gråsälens beteende och ekologi över tid. Men dessa förhoppningar infriades inte av materialet. Samarbetets bestående resultat blev istället en fördjupad insikt om den ekologiska kontextens inverkan på säljägarnas begreppssystem i den språkvetenskapliga analysen.

    I ”Mobila tidsrum” utgör sex bondedagböcker basen för det språkvetenskapliga och konstnärliga utforskandet. Vi har gemensamt kartlagt skribenternas livsmiljöer och besökt och fotodokumenterat delar av dessa. Här har samarbetet med ett konstnärligt perspektiv inneburit att jag kommit att fördjupa en analys av dagboksskrivandets rumsliga dimension. Här kommer jag särskilt att diskutera den process som uppstår när vetenskaplig och konstnärlig metod möts.

  • 178.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Semantik och etymologi: Några reflektioner utifrån ett avhandlingsarbete1997In: Studier i svensk språkhistoria 4: Förhandlingar vid fjärde sammankomsten för svenska språkets historia. Stockholm 1-3 november 1995., Stockholm: Stockholms universitet , 1997, p. 55-61Conference paper (Other academic)
  • 179.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Sinikka Segerståhl. Vaggvisor i Kvevlax. Språkliga strukturer och konstruktioner. (rec.)2011In: Svenska landsmål och svenskt folkliv, ISSN 0347-1837, p. 205-207Article, book review (Other academic)
  • 180.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies. Umeå University, Faculty of Arts, Department of language studies.
    Sjökatt och svarttjäder: Studier över säljägares noaord för säl inom det bottniska området och Östersjöområdet.1989Report (Other academic)
    Abstract [en]

    This essay is a study of seal-hunters' terms for the seal in the area around the Gulf of Bothnia and around the Baltic Sea. The purpose is to investigate whether there are noa words present among the seal-hunters' many words for the seal. The basic material consists of approximately 200 different terms for seal, collected from the Swedish-speaking areas around the Baltic Sea and the Gulf of Bothnia, areas where the seal has been hunted well into the 20th century. These terms have been collected partly from archives and partly from published litterature.

    From this basic material some twenty or so words have been extracted, which regarding meaning or origin, contain features that are characteristic for noa words in general. Only a few of the terms can with any certainty be said to be noa words. But there are tendencies in the material which point to the existence of linguistic taboos in the world of the seal-hunters.

    The background to the presence of linguistic taboos, which is very complex, is also discussed here. First and foremost these taboos are based on a faith in the power of the language and the word. There is a fixed relationship between the words and the object/s that they represent and consequently the language acquires the power of invocation.

    Tabooing should also be seen as one precautionary measure among the many which the seal-hunters were fored to take during the dangerous hunt.

    Furthermore, the seal-hunters had two different occupations in two completely separate physical environments: they were farmers on land and seal-hunters at sea. The purpose of linguistic tabooing then became to separate the two different environments from each other, to mark the invisible border between the living conditions on land and at sea, with the help of language.

    Finally, the taboos are part of a religious, supernatural context. In folk belief seals have been seen as drowned people. I have here described a legend which is connected with this belief. The legend says that the seals are the soldiers of Pharaoh, who were turned into seals when they drowned in the Red Sea, after pursuing Moses and the children of Israel out of Egypt. A further example of the fact that the seal ha been placed in a supernatural context is that the head of the seal has been seen as carrier of magical power.

     

  • 181.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Språklig tabuering vid säljakt: Kring ord för sälar på svenskspråkigt område1992In: Tabu, verklighet, språk: Tio uppsatser om folkliga tabueringsföreställningar och taxonomier, Stockholm: Carlsson , 1992, p. 54-88Conference paper (Other academic)
  • 182.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Sälen och Jägaren: De bottniska jägarnas begreppssystem för säl ur ett kognitivt perspektiv2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the North Scandinavian area of investigation, which is in focus in this dissertation, seal-hunting has been an important means of livelihood from prehistoric times up to the present. The Swedish-speaking seal-hunters' conceptual system for seal during the 20th century is analysed here. The analysis is mainly based on oral recorded interviews with hunters from the coastal areas around the Gulf of Bothnia – from Norrbotten and Västerbotten in Sweden, and Österbotten in Finland. A cognitive perspective is applied in the analysis, in which focus is on the hunters' knowledge of the seal with the purpose of investigating the construction of the hunters' conceptual system for seal. The dissertation's theoretical starting-point is taken in cognitive linguistics and cognitive anthropology.

    The investigated vocabulary contains 150 different words for seal. The analysis also includes the cultural and ecological context of the hunt. The hunters' conceptual system for seal is characterised by breadth and variation. There is regional variation in the construction of the conceptual system in the investigated area. In addition to that there is also variation with regard to different hunting seasons, something which is apparent both in the vocabulary and in the structure of the conceptual system.

    The summer and autumn hunt was not particularly complicated and there was consequently no need for categorising the seal. During this season a limited conceptual system with more general terms was used, which included all seals that were hunted at that time. The late winter and early summer hunt, on the other hand, required an immense amount of knowledge, for example with regard to ecology. In that connection the hunters used an extended conceptual system for seal. The analysis of the conceptual system of the late winter and early summer hunt is based on three different scenarios in which the categories for seal direct the actions of the hunters – in locating the seals in the ice environment, in the hunters' actions during the hunt and in the utilisation of the seal as a resource.

    A number of categories for seal which were used during the late winter and early spring hunt are the same in the whole area of investigation and can be said to constitute a cognitive and communicative basic level.

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    Sälen och Jägaren: De bottniska jägarnas begreppssystem för säl ur ett kognitivt perspektiv
  • 183.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Sälens taxonomi: ur den bottniske jägarens perspektiv2010In: Thule: Kungl. Skytteanska Samfundets Årsbok 2010, Umeå: Kungl. Skytteanska Samfundet , 2010, p. 223-235Chapter in book (Other academic)
  • 184.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Säljägarnas indelning av sälar: Ett exempel på folklig systematisering1992In: Tabu, verklighet, språk: Tio uppsatser om folkliga tabueringsföreställningar och taxonomier, Stockholm: Carlsson , 1992, p. 164-187-Conference paper (Other academic)
  • 185.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    The Swedish seal-hunters' conceptual system for seal: A cognitive, cultural and ecological approach2004In: Linguagem, cultura e cogniçao: Estudos de linguistíca cognitiva, Coimbra: Almedina , 2004, p. 215-229Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to present a completed study of the Swedish-speaking seal-hunters’ conceptual system for seal in the North Scandinavian area (Edlund 2000). A cognitive perspective is applied in the analysis, in which focus is on the hunters' knowledge of the seal with the purpose of investigating the structure of the hunters' conceptual system for seal. The theoretical starting-point is taken in cognitive linguistics and cognitive anthropology (Lakoff 1987; Johnson 1987; Langacker 1987; Strauss & Quinn 1997; Palmer 1996; Geertz 1993). The investigated vocabulary contains 150 different words for seal, mostly found in oral recorded material. 

    The study emphasises the fact that lexical meaning comprises linguistic as well as cultural knowledge (Langacker 1997). The reconstruction of the conceptual system is therefore based on both a semantic analysis of the vocabulary for seal, and on an analysis of the cultural and ecological context of seal-hunting during the 20th century. 

    Only a few categories for seal are the same in the whole area of investigation and can be said to constitute a cognitive and communicative basic level. The structure of the hunters’ conceptual system in the area is otherwise characterised by breadth and variation. Variation occurs on three different levels: 1. Regional variation, partly explained by differing hunting methods in different areas. 2. Seasonal variation related to different needs of cultural knowledge. The summer and autumn hunt did not require a large amount of knowledge, and consequently there was no need to categorise the seal. The late winter hunt on ice required an immense amount of knowledge with regard to the ecology of the seal and the ice-environment, for that reason an extended conceptual system for seal was used. 3. Variation with regard to different actions during the late winter hunt.

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    FULLTEXT01
  • 186.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Två vågor av vardagligt skriftbruk 1800–20002012In: Att läsa och att skriva: Två vågor av vardagligt skriftbruk i Norden 1800–2000 / [ed] Ann-Catrine Edlund, Umeå: Umeå universitet & Kungl. Skytteanska Samfundet , 2012, p. 9-17Chapter in book (Other academic)
    Download full text (pdf)
    Två vågor
  • 187.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Vardagens skrivande: Sex norrländska dagböcker från tidigt 1900-tal2007In: Västerbotten, ISSN 0346-4938, no 1, p. 3-13Article in journal (Other (popular science, discussion, etc.))
  • 188.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Visboken - en deltagare i flera skriftpraktiker2008In: Samlade visor. Perspektiv på handskrivna visböcker.: Föredrag vid ett symposium på Svenskt visarkiv 6-7 februari 2008., Uppsala: Kungl. Gustav Adolfs AkAdemien för svensk folkkultur , 2008, p. 51-68Conference paper (Other academic)
  • 189.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Widbäck, Anders: Ordspråk i bruk. Användning av ordspråk i dramadialog. (Skrifter utgivna av Institutionen för nordiska språk 95.) Diss. 184 s. Uppsala universitet 2015. ISSN 0083-4661, ISBN 978-91-506-2482-3.2016In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 26, p. 264-268Article, book review (Other academic)
  • 190.
    Edlund, Ann-Catrine
    Umeå University, Faculty of Arts, Department of language studies.
    Är sälar drunknade människor?: En presentation av folkliga föreställningar och folkliga sälbeteckningar.1989In: Bottnisk kontakt IV: Maritimhistorisk konferens 5-7 februari 1988, Skellefteå: Skellefteå museum , 1989, p. 29-31Conference paper (Other academic)
  • 191.
    Edlund, Ann-Catrine
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Arlov, Thor Bjørn
    Sealing2016In: Encyclopedia of the Barents Region: Vol. 2 N–Y / [ed] Mats-Olov Olsson, Fredrick Backman & Lars Elenius, Oslo: Pax Forlag, 2016, p. 312-313Chapter in book (Refereed)
  • 192.
    Edlund, Ann-Catrine
    et al.
    Mittuniversitetet.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    ”Den 1 mars då dog och stran fredrika”: Ortografiska val och språklig identifikation i en folklig dagbok från 1890-talet2020In: Nordiska – på gång och på språng!: Vänbok till Gunilla Byrman / [ed] Hans Hägerdal, Ewa Bergh Nestlog, Astrid Skoglund, Peter Ström och Ola Svensson, Växjö: Linnaeus University Press, 2020, p. 45-75Chapter in book (Refereed)
    Abstract [sv]

    Kågeträskdagboken, som i det här arbetet studeras, tillkom åren 1891–1901 och är skriven av två hemmavarande döttrar på gården Anten-Ors i byn Storkågeträsk, Skellefteå: Greta Dahlqvist (1859–1947) och Lovisa Dahlqvist (1862–1938).

    I uppsatsen utforskas den språkliga identifikation som skribenternas ortografiska val i dagboksskrivandet möjliggör. Det är uppenbart att skribenterna gör självständiga ortografiska val samtidigt som det finns inslag av normerad och standardiserad ortografi. Vi ställer oss frågan i vilken utsträckning skribenterna tillämpar ortografiska stavningsmönster.

    För det första undersöker vi i vilken utsträckning de båda dagboksskrivande systrarna tillämpar enskilda ortografiska normer. Här har vi valt att studera skribenternas användning av ett urval normerade ortografiska variabler.

    För det andra undersöker vi hur skribenterna valt att representera dialektord och lokala ortnamn i skrift där normen är obefintlig respektive mindre känd eller okänd. Tillämpar de konstans eller variation i stavningen av enskilda dialektord och lokala ortnamn?

  • 193.
    Edlund, Ann-Catrine
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Haugen, Susanne
    Umeå University, Faculty of Arts, Department of language studies.
    Människor som skriver i vardagen - igår och idag2013In: Människor som skriver: Perspektiv på vardagligt skriftbruk och identitet / [ed] Ann-Catrine Edlund & Susanne Haugen, Umeå: Umeå universitet och Kungl. Skytteanska Samfundet , 2013, p. 9-22Chapter in book (Other academic)
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    Edlund & Haugen. Människor som skriver i vardagen - igår och idag
  • 194.
    Edlund, Ann-Catrine
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, IngmarieUmeå University, Faculty of Arts, Department of language studies.
    Svenskans beskrivning 31: Förhandlingar vid Trettioförsta sammankomsten för svenskans beskrivning, Umeå den 20–21 maj 20102011Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Sedan 1963 har det vid olika universitet i Sverige och Finland regelbundet anordnats sammankomster för svenskans beskrivning. Vid dessa har forskningsresultat som rör svenska språkets uppbyggnad och användning presenterats och diskuterats.

    Den trettioförsta sammankomsten ägde rum i Umeå den 20-21 maj 201. Konferensens tema var "Perspektiv på skrivande", vilket belystes i plenarföredragen samt i de workshoppar som hölls i samband med konferensen. De olika sektionsföredragen berörde en bredd av ämnen, som samtalsanalys, genreanalys, språkkontaktfenomen och svenskämnet i högskolan. I denna volym publiceras två av plenarföredragen och 29 av sektionsföredragen.

    Som värd för konferensen stod Institutionen för språkstudier vid Umeå universitet.

    Download full text (pdf)
    fulltext
  • 195.
    Edlund, Ann-Catrine
    et al.
    Umeå University, Faculty of Arts, Department of language studies. Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Sundström, Maria
    Bildkonstnär.
    Sex dagböcker genom två betraktare2007In: Västerbotten, ISSN 0346-4938, no 1, p. 22-28Article in journal (Other (popular science, discussion, etc.))
  • 196.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    66 håndskrifter fra Arne Magnussons samling redigert af Matthew Driscoll & Svanhildur Óskarsdóttir. 237 s. København & Reykjavík 2015. (Den Arnamagnæanske Samling, Nordisk forskningsinstitut, Københavns universitet; Árni Magnússon-instituttet for islandske studier; Museum Tusculanums Forlag, Københavns universitet.) ISBN 978- 87-635-4166-4. 2016In: Arkiv för nordisk filologi, ISSN 0066-7668, Vol. 131, p. 215-217Article, book review (Other academic)
  • 197.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    Akademiens högtidssammankomst 6 november 2016: hälsningsord av preses2017In: Saga och sed: Kungl. Gustav Adolfs Akademiens årsbok, ISSN 0586-5360, p. 5-10Article in journal (Other (popular science, discussion, etc.))
  • 198.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    Ann Blückert, Juridiska – ett nytt språk? En studie av juridikstudenters språkliga inskolning (Skrifter utg. av Institutionen för nordiska språk vid Uppsala universitet 79), Uppsala: Uppsala universitet 2010, ISBN 9789150621235; ISSN 00834661, 320 pp.2011In: Journal of Northern Studies, ISSN 1654-5915, E-ISSN 2004-4658, Vol. 5, no 2, p. 120-121Article, book review (Other academic)
    Download full text (pdf)
    fulltext
  • 199.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    Ann-Marie Ivars, Sydösterbottnisk syntax (Skrifter utg. av Svenska litteratursällskapet i Finland 743. Studier i nordisk filologi 84), Helsingfors: Svenska litteratursällskapet i Finland 2010, ISBN 9789515832139; ISSN 00396842; ISSN 03560376, 319 pp.2012In: Journal of Northern Studies, ISSN 1654-5915, E-ISSN 2004-4658, Vol. 6, no 1, p. 141-142Article, book review (Other academic)
    Download full text (pdf)
    fulltext
  • 200.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies.
    Arnold Dalen, Jan Ragnar Hagland, Stian Hårstad, Håkan Rydving & OlaStemshaug, Trøndersk språkhistorie. Språkforhold i ein region, Trondheim:Tapir akademisk forlag 2008 (Det Kongelige Norske Videnskabers Selskab.Skrifter 2008 nr. 3)2009In: Journal of Northern Studies, ISSN 1654-5915, Vol. 3, no 2, p. 143-Article, book review (Other academic)
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