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  • 2001.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Department of language studies.
    Torne Sámi causatives: a reconsideration of Faire Par2006In: Proceedings of the thirty-third Western Conference On Linguistics: Volume sixteen / [ed] M. T. Martinez, A. Alcazar and R. Mayoral. Fresno, Fresno: Department of Linguistics, California State University , 2006, p. 399-410Conference paper (Refereed)
  • 2002.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Department of language studies.
    Variations in Quantifier Interactions in South Saami2018In: Heading in the right direction: Linguistic treats for Lisa Travis. / [ed] Laura Kalin, Ileana Paul, and Jozina Van Der Klok, Montreal: McGill WPL , 2018Chapter in book (Refereed)
  • 2003.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Archaeology and Sami Studies.
    Verb Movement and the Morphosyntax of Negation in Saami2007In: Proceedings of the thirty-fourth Western Conference On Linguistics: volume seventeen Wecol 2006 / [ed] Erinn Bainbridge & Brian Agbayani, Fresno: California State University , 2007, p. 456-465Conference paper (Refereed)
  • 2004.
    Vinka, Mikael
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Exceptional causatives in North Sami2005In: Proceedings from the Annual Meeting of the Chicago Linguistic Society, Chicago Linguistic Society , 2005, p. 401-414Conference paper (Refereed)
    Abstract [en]

    Vinka (2002) and Svonni & Vinka (2002, 2003) brought attention to the fact that it is impossible to form productive morphological causatives based on unaccusative verbs in the Finno-Ugric language North Sámi. However, further inspection reveals that the ill-formed causatives under question can be alleviated, in fact they can be improved to full grammaticality, if one of the constituents of the clause undergoes wh-movement. In this paper, we argue that causatives with wh-movement involve a causative formative that has two pertinent properties: it exclusively selects for an unaccusative verb and it hosts a wh-feature. This wh-feature, in turn, Agrees with an appropriate element that it can access, contingent on syntactic locality conditions.

  • 2005.
    Vinka, Mikael
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Doing It in Swedish doesn't mean you've done it2014In: NELS 44: Proceedings of the Forty-Fourth Annual Meeting of the North East Linguistic Society / [ed] Jyoti Iyer & Leland Kusmer, Amherst: GLSA, University of Massachusetts , 2014, p. 243-254Conference paper (Refereed)
  • 2006.
    Vinter, Vanja
    Umeå University, Faculty of Arts, Department of language studies.
    The very same or very different: A study of the degree of synonomy among four nouns2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2007.
    Volodina, Elena
    et al.
    University of Gothenburg.
    Megyesi, Beata
    Uppsala University.
    Wirén, Mats
    Stockholms universitet, Avdelningen för datorlingvistik.
    Granstedt, Lena
    Umeå University, Faculty of Arts, Department of language studies.
    Prentice, Julia
    University of Gothenburg.
    Reichenberg, Monica
    University of Gothenburg.
    Sundberg, Gunlög
    Stockholm University.
    A Friend in Need?: Research agenda for electronic Second Language infrastructure2016In: SLTC 2016: The Sixth Swedish Language Technology Conference (SLTC), SLTC , 2016, Vol. 6, Umeå: Umeå University , 2016Conference paper (Refereed)
    Abstract [en]

    In this article, we describe the research and societal needs as well as ongoing efforts to shape Swedish as a Second Language (L2) infrastructure. Our aim is to develop an electronic research infrastructure that would stimulate empiric research into learners' language development by preparing data and developing language technology methods and algorithms that can successfully deal with deviations in the learner language.

  • 2008.
    von der Heiden, Gregor
    Umeå University, Faculty of Arts, Modern Languages. Tyska.
    Der Herr Professor wollte mich sprechen.: Über die Verwendung von kommunikativen Strategien im Umgang mit Wissenschaftlern.2006In: >>Was soll nur aus dir einmal werden…<<.: Berufsfelder und Perspektiven für Absolventen der Kommunikationswissenschaft an der Universität Duisburg-Essen., Shaker Verlag, Aachen , 2006, p. 173-181Chapter in book (Refereed)
  • 2009.
    von der Heiden, Gregor
    Umeå University, Faculty of Arts, Department of language studies.
    Gespräche in einer Krise: Analyse von Telefonaten mit einem RAF-Mitglied während der Okkupation der westdeutschen Botschaft in Stockholm 19752009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    When crises develop, people are confronted with difficulties beyond those experienced in normal everyday activities.  Due to the perceived threats inherent to such situations, familiar behaviors may prove ineffective, and such attempts can pose dangerous and unpredictable risks. Crises are extreme situations, occurring at the very edges of human experience. Oral communication in such situations cannot be casual; the seriousness of the situation demands exceptional communicative performance on the part of the participants. Therefore, certainties about everyday communication conventions are called into question.

    The following work examines conversations during which the participants were involved in an extreme situation. In this particular crisis, a politically motivated kidnapping, the personal involvement of the interlocutors is substantial. A clear and present fear of the situation escalating and the possibility of a failure to anticipate the resulting reactions from the other party(ies) characterize the communicative acts of those involved.

    Recorded telephone calls during the occupation of the West German Embassy in Stockholm by members of the Red Army Faction (RAF) on April 24, 1975 comprise the basis for this analysis. One of the occupiers speaks with various interlocutors located in an adjacent embassy building. These interlocutors are relatives of the hostages, the Swedish Minister of Justice, and a German official charged with leading the negotiations.

    In this study, the communicative processes of the crisis are reconstructed. In order to show how the interlocutors attempt to reach their goals in this tense situation with the resources available to them, as well as what they in fact achieve, ethnographic methods of analysis have been employed.

    This study shows how, despite strong conflicting interests and motives, a shared reality is built through the actions of the interlocutors. The interaction between two key figures in the early stages of the crisis can even be characterized as a form of coalition building. An explanation as to why this collaboration is not retained in the subsequent course of the events, however, leading to an escalation of the situation, is also presented. Furthermore, the following work sets forth qualities needed to interactively build a coalition in a precarious crisis situation, which has arisen between parties characterized by diametrically opposed aims.

  • 2010.
    von der Heiden, Gregor
    Umeå University, Faculty of Arts, Modern Languages. Tyska.
    „Ohne Titel“: (Rezension zu Breckle, Margit (2005): Deutsch-schwedische Wirtschaftskommunikation. ‚In Schweden ist die Kommunikation weicher’. Frankfurt am Main & Siegfried, Doreen (2005): Kultur in deutsch-schwedischen Wirtschaftsgesprächen. Eine gesprächslinguistische Analyse. Wiesbaden).2006In: Moderna språk: Journal of English, German, French and Spanish Language, Literature and Culture, ISSN 0026-8577, Vol. C, no 1, p. 171-174Article in journal (Refereed)
  • 2011.
    von der Heiden, Gregor
    Umeå University, Faculty of Arts, Modern Languages. Tyska.
    Wer zu spät kommt, den bestraft der Wartende: Zur Funktion des Wartens in zwischenmenschlicher Verständigung2003Book (Refereed)
  • 2012.
    Vu, Mai Trang
    Umeå University, Faculty of Arts, Department of language studies. Vietnam National University, Hanoi.
    Assessment for motivation: incentives for teacher professional development2011In: New Directions: assessment and evaluation: a collection of papers / [ed] P. Powell-Davies, London: British Council, 2011, , p. 121-128p. 121-128Conference paper (Refereed)
    Abstract [en]

    That recent research increasingly recognises the role of teachers as the most important factor in student achievement further emphasises the need for teachers to develop their professional learning as a lifelong skill, and for administrators to include this in teacher evaluation as a quality assurance tool. However as professional development (PD) involves independent learning, which is highly dependent on teacher motivations, assessing this seemingly non-assessable work could have a counter effect if set on a rigidly compulsory and judgmental basis. The paper introduces the role of assessment, in the light of motivation, in supporting teacher PD and is demonstrated with findings from a framework recently conducted in a university in Vietnam. It explains why this ‘assessment for motivation’ was able to boost teacher motivation in their learning and promote sustainable PD. It is hoped to offer some helpful insights into assessment and its link with educational improvement that can be used in similar pedagogical situations.

  • 2013.
    Vu, Mai Trang
    Umeå University, Faculty of Arts, Department of language studies.
    Logics and politics of professionalism: the case of university English language teachers in Vietnam2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Set against a changing backdrop of reforms in higher education and English language teaching (ELT), the thesis explores the notion of professionalism for university English teachers in Vietnam: What is defined as professionalism in this particular period of time? How is professionalism constructed in this context?

    The research approaches professionalism as a critical concept: A list of aspired traits and features are always value-laden and concern the question of power. From this premise, the thesis discusses a “kaleidoscope” relationship between different actors in the making of professionalism. Using Freidson’s (2001) ideas on the contingencies of professionalism, the study views the notion as a process rather than a product. Professionalism has its own logic that needs to be respected, but this logic is also incidental to other logics for its establishment and development.

    The study uses embedded case study to address its research questions. Defining the case as professionalism for university ELT teachers in contemporary Vietnam higher education, the thesis studies the notion as articulated at national, institutional, and individual levels. The primary data sources include five national policies, institutional policies and management practices at a university and its foreign languages department, and interviews with six academic managers and eleven ELT lecturers. The data were analysed using thematic analysis approach within constructivist, interpretive traditions.

    The results show that professionalism for ELT lecturers in Vietnam can largely be characterised as a professionalism of entrepreneurship, measurability and functionality. ELT is largely considered as a tool for international integration. Each type of professionalism project involves several actors (the state, expert groups, the institution, and ELT academics) with their own logic, but they interrelate in responding to the imperatives of the knowledge-based economy and globalisation. How the meaning of professionalism is established and argued for by the different actors in this study reveals that it is not easy to conceptualise the notion in a binary system of “from above” professionalism versus “from within” professionalism; and “organisational” professionalism versus “occupational” professionalism. The complexities of the logics of professionalism – with an ”s”, affect whether a professionalisation project can be perceived as being positive or negative – Is it professionalisation or is it deprofessionalisation? The relativity of “from above” and “from within” reflects the contingencies of professionalism, and also suggests authority power is plural, shifting, and fluid, rather than single, normative, and static. Meanwhile, it means human’s individual power is not of an ultimate freedom but dependent on external conditions. With these considerations, the study proposes interpreting professionalism as a ”social contract”. This helps not only recognise a mutual relationship between the state, the institution, and academics, but also illuminate how each party enables, maintains, and contributes to this relationship.

  • 2014.
    Vu, Mai Trang
    Umeå University, Faculty of Arts, Department of language studies.
    The Kaleidoscope Of English Language Teacher Professionalism: A Review Analysis Of Traits, Values, And Political Dimensions2016In: Critical inquiry In Language Studies, ISSN 1542-7587, E-ISSN 1542-7595, Vol. 13, no 2, p. 132-156Article in journal (Refereed)
    Abstract [en]

    “Professionalism” is a contested notion. The general literature on this term has pointed out its complexities as both an occupational set of virtues and a political concept subject to social and power relations. In English language teaching (ELT), the term professionalism has also been viewed as being elusive and controversial. This article attempts to visualise this elusiveness by providing a review on how this notion has been approached in recent ELT research. The analysis, using a critical lens, suggests that similar to what is found in the general literature, in the ELT field professionalism also needs to be perceived and discussed beyond a trait-based conceptualisation. The construction of professionalism can be regarded as resulting from a “kaleidoscope” which creates different representations of the concept with particular values and political dimensions. Drawing on these findings, the article proposes that professionalism in ELT has a dynamic nature as being socially co-constructed by different parties and factors.

  • 2015.
    Vu, Mai Trang
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    O'Rourke, John
    British Council Vietnam.
    Vietnam English Teacher Competency Framework: Implementation considerations2013Conference paper (Other academic)
    Abstract [en]

    The passage of a new policy is not purely the ‘win’ point of the culmination of potentially years of advocacy and communications, but it is also the starting point of the equally important phase of work to translate that policy into meaningful changes. One of the significant challenges to policy implementation is that it involves multiple players and systems. How can they best approach implementation? What needs to be considered? After discussing the dimensions and elements of policy implementation process, this paper looks at the newly adopted Vietnam English Teacher Competency Framework and proposes some considerations, drawing on international experiences, for different stakeholders engaged in implementing the policy.

  • 2016.
    Vu, Mai Trang
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sandström, Karyn
    Umeå University, Faculty of Arts, Department of language studies.
    From a Swedish perspective: Theory + Research + Policy + Practical wisdom + Teacher education = ?2019Conference paper (Refereed)
    Abstract [en]

    While the role of theory and research is perceived as essential in preparing future teachers for the complexity of teaching, realising the theory-research-practice nexus in teacher education has been identified as one “perennial” dilemma (Darling-Hammond, 2006). Current studies from different countries, while acknowledging the shift from a craft-oriented tradition towards a more academic, research-based approach in teacher education, have indicated challenges faced by teacher educators, especially regarding curriculum and the links between university and school (e.g. Marcondes, Finholdt Angelo Leite, & Karl Ramos, 2017; Sancho-Gil, Sánchez-Valero, & Domingo-Coscollola, 2017; Valeeva & Gafurov, 2017).

    This paper discusses the development of teacher education courses within a revised primary (English) language teacher education programme at Umeå University, Sweden. It focuses on how teacher knowledge is conceptualised and realised. In line with contemporary research on teacher education, the study argues that an integration between theory, research, and practical training can help student teachers form a sound knowledge and skill springboard. Such an integration enhances their creativity, autonomy, and identity, which is particularly relevant to the Swedish context, and potentially relevant to other European settings in general.

    The key mission of the Swedish school, as stated in the Swedish National curriculum, is to “encourage all pupils to discover their own uniqueness as individuals and thereby be able to participate in the life of society by giving of their best in responsible freedom” (Skolverket - The Swedish National Agency for Education, 2018, p.5). Swedish learners are encouraged to become autonomous yet responsible through realising their potentials and developing their identity as individuals and being part of the society. Those fundamental tasks and values promoted in the Swedish education have implications for teacher education. In the Swedish context, if the school is to educate children to become independent and responsible, teachers must embrace and embody these qualities, since teacher beliefs influence their practice and agency (e.g. Biesta, Priestley, & Robinson, 2015; Brookfield, 2017).

    The study’s theoretical framework is based on the view that teacher education involves relationships with factors beyond classroom confines, such as authoritative policies, practical wisdom, and teaching professionalism. Our courses’ development is thus informed by contemporary research on teacher knowledge in general and English language teacher knowledge in particular. We adopted the perspective that teaching is not only an apprenticeship of observation (Lortie, 1975); rather, it is an “interplay” (Boyd et al., 2015) between policy, theory, research, and practical wisdom. Education is liberating: it helps students be able to manage daily classroom practices but it also enables life-long learning and empowers themselves as teachers. With this positioning, we build on the framework of teacher knowledge commonly used (e.g. Roters, 2017) that comprises content knowledge, pedagogical content knowledge, knowledge of context and curriculum, and general pedagogical knowledge. We expand the model with a greater attention to research, theory, and reflection, while promoting the development of a growth mindset. Teachers’ abilities to understand and review theories of learning and teaching is now seen as necessary for professional growth (Richards & Farrell, 2005; Boyd et al., 2015; Farrell, 2016) and this should be the overall goal in teacher education (Ellis, 2012).

    We thus acknowledge the complexity of teacher educators’ work (Boyd & White, 2017). Teacher educators should adopt a “researcherly disposition” (Tack & Vanderlinde, 2016) and the development of teacher education content should be grounded in not only practical experience, mandated by policy, but also theory and research. Teacher educators’ engagement with research helps better their practices and also creates new knowledge on teacher education.

    Method

    The courses in focus are one Theory class, one Methodology class, and one class on Being a language teacher, taught to primary student teachers at Umeå University during a recent academic year. The paper presents how the development of the courses (objectives, rationale, content, delivery, and assessment) is connected to contemporary teacher education theories and research. The designing and development of the courses, based on the objectives and requirements specified in the curriculum, followed Backward design approach (Wiggins, Wiggins & McTighe, 2005). The way we aligned our conceptualisation of teacher knowledge with Swedish national policies, as well as our students’ needs, is also discussed. To gain information on the effectiveness of the approach, we considered end-of-course stakeholder evaluation (Kiely, 2012), in this case students’ feedback and instructors’ reflective insights. Expert peer feedback from our colleagues was also sought. General evidence of learning and change of attitude was reviewed through a portion of students’ submitted assignments. Initial input from students’ reflections from their first teaching practicum is regarded as a gateway to understanding their teacher cognition (Borg, 2015). Ongoing dialogues between students and instructors during the courses are also discussed as a method of course evaluation (Freeman & Dobbins, 2013). 

    Expected Outcomes

    Our research-based approach yielded courses following the “interplay” between policy, theory, research, and practice. Of particular importance were a background of theory and research of second language acquisition for young learners, inquiry-based teacher education, teacher identities and agency, and reflective practice. Results from the student data indicate theory and research still intimidate them. Student teachers tend to imagine teacher knowledge as practical knowledge and skills, such as teaching “tips” and concrete classroom techniques. From our own reflections as course developers, we identified two significant concerns. First, reconciling the paradox between theoretical advocacy and practical guidance needs an explicit and coherent connection between curriculum design, coursework, and field experiences (Darling-Hammond, 2017; Flores, 2017). Second, the programme needs to better prepare students to activate their autonomy. Some dilemmas between design and meeting goals include knowledge interpretations (instrumental vs. liberal), knowledge presentability, materials, teachers and learners’ roles, and the transition from university learning to school professional practices, considering the ‘academic-vocational divide’. However, we also noted changes in our students’ self-awareness, knowledge development, teaching beliefs, and their attitude towards theory and practice.

    The study has provided more understandings of the design and implementation of teacher education. During this process, teacher educators are both consumers and producers of knowledge. Seeing course development as an iterative cycle (Forsyth, Jolliffe, & Stevens, 1999/2017), our process needs ongoing review and discussions. Overall the courses showed initial positive results in encouraging student teachers to be more aware of the theory underlying their practice and beliefs, while seeing practice as possibilities for transformation (Flores, 2018). We believe this autonomy will help student teachers establish their own professional stance, especially in response to different demands and uncertainties in their teaching career.

    References

    Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640.

    Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Publishing.

    Boyd, P. and White, E. (2017). Teacher educator professional inquiry in an age of accountability. In Boyd, P. & Szplit, A. (eds.) Teacher and teacher educator inquiry: International perspectives. Attyka.

    Boyd, P., Hymer, B., & Lockney, K. (2015). Learning Teaching: becoming an inspirational teacher. Critical Publishing.

    Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.

    Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.

    Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.

    Ellis, R. (2012). Language teaching research and language pedagogy. Wiley Blackwell.

    Farrell, T. S. C. (2016). From trainee to teacher: Reflective practice for novice teachers. Equinox Pub. Limited.

    Forsyth, I., Jolliffe, A., & Stevens, D. (1999/2017). Evaluating a course. Routledge.

    Freeman, R., & Dobbins, K. (2013). Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment & Evaluation in Higher Education, 38(2), 142-151.

    Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621-636.

    Kiely, R. (2012). Designing evaluation into change management process. In C. Tribble (Ed.) Managing Change in English Language Teaching: Lessons from Experience, (pp. 75-90). London: British Council.

    Lortie, D. (1975). Schoolteacher: A sociological analysis. Chicago: University of Chicago.

    Marcondes, M. I., Finholdt Angelo Leite, V., & Karl Ramos, R. (2017). Theory, practice and research in initial teacher education in Brazil: challenges and alternatives. European Journal of Teacher Education, 40(3), 326-341.

    Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.

    Sancho-Gil, J. M., Sánchez-Valero, J. A., & Domingo-Coscollola, M. (2017). based insights on initial teacher education in Spain. European Journal of Teacher Education, 40(3), 310-325.

    Tack, H., & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition: Item development and scale construction. Vocations and Learning, 9(1), 43-62.

    Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342-360.

    Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

  • 2017.
    Wagner, Freja
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Politisk poesi - poetisk politik: En undersökning av Hedvig Charlotta Nordenflycht, Sonja Åkesson och Athena Farrokkhzads sätt att belysa politiska frågor i sin poesi2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2018.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Moving in small steps towards verb second: A case study2011In: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, Vol. 34, no 3, p. 331-359Article in journal (Refereed)
    Abstract [en]

    This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.

  • 2019.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    På gränsen till vuxenspråket: Om egocentrism och inherens i svenska barns tolkning av prepositionerna framför och bakom2012In: Språkets gränser - och verklighetens: Perspektiv på begreppet gräns / [ed] Daniel Andersson och Lars-Erik Edlund, Umeå: Institutionen för språkstudier, Umeå universitet , 2012, 1, p. 67-79Chapter in book (Refereed)
  • 2020.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Subjektsplacering i utveckling: om subjektsposition och informationsstruktur hos svenskspråkiga barn2013In: Svenskans beskrivning 32, Karlstad: Karlstads universitet, 2013, p. 326-337Conference paper (Refereed)
    Abstract [sv]

    I svenskan kan ett substantiviskt subjekt (ett s.k. DP-subjekt) i mittfältet stå antingen före eller efter en negation (1), medan ett pronominellt subjekt endast kan stå före en negation (såvida det inte är betonat, då det även kan stå efter en negation) (2).

    (1) a. Varför kommer fotografen inte imorgon istället?

    b. Varför kommer inte fotografen imorgon istället?

    (2) a. Varför kommer hon inte imorgon istället?

    b. *Varför kommer inte hon imorgon istället?

    Inom den formella grammatiken har det föreslagits att det finns två positioner för subjekt, en högre position för subjekt som uttrycker känd information och en lägre position för subjekt som uttrycker ny information (t.ex. Westergaard 2008). Eftersom pronominella subjekt normalt refererar till kända subjekt står de oftast i den högre positionen. Forskning har visat att svenskspråkiga barn redan i tidig ålder placerar subjekt i den högre positionen, medan den lägre subjektspositionen används först i ett senare skede (Waldmann 2008). Subjektets informationsstruktur har dock inte beaktats i tidigare forskning om svenskspråkiga barn.

    I denna presentation behandlas interaktionen mellan subjektsposition och subjektets informationsstruktur i förstaspråksinlärning av svenska. Det undersökta materialet består av 45 000 barnyttranden från 4 svenskspråkiga barn i åldern 1;3–4;0. Resultaten visar att barnen föredrar den högre positionen för pronominella subjekt (84 % pron-neg) och den lägre positionen för DP-subjekt (80 % neg-DP). Ur ett utvecklingsperspektiv uppträder pron-neg och neg-DP cirka 6 månader före neg-pron och DP-neg i barnens produktion.

    Dessutom har ett material bestående av barnriktat tal (54 000 vuxenyttranden) undersökts. Resultaten visar att de mönster som återfinns i barnens produktion i stor utsträckning återspeglar de mönster som återfinns i den input som barnen exponeras för. Det verkar alltså som att barn är känsliga för informationsstrukturella egenskaper redan i tidig ålder.

  • 2021.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    The acquisition of embedded verb placement in Scandinavian: On transfer, verb type and input2014In: 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, August 10-15, 2014, 2014Conference paper (Refereed)
    Abstract [en]

    Verb placement in main and embedded clauses has attracted much attention among first language acquisition researchers. For example, to researchers on the acquisition of the Scandinavian languages one central question is why children acquiring verb second in main clauses and the Mainland Scandinavian (MSc) verb placement in embedded clauses (Negation-Verb order) never make verb placement errors in main clauses but incorrectly place verbs before negation/adverbs in embedded clauses:

    (1) *…om ni   behöver inte några brädor. (Swedish, Harry 3;0)       …if   you need       not   any    boards       ‘…if you don’t need any boards.’       Target: …om ni inte behöver några brädor.

    In previous research on Faroese, Norwegian and Swedish, various factors and their influence on the acquisition of embedded verb placement have been explored, such as transfer of the syntax of verb second from main to embedded clauses, the specific syntactic properties of auxiliaries and modals, and misinterpretation of the language input. Yet, it is still unclear what factors influence the acquisition of Negation-Verb order in embedded clauses. One problematic aspect is the lack of comparable data from different ages, both within languages and between languages.

    In this presentation, new data on the acquisition of Negation-Verb order in embedded clauses are presented. The data come from two elicitation experiments with Swedish-acquiring children aged 4-6 years. The results of the first experiment, which was conducted with 17 5-6 year old children, suggest that the syntactic properties of auxiliaries and modals, but not transfer, may influence the placement of verbs in embedded clauses. The second experiment, which is currently being designed, will be conducted to evaluate these results with 4-5 year olds.

    The new data will complement existing spontaneous and elicited data from Faroese, Norwegian and Swedish children; the influence of various factors on the acquisition of verb placement in embedded clauses will be investigated.

  • 2022.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    The Acquisition of Neg-V and V-Neg Order in Embedded Clauses in Swedish: A Microparametric Approach2014In: Language Acquisition, ISSN 1048-9223, E-ISSN 1532-7817, Vol. 21, no 1, p. 45-71Article in journal (Refereed)
    Abstract [en]

    This paper examines the acquisition of embedded verb placement in Swedish children, focusing Neg-V and V-Neg order. It is proposed that a principle of economy of movement creates an overuse of V-Neg order in Swedish children’s embedded clauses and that the extremely low frequency of the target-consistent Neg-V order in child-directed Swedish obstructs children from revising their initial hypothesis about the verb placement in embedded clauses, creating a delay in the acquisition of Neg-V. However, it is also demonstrated that, despite the lack of clear evidence for the Neg-V order in Swedish children’s input, the children distinguish between different types of embedded clauses in the acquisition of Neg-V and V-Neg order already between the age of three and four years, supporting a microparametric approach to language acquisition. Comparing child-directed Swedish to child-directed German, it is further proposed that the presence of clear evidence for verb-final in the input to German children aids error-free acquisition of embedded verb placement in German.

  • 2023.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Att stödja elevers talspråksutveckling: lärmiljöer, lärtillfällen och interaktioner i klassrummet2016Conference paper (Refereed)
  • 2024.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting indigenous bilingual children's oral language development2015In: ALAA/ALANZ/ALTAANZ 2015: Learning in a Multilingual World, Adelaide, November 30-December 2, 2015, 2015, p. 132-132Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages, and a primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. However, Sweden continues to receive criticism from the Committee of Ministers of the Council of Europe for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training. Oral language development is central to a child ́s ability to access the curriculum and develop literacy skills. All children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language skills. Little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children ́s oral language development. We report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

  • 2025.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts2016In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016, 2016Conference paper (Refereed)
    Abstract [en]

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

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

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

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

  • 2026.
    Waldmann, Christian
    et al.
    Institutionen för svenska språket, Linnéuniversitetet.
    Johansson Falck, Marlene
    Umeå University, Faculty of Arts, Department of language studies.
    Tankar kring kring: En diakron studie av prepositionsbruket vid kognitionsverb2017In: Språk & Stil, ISSN 1101-1165, Vol. NF 27, p. 96-128Article in journal (Refereed)
    Abstract [en]

    This article deals with the usage of Swedish prepositions with cognition verbs. Our main focus is on the usage of the preposition kring ‘around’. The study is done within the framework of Cognitive Linguistics, and the notions of trajectory (TR) and landmark (LM) are used to describe the relationships involved. Questions asked are 1. Has the usage of kring with cognition verbs changed over time? If so, how? and 2. Has the preposition usage with the cognition verbs filosofera ‘philosophize’, fokusera ‘focus’, forska ‘research’, fundera ‘contemplate’, reflektera ‘reflect’, resonera ‘reason’, spekulera ‘speculate’, and tänka ‘think’ changed over time? If so, how?

    The study is based on news texts from the period of 1923–2012 from the Korp Corpus. Taken together, the investigated data contains 3.7 million sentences and 56 million tokens of news texts.

    Our results show that changes in the usages of the prepositions are specific to each verb rather than following an overall trend. Throughout the period, the verbs fokusera, fundera, reflektera, spekulera and tänka are used with prepositions that suggest that people’s thoughts (TR) are directed down towards, or into, abstract topics (LM). The verbs filosofera, forska, and resonera, on the other hand, are used with prepositions that suggest thinking (TR) around abstract topics (LM). There is an increase in the usage of kring with resonera, and a decrease in the usage of kring with fokusera.

  • 2027.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Kroik, David
    Umeå University, Faculty of Arts, Department of language studies.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting minority languages: issues and problems with creating and using spoken language corpora2014In: AILA 2014 Abstract book, 2014, p. 214-214, article id OR2439Conference paper (Refereed)
    Abstract [en]

    This presentation considers creation of spoken minority language corpora and how these can be used to support minority language education across the entire educational spectrum. The Saami languages are a group of minority languages spoken in Northern Scandinavia, Finland and Russia. In the Saami context there is currently one major language project that focuses on North Saami, Davvisámegiel mánáid giellaovdáneapmi (DASAGO), and is building two longitudinal corpora, one for monolingual acquisition and one for bilingual North Saami/Norwegian. Of the Saami languages, North Saami is the most widely spoken with approximately 25 000 speakers. The DASAGO project has no explicit educational objectives, yet its findings will be of relevance for the development of educational materials for North Saami. Another project creating an oral language corpus for a Saami language is Mávulasj, a spoken Lule Saami documentation project that has explicit educational objectives. Lule Saami has approximately 500 speakers. Creating spoken language corpora that are of relevance for education is complex. Drawing on the experiences of creating these corpora, we explore the complexities of spoken minority language corpus creation through an ongoing South Saami project based in Umeå, Sweden. South Saami is a language with circa 500 speakers and in contrast to North Saami the speakers are spread over a large geographic area. The low number of speakers, the geographical spread, and the even lower number of advanced first language speakers, poses additional problems for the South Sami spoken corpus’ construction, and its use in the development of education materials. Using examples, we illustrate how corpora can be used to support the development of culturally relevant innovative teaching materials that can assist in language revitalization, and illustrate how corpora can be misused and result in linguistically incorrect teaching materials.

  • 2028.
    Waldmann, Christian
    et al.
    Linneaus University, Växjö.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    How the materiality of mobile video chats shapes emergent language learning practices in early childhood2019In: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman and Isa Jahnke, Cham: Springer, 2019, p. 217-229Chapter in book (Refereed)
    Abstract [en]

    Language learning practices are shaped by their material conditions. Using an action research case study intervention, this chapter shows how the introduction of mobile video chats for children learning a home language creates the material conditions for language engagement and participation practice to emerge that encourage the learning of the home language in additional contexts. The mobile video chat's concomitant role in enacting change in the children's home language learning practices facilitates home language learning in authentic and meaningful interactions. The material characteristics of the microphone, the web-camera, the loudspeaker, Skype and the portability of the tablet together with the material characteristics of their physical environment have the potential to enact change in children's additional language learning through listening, seeing, speaking, moving, and showing in virtual interaction with a grandparent as adult conversational partner.

  • 2029.
    Waldmann, Christian
    et al.
    Linnaeus University.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Syntax rules and (un)grammaticality2019In: Applied linguistics for teachers of culturally and linguistically diverse learners / [ed] Nabat Erdogan, Michael Wei, Hershey, PA: IGI Global, 2019, p. 103-126Chapter in book (Refereed)
    Abstract [en]

    This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers' implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.

  • 2030.
    Wall, Malin
    Umeå University, Faculty of Arts, Department of language studies.
    "If it hurts, why don't you cry?": How the characters in the novel heal from the atrocities of slavery through the return of Beloved.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2031.
    Wallin-Ashcroft, Anna-Lena
    Umeå University, Faculty of Arts, Modern Languages.
    Great men and charming creatures: on male and female terms in eighteenth century novels2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    A corpus of terms for human beings collected from 18th century novels is studied from a broad sociolinguistic perspective. A summary of recent linguistic theories and a survey of 18th century culture and society are provided as background.

    The basic assumption is that the meaning of words is dependent on human beings and their society and that shifts in meaning are linked to changes in attitudes, culture and social structure. Terms used for men and women therefore mirror the concepts of 'male' and 'female' in a society.

    Gender differences found in various semantic fields are presented and discussed. Prototypes for certain terms are suggested by means of frame analysis. Sense developments are traced and related to societal changes. Differences in male and female usage are discussed.

    The findings are analyzed in terms of the following contrasts within the concepts of 'male' and 'female': spirit/matter; power/dependency; active/passive; varied/limited.

  • 2032.
    Wang, Airong
    et al.
    Mid Sweden University, Sweden.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Towards a model for mapping participation: Exploring factors affecting participation in a telecollaborative learning scenario in Second Life2013In: The JALTCALLJournal, ISSN 1832-4215, Vol. 9, no 1, p. 3-22Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to examine factors affecting participation in telecollaborative language courses conducted in virtual world environments. From recordings of a course in sociolinguistics conducted in Second Life (SL), we determine degrees of linguistic participation (voice and chat), and triangulate these data with questionnaire responses and observations in order to elucidate demographic, behavioural, and contextual factors that may have affected the outcomes. Findings suggest that power relations in terms of educational level, the task design (creating engagement), the presence of the teacher (evening out participation), the medium – SL (both negative and positive) and technological issues (negative) are of primary importance.

  • 2033.
    Wang, Airong
    et al.
    Mittuniversitetet.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Who owns the floor?: Examining participation in a collaborative learning scenario between student teachers and active professionals in second life2014In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 1, p. 34-53Article in journal (Refereed)
    Abstract [en]

    This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

  • 2034.
    Wedin, Åsa
    et al.
    Högskolan Dalarna.
    Norlund Shaswar, Annika
    Umeå University, Faculty of Arts, Department of language studies.
    Whole class interaction in the adult L2-classroom: the case of Swedish for immigrants2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 2, p. 45-63Article in journal (Refereed)
    Abstract [en]

    This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.

  • 2035.
    Westergren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Åhl, HansMittuniversitetet.
    Mer än ett språk: en antologi om flerspråkigheten i norra Sverige2016Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Två av Sveriges officiella minoritetsspråk finns i norra Sverige: samiska och meänkieli (tornedalsfinska). Under en stor del av 1900-talet utsattes de människor som har dessa språk som sitt modersmål för ett kraftfullt språkförtryck från den svenska staten - ett faktum som fortfarande är okänt för många i andra delar av Sverige. Här kan man läsa om vad detta gör med människors språkutveckling, självkänsla och identitet. Ämnet är akuellt även för alla de nya svenskar som växer upp utan att ha svenska som modersmål.Minoritetsspråkens ställning är en helt annan idag. År 2000 trädde en ny lag i kraft som har stärkt såväl språken som språkbrukarnas rätt till sitt eget modersmål. Boken behandlar i första hand frågor om språk och identitet, men följer även upp resultat av lagstiftningen.I boken medverkar några av landets främsta experter i ämnet, och texterna behandlar olika språkvetenskapliga, språksociologiska och språkpolitiska frågeställningar. Här finns också skönlitterära texter. Bland annat ingår en nyskriven novell av dramatikern och norrbottensförfattaren Mona Mörtlund och ett utdrag ur Mikael Niemis Mannen som dog som en lax.

  • 2036.
    Westerlund, Inger
    Umeå University, Faculty of Arts, Department of language studies.
    Lärande på hjärnans villkor: En fallstudie av ett antal klasslärares syn på begreppetarbetsminne och arbetsminnesträning2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The study's purpose was to get a picture of what a number of class teachers know about and their views on the concept of working memory and working memory training and whether this affects their working and teaching in the classroom. The study is based on qualitative interviews and classroom observations and the theoretical perspectives that the study is based on two: didactic perspective and the socio-cultural perspective. The results of my study show that the class teachers' views and use of the concept of working memory is limited, even if they unknowingly working on parts of it in their teaching. All classroom teachers in my study term difficulties that can arise for students as concentration difficulties, which according to previous research can count towards deficiencies in working memory. All of the respondents in this study believe that it is mostly special education teacher who trains working memory, and that they themselves do not have that knowledge. They also believe that the classroom environment is important for all learning. Common to all respondents consider that the topic is important and would like to have more knowledge of how they can help and support pupils with poor working memory. As a special education teacher and teacher you often meet students who have trouble concentrating, and because of this may be difficult to absorb knowledge as when reading. One hypothesis that most researchers discuss is that working memory is one of the key elements of this problem. Studies and research shows that these students can be helped if they receive support, strategies and the ability to train working memory. The study is relevant to the teaching profession because there are great demands on teachers / special education teachers to meet all students in the classroom, regardless of difficulty. It is therefore important to have knowledge about the different concentration difficulties that exist, how they can be heard and possible solutions.

  • 2037.
    Westerlund, Rune
    Umeå University, Faculty of Arts, Department of language studies.
    Ljudstrukturen i dialekten i Rödåliden: Auditiv analys av fonemen i en norrländsk dialekt i början av 2000-talet2010Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    This study investigates the sound structure of the dialect of the Rödåliden area in the province of Västerbotten in Northern Sweden. The aim is to describe the phonological system with a structural approach. The theoretical framework is based on the ideas that have developed from the Prague Linguistic Circle, where speech sounds are looked upon as functional units. One method used to determine phonemes is by way of commutation tests; another is the distribution method.The chief aim is to describe the phonemes of the Rödåliden dialect on the lexical level including prosodic features such as stress, tonal accent and quantity. The prosodic feature of short verbal phrases is also described. The material consists of words and phrases from a dictionary (not yet published) with more than 3 000 entries. The vocabulary in the dictionary was collected between 1988 and 2010 by a group of local people speaking the dialect. Thirteen informants have been interviewed and confronted with problems concerning phonological issues that are typical for the dialect in question. The study is based on auditory perception, i.e. the speakers’ idea of what is “right or wrong” or if there are alternative versions of a segment. The phonemes of the dialect are compared with the phonological system of standard Swedish. A thorough description of the phonology of the dialect is presented. Each phoneme is described as well as the most frequent allophones. Certain areas have been the focus of special interest. In standard Swedish as well as in the dialect the tonal accents acute (accent 1) and grave (accent 2) are used. In addition to these accent types, circumflex accent is used in the dialect. Circumflex is for example the only distinctive feature between the infinitive form [^fry:s] and the present tense form [fry:s] of the verb frys ‘to be cold’. The sequences ka- and ga- where /a/ is a front vowel reveal phonological distinction between velar k and g and palatal k and g, e.g. /kal:/ ‘old man’ ≠ /kal:/ ‘cold’ and /+gal:/ ‘was possible’ ≠ /gal:/ ‘infertile’. The cacuminal /ɽ/ and dental /l/ are in certain distributional contexts, e.g. after some long vowels, phonologically relevant. In other contexts, e.g. after short vowels, the different l-sounds are allophones due to complementary distribution. In standard Swedish the retroflex consonants (supradentals) are not considered to be phonematic but in the dialect in question they are phonologically relevant.

  • 2038.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Engelska sjukan: semantiska problem kring ett folkligt sjukdomsbegrepp1993In: ASLA-information, ISSN 0281-370X, Vol. 19, no 2, p. 67-69Article in journal (Other academic)
  • 2039.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Fransos och finnskott: Något om språklig projicering inom det folkmedicinska ordförrådet1992In: Language - the Time Machine: Papers in honour of Bengt Odenstedt on the occasion of his sixtieth birthday, July 21, 1992 / [ed] Gunnar Persson & Lars-Erik Edlund, Stockholm: Almqvist & Wiksell, 1992, 1, p. 191-202Chapter in book (Other academic)
    Abstract [en]

    The starting-point of this study is our need for satisfactory explanations when we suffer from illness. Often, justly or not, we identify an individual or a group as disease carriers. This phenomenon can be regarded as an act of projection, and in Scandinavian ethnomedicine it shows itself in the terminology when a disease is named after an ethnic group. The present study, which shows just a few examples of this kind of linguistic projection, deals mainly with the words fransos ('Frenchman') and finnskott ('Lapp shot'), but words such as utländska elden ('the foreign fire') and tyskeldsår ('sore from German fire') are also mentioned.

  • 2040.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Hageletta - en terrängbenämning i Ångermanland1987In: Dialektala terrängords semantik: föredrag hållna vid ett minisymposium arrangerat av Institutionen för nordiska språk vid Umeå universitet den 2-3 december 1986 / [ed] Lars-Erik Edlund, Umeå: Umeå universitet , 1987, 1, p. 17-27Chapter in book (Other academic)
  • 2041.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Isterminologin i säljägarsamhället1992In: Tabu, verklighet, språk: tio uppsatser om folkliga tabueringsföreställningar och taxonomier / [ed] Lars-Erik Edlund, Stockholm: Carlsson Bokförlag, 1992, 1, p. 188-203Chapter in book (Other academic)
  • 2042.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Mossa, stråkkbänk och (is)kalv: några metaforiska istermer från Österbotten1991In: Stilistik och finlandssvenska: en samling artiklar tillägnade Birger Liljestrand den 25 juni 1991 / [ed] Sigurd Fries, Umeå: Umeå universitet , 1991, 1, p. 226-231Chapter in book (Other academic)
  • 2043.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Om språkbruk, generaliseringar och ett besvärligt material2014In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 23, no 4, p. 39-45Article in journal (Refereed)
    Abstract [en]

    This article deals with narratives from northern Sweden about the Spanish flu pandemic (1918– 1920). There are about 50 narratives collected between ca. 1950 and 1980. All of them were elicited in interviews: some were told in interaction with two or more informants, some are told by one informant in interaction with the interviewer, and some are monologues. There are different interviewers. The interviews have not been planned or conducted in a systematic and consistent way, or with a purpose to investigate the informants’ experiences of the Spanish flu. Rather, the main purpose seems to have been to elicit stories about “the old days”. Drawing on linguistic choices from the material as a whole, this article discusses the informants’ notion of the pandemic and their conceptions of etiology. The article concludes that the most conspicuous feature is what is not mentioned by any informant, namely the word influenza. Further, the Spanish flu clearly belongs to a past era that has no resemblance to modern society. It was an era characterized by suffering, poor sanitary conditions and starvation. As well, the article briefly discusses the critique of medical humanities and the study of illness narratives for the lack of systematic analyses and syntheses of how these are constructed in general.

  • 2044.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Ris, skäver och skärva: Folklig kategorisering av några barnsjukdomar ur ett kognitivt semantiskt perspektiv1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In Swedish dialects we find the terms ris,skäver and skärva referring to illnesses in children. The words are also parts of various compounds which refer to variants of the illnesses. The terms are linguistic expressions denoting two folk categories of illnesses, RIS and SKÄVER/SKÄRVA. These categories are investigated from a cognitive semantic perspective. The cognitive perspective argues that we organize our understanding of reality by using Idealized Cognitive Models (ICM) based on our physical, mental and emotional experiences of the world. The aim is twofold: to demonstrate the bases on which an experienced illness is placed in a certain category, and to show how a folk conception of illness is reflected in the word formation strategies. The word formation strategies emanate from notions of characteristic symptoms, and from notions of causes of illnesses. Both categories, RIS and SKÄVER/SKÄRVA, are based on a number of ICM's. The category RIS is a radial structure, which means that the category is held together although its members have no structural criteria in common. The category SKÄVER/SKÄRVA is a concentrating structure, meaning that all members share all structural criteria. There is a strong connection between word formation strategies and the structures of the categories. Terms related to symptoms refer to members of a category which are part of a radial structure, while terms related to causes refer to members of a category which are part of a concentrating structure. This can be explained by two of the basic assumptions of cognitive semantics: semantic content is structred and symbolized overtly on the surface form of a language and categories are conventional, based on cultural assumptions about the world.

  • 2045.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Ryska snuvan och andra influensor2007Other (Other (popular science, discussion, etc.))
  • 2046.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    Vad betyder egentligen, egentligen?: Några reflexioner kring ett adverbs pragmatik2002In: När språk och kulturer möts: festskrift till Tuuli Forsgren 2 november 2002 / [ed] Heidi Hansson, Raija Kangassalo & Daniel Lindmark, Umeå: Umeå universitet , 2002, 1, p. 110-115Chapter in book (Other academic)
    Abstract [fi]

    Ruotsin kielen adverbin egentligen leksikaalinen merkitys om 'oikeastaan', 'itse asiassa' tms. Pragmaattisella tasolla tässä sanassa riittää kuitenkin pohtimista paljon enemmän kuin sanakirjojen mainitsemista merkityksistä voi päätellä. Yleisesti voi sanoa, että adverbia egentligen käytetään ilmaisemaan jonkin ilmauksen tai sen osan emfaasia, samalla kun sana ilmaisee, että jokin asia on (hieman) toisin kuin ilmauksen loppuosa lupailee. Sanalla on myös spesifisempiä pragmaattisia funktioita. Artikkelissa tarkastellaan näistä funktioista kolmea: provosointia, eriävän mielipiteen esittämistä ja sitä, että väittää jotakin, vaikka ei itse asiassa väitäkään. Sanalla egentligen on varmasti useita muitakin pragmaattisia funktioita, mutta niitä ei käsitällä tässä artikkelissa.

  • 2047.
    Westum, Asbjörg
    Umeå University, Faculty of Arts, Department of language studies.
    "Å du minns ju spanska, du?": på spaning efter konstruktionen av en pandemi2013In: Språken, tiden, rummet: festskrift tillägnad Lars-Erik Edlund på 60-årsdagen den 16 augusti 2013 / [ed] Daniel Andersson & Susanne Haugen, Umeå: Umeå universitet , 2013, p. 13-30Chapter in book (Other academic)
  • 2048.
    Westum, Asbjörg
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Langum, Virginia
    Umeå University, Faculty of Arts, Department of language studies.
    I människan själv, eller utanför?: Föreställningar om pestens orsaker i lärda skrifter och folktro2015In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 24, no 1, p. 11-19Article in journal (Refereed)
    Abstract [en]

    The article examines how the causes of Black death were conceived and discussed in two distinct contexts; learned sources from late medieval England and oral Swedish legends that were collected and recorded many centuries aftr the outbreak. While focused on discussions of a particular disease - plague or what is known as the bacterium yersinia pestis - the geographical, chronological and material range enables a greater perspective upon the continuities and transitions of how theories of causality are framed.

  • 2049.
    Westum, Asbjørg
    Umeå University, Faculty of Arts, Department of language studies.
    Åtta informanter om talspråk och språkförståelse i Frostviken: en pilotstudie2017In: Mellannorrland i centrum: språkliga och historiska studier tillägnade professor Eva Nyman / [ed] Lars-Erik Edlund & Elzbieta Strzelecka, Umeå: Kungl. Skytteanska Samfundet , 2017, p. 277-289Chapter in book (Refereed)
  • 2050.
    Widell, Linn
    et al.
    Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Arts, Department of language studies.
    Andersson, Gabriella
    Umeå University, Umeå School of Education (USE).
    Hon målar Hon målar en sol: En studie om hur läromedel med inriktning mot läroböcker används i undervisningen i svenska som andraspråk2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det huvudsakliga syftet med denna uppsats är att undersöka hur lärare arbetar med och använder sig av läromedel i undervisningen i svenska som andraspråk. Studien är kvalitativt utförd och fyra lärare, verksamma vid tre olika skolor i en mellanstor kommun i Sverige. De har intervjuats om läromedel samt hur de använder dem i undervisningen. Denna studie visar att läroboken är det läromedel som dominerar under lektionerna samt att alla lärare inte har ett basläromedel. I undersökningen har det även framkommit att lärarna har en stor tilltro till tryckta läromedel men en mer negativ inställning till internetbaserade tjänster. Läroboken Svenskbiten har analyserats utifrån lärarnas arbetssätt samt statens bedömningskriterier från 1974-1991 och kursplanen i svenska som andraspråk. Slutsatser som dragits är att skillnaderna i användandet av läromedel mellan lärarna är tämligen små.

383940414243 2001 - 2050 of 2139
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