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  • 1.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Professional and academic discourse: Swedish student teachers' final degree project in Early Childhood Education and Care2017Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, s. 52-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education 

  • 2.
    Langum, Virginia
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Sullivan, Kirk P H
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Academic Writing, Scholarly Identity, Voice and The Benefits and Challenges of Multilingualism: Reflections from Norwegian Doctoral Researchers in Teacher Education2020Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 60, artikkel-id 100883Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Doctoral researchers increasingly write in English where English is a non-ambient language, for example, in Norway. Yet, similar to other contexts, a goal of the Norwegian doctoral degree is that doctoral graduates are able to communicate their research in both national and international contexts, which usually means English. Through narrative analysis of 17 responses from doctoral researchers to a prompt asking about their journeys into academic writing, this article explores perceptions of how multilingualism and academic writing intersect with the emerging identities and voices of doctoral researchers as researchers. In these written narratives, doctoral researchers reflected upon previous experience and academia; audience and choice of language; voice, academic writing, and the perception of linguistic deficit; and academic writing conventions and language. While much previous research has focused on the negative aspects of multilingual and professional identities as academic writers, our narratives reveal how some doctoral researchers use their experiences to create productive strategies and resources. One key finding is that doctoral researchers create virtual transnational communities through their multilingual academic writing, both in terms of academic publishing and social media platforms.

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