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  • 1.
    Allard, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Flerspråkighet och teckenspråkiga miljöer2017In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, p. 137-Chapter in book (Other (popular science, discussion, etc.))
  • 2.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Chen Pichler, Deborah
    Gallaudet University, Washington DC, USA .
    Multi-modal visually-oriented translanguaging among Deaf signers2018In: Translation and Translanguaging in Multilingual Contexts, ISSN 2352-1805, Vol. 4, no 3, p. 384-404Article in journal (Refereed)
    Abstract [en]

    Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.

  • 3.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Roos, Carin
    Karlstad universitet, Karlstad.
    Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning: en systematisk litteraturstudie2016Book (Other academic)
  • 4.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wedin, Åsa
    Högskolan Dalarna, Falun.
    Skrift i teckenspråkiga skolmiljöer2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Åsa Wedin och Christina Hedman, Lund: Studentlitteratur AB, 2013, 1, p. 209-231Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Borgström, Eric
    Örebro University, School of Humanities, Education and Social Sciences.
    Att skriva prov: om normer och textstruktur i gymnasieskolans skriftliga nationella prov.2010In: Språk & Stil, ISSN 1101-1165, Vol. 20, p. 132-164Article in journal (Refereed)
    Abstract [en]

    The focus of this article is the national writing tests administered in Swedish upper secondaryschools. One important role of these tests is to serve as an interpretation and concretization of thecurriculum. The aim of this article is therefore to examine the textual consequences of the testsituation. The article takes a critical stance towards the test construction. The instructions say thatwhen assessing the pupils’ writing abilities, the teacher is to judge to what extent the pupils’ textscould function in the fictitious situation and genre specified in the writing task. I argue that thepupils’ texts should be understood as actions situated in a test context. Through an analysis of linearand hierarchical global text structure in pupils’ texts, I show how the writing task regularizes whatis historically institutionalized as a good text in the test situation: namely the expository essay.

  • 6.
    Borgström, Eric
    Örebro University, School of Humanities, Education and Social Sciences.
    Vad räknas som belägg för skrivförmåga?: ett textkulturellt perspektiv på skrivuppgifter i den svenska gymnasieskolans nationella prov.2012In: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 6, no 1, p. 1-34Article in journal (Refereed)
    Abstract [en]

    This article examines writing tasks in Swedish national tests from 2007-2012. My aim is to examine some ways in which writing ability are conveyed by the test. For this purpose I combine concepts such as construct and target domain from test theory, with a text theoretical/sociocultural approach to writing. Within this framework I examine which written mediations count as evidence of writing proficiency (i.e. that are given text value) in the test context. The writing tasks are analyzed through the dimensions of themes, text structures, and acts of writing. I also analyze the writer roles implied by these tasks. The analysis shows that the test construction brings four distinct and recurrent task types to the fore. Based on those results I reconstruct the target domains of the tests, and discuss the prerequisites of their validity, from the perspective of writing theories on the one hand, and of the established course objectives on the other.

  • 7.
    Boström, Maria
    et al.
    Örebro University, Department of Education.
    Velander, Eleonor
    Örebro University, Department of Education.
    Om pedagogers möte med elever som har annat modersmål än svenska: -En intervjustudie2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 8.
    Brunnberg, Elinor
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Fredriksson, Jennie
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Kattungen - en ´förskola för alla` med teckenspråket som grund: utvärdering efter att hörande barn inkluderats i verksamheten hösten 2006 : ett uppdrag från Örebro kommun2007Report (Other academic)
    Abstract [sv]

    Den tvåspråkiga förskolan Kattungen i Örebro är en förskola där verksamheten bygger på svenskt teckenspråk och svenska. Men det har inte alltid varit så. Kattungen startade 1990 och var då en förskola för döva och gravt hörselskadade barn där miljön var enbart teckenspråkig. År 1998 etablerades för första gången en talspråkig grupp som förskoleklass. Hösten 2006 fick förskolan ett förändrat uppdrag och började ta emot även hörande barn. Våren 2007 när utvärderingen genomfördes fanns sammanlagt 27 barn på Kattungen och av dem var det 17 barn döva/hörselskadade och 10 hörande. Syftet med utvärderingen är att beskriva och analysera förändringen som skett på Kattungen hösten 2006 utifrån föräldrars och pedagogers perspektiv. Studien granskar en verksamhet där barn utan funktionshinder integrerats i en grupp av barn med funktionshinder, alltså det omvända mot vad som brukar förekomma. Underlaget till utvärderingen är dels en enkätstudie med föräldrar och dels fokusgrupper med pedagoger respektive föräldrar. Resultatet visar att Kattungen är en komplex verksamhet där de kommunikativa och språkliga behoven kan vara mycket olika för olika barn men också för olika föräldrar. Att hörande barn inkluderats i förskolans verksamhet uppfattas som positivt av alla grupper. Det har lett till ökade möjligheter för barnen till samspel med jämnåriga samtidigt menar framförallt döva föräldrar att den teckenspråkiga miljön försvagats något. De hörande barnen som Vt 2007 fanns på Kattungen var barn med döva eller hörselskadade föräldrar, syskon eller andra släktingar. De hörande barnen hade alltså en anknytning till teckenspråket i sin hemmiljö även om det inte finns ett sådant krav för att få börja på förskolan.

  • 9.
    Brunnberg, Elinor
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Lindén Boström, Margareta
    Örebro University, School of Health and Medical Sciences.
    Berglund, Mats
    Lund university.
    Self-rated mental health, school adjustment, and substance use in hard-of-hearing adolescents2008In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 13, no 3, p. 324-335Article in journal (Refereed)
    Abstract [en]

    This survey, "Life and Health—Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Örebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.

  • 10.
    Brunnberg, Elinor
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Lindén Boström, Margareta
    Persson, Carina
    Att höra eller nästan inte höra: Liv & hälsa ung 2005 och 2007 i Örebro län2009Report (Other academic)
    Abstract [en]

    I linje med FN:s barnkonvention och Konventionen om rättigheter förpersoner med funktionshinder ska ungdomars röst göras hörd. Den härrapporten bygger helt på ungdomars uppgifter om sin verklighet.Studierna Liv & hälsa ung 2005 och 2007 visar att i den reguljära skolanupplever drygt fem procent av eleverna att de har ett funktionshinder närdet gäller hörseln och de rapporterar ofta en utsatt situation. Det finns även hörselskadade ungdomar på specialskolan/riksgymnasiet för döva och hörselskadade. De hörselskadade ungdomarna är en grupp som rapporterar en mängd hälsorelaterade problem, många känner sig mobbade av kamrater eller kränkta av vuxna i skolan. Det är också en grupp som förhållandevis ofta rapporterar bruk av alkohol, tobak och narkotika. De kan även ha andra funktionsnedsättningar eller tinnitus. De hörselskadade ungdomarna är en högriskgrupp som behöver uppmärksammas och få ett bättre anpassat stöd. Det behövs fördjupade studier hur stödet kan utformas på ett relevant sätt, speciellt gäller det dem med flera funktionshinder. För att göra detta är det viktigt att ungdomarna själva involveras i arbetet. Fördjupade studier behövs också om hur hörselskadade ungdomars delaktighet i den reguljära skolan kan förbättras samt om vad som skapar exempelvis stress, trötthet och olyckor. Det behövs åtgärder för att minska den mobbning som sker och inte minst minska det ungdomar rapporterar om kränkning från vuxna. Det behövs riktade insatser för att öka de hörselskadade ungdomarnas simkunnighet och fysiska aktivitet. Det är också av stor betydelse för de hörselskadade och döva ungdomarna att det finns kompetent tvåspråkig (svenska och teckenspråk) personal på ungdomsmottagningar och barnahus.

  • 11.
    Edvardsson, Bo
    et al.
    Örebro University, School of Law, Psychology and Social Work. Göteborgs universitet, Psykologiska institutionen.
    Westin, Agneta
    Göteborgs universitet, Psykologiska institutionen.
    Inlärning och långtidsminne av olika approximationer till språkets statistiska natur1968Report (Other academic)
    Abstract [sv]

    Syftet är att studera inlärning och minnesbehållning hos ordsekvenser med olika grad av approximation till svenska språket samt att bestämma graden av statistiskt samband inom sekvenserna  med gissningsteknik. Resultatet av experimenten innebär att ju högre approximationsgrad hos en ordsekvens, desto lättare att lära in den. 

  • 12.
    Eriksson, Erik
    et al.
    Umeå Univ, Umeå, Sweden.
    Sullivan, Kirk
    Umeå Univ, Umeå, Sweden.
    Zetterholm, Elisabeth
    Linne Univ, Växjö, Sweden.
    Czigler, Peter
    Örebro University, School of Health and Medical Sciences.
    Green, James
    Univ Otago, Dunedin, New Zealand.
    Skagerstrand, Åsa
    Örebro University, School of Health and Medical Sciences.
    van Doorn, Jan
    Umeå Univ, Umeå, Sweden.
    Detection of imitated voices: who are reliable earwitnesses?2010In: The international journal of speech language and the law, ISSN 1748-8885, Vol. 17, no 1, p. 25-44Article in journal (Refereed)
    Abstract [en]

    Factors affecting an individual's ability to identify people aurally are of forensic importance. This paper investigates how topic, dialect, gender, age, and hearing status affect detection of an imitated voice. Two imitations of the same person, but on different topics, were used as familiarization voices. One topic was associated with this person, and the other was not. Using discrimination sensitivity (d-prime) it was found that topic had a significant impact on d', as did age (but only when the topic was not associated with the imitated person). Dialect, gender and hearing status were not significant. The older group of listeners was less convinced by the imitations and in particular the one not associated with the person being imitated. These results imply that the validity of earwitness evidence is negatively affected by age and topic.

  • 13.
    Ervo, Laura
    Örebro University, School of Law, Psychology and Social Work.
    Facing people through language use - linguistic tools to make proceedings fair2016In: International Journal of Legal Discourse, ISSN 2364-883X, Vol. 1, no 2, p. 277-293Article in journal (Refereed)
    Abstract [en]

    Court proceedings should be fair. Accordingly, the right to be heard has traditionally been considered one of the fundamental principles of court proceedings. Earlier, this right was mainly interpreted in a normative and rather passive sense. Recently, however, the interpretation of the right to be heard has developed towards the requirement of active and factual participation of court parties on equal terms with the other parties involved. The explanation for this should be sought in modern (procedural) law, which is more sociologically influenced than has previously been the case. Nowadays fairness is also about feelings. Welfare in courts means not only the rule of law and legal security in its traditional form, but also a good atmosphere and the presence of concrete means to give fair experiences to people who visit courts. This places communication and interaction between judges and parties in a central position as some of the most important instruments for achieving a fair hearing. With regard to the formulation of judgments and decisions, it is important that court lawyers put themselves in the parties’ situation and give careful deliberation to the purpose of their texts and how they will be perceived and understood by those concerned. The media, too, has a key role to play as a communicating link between the courts and citizens. For the media to be able to give an all-round and balanced picture of the courts, decision-making processes in courts must, as far as possible, be observable, or, in other words, transparent. Therefore, courts are in the process of throwing open their doors and judges no longer tend to hide behind their law-books. Post-modern legal decision-making is “doing justice together” rather than isolated use of power. Courts need to face people. And to do that, they need to master the most crucial instrument of all, namely appropriate language use. The present article discusses how to realize/operationalize this “modern” form of fairness in courts and how to maintain it with reference to legal theory and practical needs.

  • 14.
    Ervo, Laura
    Örebro University, School of Law, Psychology and Social Work.
    Multiculturalism in the fact gathering2013In: Proceedings of The Third International Conference on Law, Translation and Culture. May 31 - June 2, 2013, Hangzhou, China. / [ed] Cheng, L.; Hale, L.; He, Q; Sun, L., Marietta: The American Scholars Press , 2013, p. XXV-XXXChapter in book (Refereed)
    Abstract [en]

    In the frame of the free reception and evaluation of evidence where the court decides what has been proofed in the case, misunderstandings during the fact gathering can lead to a wrong decision. From this perspective multicultural situations are extremely challenging. Therefore, cultural and multicultural differences should be taken into consideration much more. They should be a part in the legal education and there should be more discussion on the topic. In addition, court proceedings should be organized in such a way:where different cultural needs are taken into consideration. Judges should also be more aware of the legal ethnology.

  • 15. Firth, Mark
    et al.
    Broadbridge, James
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Pragmatic development and study abroad: Building and maintaining competence2017In: TESOL Voices: Insider accounts of classroom life: Higher education / [ed] Tim Stewart, Alexandria, Virginia: TESOL Press , 2017, p. 81-90Chapter in book (Refereed)
  • 16.
    Frumuselu, Mihai Daniel
    Örebro University, School of Humanities, Education and Social Sciences.
    On Linguistic and Discursive Constructions of Concession and Adversativity: Towards a Multilevel Analysis of English in the UK Parliament2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study analyses concessive and adversarial language in UK parliamentary debates and thereby enriches the theoretical and analytical body of knowledge on the language of concession and adversativity in contemporary English. It contributes to existent scholarship on both grammatical constructions of concession/adversativity and on the dynamics of contemporary British parliamentary and political discourse. The study proposes an integrated, multilevel theoretical and analytical model that covers both the micro- and macro-linguistic analysis of concession and adversativity. It fills a significant gap in the existent body of scholarship by arguing that concession and adversativity need to be considered as multilevel phenomena that are linguistic (esp. grammatical) as well as discursive (incl. argumentative/rhetorical) in nature. In its multilevel approach, the study deploys corpus-linguistic methods and utilises tools specially created for the purpose of analysis as well as established instruments and techniques of corpus analysis. All of these are applied to a custom-made corpus of selected UK parliamentary debates covering a variety of debate genres that nest various constructions and dynamics of concession and adversativity. The study concludes that concession is essentially a ‘weak’ yet an indispensable form of adversativity that allows the studied parliamentary language to escape rigidity of expressing either total ‘yes’ or total ‘no’. The often interrelated use of concession and adversativity hence allows political speakers to draw on a continuum of linguistic and discursive resources available in English and indispensable to navigate through complex genre of parliamentary debates. It also enables the specific themes and arguments deployed by speakers in their discourse to be expressed and constructed while relying on linguistic constructions of concession and adversativity that help avoiding the use of language of total opposition or open disagreement.

  • 17.
    Frumuselu, Mihai Daniel
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ilie, Cornelia
    Malmo Univ, Malmo, Sweden.
    Pseudo-parliamentary discourse in a Communist dictatorship: Dissenter Parvulescu vs. dictator Ceausescu (vol 42, pg 924, 2010)2010In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 42, no 8, p. 2347-2347Article in journal (Refereed)
  • 18.
    Frumuselu, Mihai Daniel
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ilie, Cornelia
    Malmo Univ, Malmo, Sweden.
    Strategic uses of parliamentary forms of address: The case of the U.K. Parliament and the Swedish Riksdag (vol 42, pg 885, 2010)2010In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 42, no 8, p. 2347-2347Article in journal (Refereed)
  • 19. Garzone, Giuliana
    et al.
    Ilie, CorneliaÖrebro University, Department of Humanities.
    The use of English in institutional and business settings: an intercultural perspective2007Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    This book explores the intercultural problems related to the widespread use of English in written and oral communication by native and non-native speakers in institutional and business settings. Each chapter looks at a different set of issues emerging from the confrontation of cultures across national, institutional and organizational discourse communities, taking an intercultural or cross-cultural approach. The focus is on workplace settings, both in institutional and business contexts (e.g. politics, public services, media, international corporate communication, advertising, business negotiations, etc.). The theme is all the more interesting today not only in consideration of the sheer magnitude of this phenomenon and its capillary spread, but above all on account of the pervasive penetration of English into professional and workplace contexts as a communication language also for local/internal communication. The complexity of intercultural communication as an object of research is reflected in the variety of the topics explored, the range of settings investigated, and the diversity of methodological approaches taken.

  • 20.
    Hansson, Kristina
    et al.
    Department of Logopedics, Phoniatrics and Audiology, Clinical Sciences, Lund University, Lund, Sweden.
    Sahlén, Birgitta
    Department of Logopedics, Phoniatrics and Audiology, Clinical Sciences, Lund University, Lund, Sweden.
    Mäki-Torkko, Elina
    Örebro University, School of Medical Sciences. Department of Otorhinolaryngology, Section of Audiology, Linköping University Hospital, Linköping, Sweden.
    Can a 'single hit' cause limitations in language development?: A comparative study of Swedish children with hearing impairment and children with specific language impairment2007In: International journal of language and communication disorders, ISSN 1368-2822, E-ISSN 1460-6984, Vol. 42, no 3, p. 307-323Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Studies of language in children with mild-to-moderate hearing impairment (HI) indicate that they often have problems in phonological short-term memory (PSTM) and that they have linguistic weaknesses both in vocabulary and morphosyntax similar to children with specific language impairment (SLI). However, children with HI may be more likely than children with SLI to acquire typical language skills as they get older. It has been suggested that the more persisting problems in children with SLI are due to a combination of factors: perceptual, cognitive and/or linguistic.

    AIMS: The main aim of this study was to explore language skills in children with HI in comparison with children with SLI, and how children with both HI and language impairment differ from those with non-impaired spoken language skills.

    METHODS & PROCEDURES: PSTM, output phonology, lexical ability, receptive grammar and verb morphology were assessed in a group of children with mild-to-moderate HI (n = 11) and a group of children with SLI (n = 12) aged 5 years 6 months to 9 years 0 months.

    OUTCOMES & RESULTS: The HI group tended to score higher than the SLI group on the language measures, although few of the differences were significant. The children with HI had their most obvious weaknesses in PSTM, vocabulary, receptive grammar and inflection of novel verbs. The subgroup of children with HI (five out of 10) who also showed evidence of grammatical output problems was significantly younger than the remaining children with HI. Correlation analysis showed that the language variables were not associated with age, whereas hearing level was associated with PSTM.

    CONCLUSIONS: Children with HI are at risk for at least a delay in lexical ability, receptive grammar and grammatical production. The problems seen in the HI group might be explained by their low-level perceptual deficit and weak PSTM. For the SLI group the impairment is more severe. From a clinical perspective an important conclusion is that the language development in children with even mild-to-moderate HI deserves attention and support.

  • 21. Heinemann, Trine
    et al.
    Lindström, Anna
    Örebro University, School of Humanities, Education and Social Sciences.
    Steensig, Jakob
    Addressing epistemic incongruency in question: answer sequences through the 
use of epistemic adverbs2011In: Studies in Interactional Sociolinguistics (No. 29) / [ed] Tanya Stivers, Lorenza Mondada, Jakob Steensig, Cambridge University Press, 2011, p. 107-130Chapter in book (Other academic)
    Abstract [en]

    Introduction

    Scholars working within quite divergent research traditions have argued that conversation requires speakers and recipients to assume that some things are held in common. These assumptions can range from the idea of a shared language and culture to details derived from joint experiences including prior conversation (Clark 1996; Grice 1975; Stalnaker 1978). In the conversation-analytic and ethnomethodological traditions, common ground, or intersubjectivity, figured as a central feature of interaction from early on. As demonstrated, for instance, by Garfinkel's ethnomethodological breaching experiments (Garfinkel 1967), failure to apply background knowledge when interacting with others has moral consequences. Reflecting on these experiments, Heritage concluded that “there is no quicker way, it appears, of provoking moral outrage than by not using background knowledge to make sense of other people's actions” (Heritage 1984b: 182).

    The centrality of background knowledge to talk-in-interaction is evident in that languages provide resources dedicated to pointing out that information is shared. This chapter focuses on one such resource, namely the adverbs jo (Danish) and ju (Swedish). We begin with the observation that jo/ju, when used in an answer slot, claims that the questioner failed to take into account shared knowledge, which should have informed the design of the question. The inclusion of jo/ju in a slot where an answer is due thus embodies a claim of “epistemic incongruence,” in that the basic epistemic configuration of a question (Hayano this volume) – that the answerer knows something the questioner does not know – is challenged.

  • 22.
    Husu, Liisa
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Tainio, Liisa
    University of Helsinki.
    Tiedenaiset suomalaisten sanoma: ja aikakauslehtien haastatteluissa (Women scientists in interviews in Finnish print media)2004In: Tiedotustutkimus, ISSN 0357-8070, ISSN ISSN 0357-8070, Vol. 27, no 4-5, p. 56-76Article in journal (Refereed)
  • 23.
    Isakovic, Diana
    et al.
    Örebro University, Department of Education.
    Ahlqvist, Sofia
    Örebro University, Department of Education.
    Joneklav, Emma
    Örebro University, Department of Education.
    "Språket nyckeln till framgång"? : - en diskursanalys av vetenskapliga texter.2006Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna komparativa teoristudie har som syfte att belysa vetenskapligt grundade texters för- och motargument för en språksocialisation i svenska hos flerspråkiga elever i skolor som grundas på en uttalad monokultur.

  • 24.
    Karlsson, Anna
    et al.
    Örebro University, Department of Education.
    Hiltunen, Ulrika
    Örebro University, Department of Education.
    Barns språkutveckling: – en studie av hur fyra pedagoger uppfattar sitt eget arbete med barns språkutveckling2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna studie är att undersöka hur fyra pedagoger uppfattar sitt eget arbete med barns språkutveckling. Undersökningen innehåller en bakgrund kring tidigare forskning om barns språkutveckling. Vår undersökning baseras på fyra intervjuer med pedagoger som arbe-tar på förskolan. Vi har i intervjuerna utgått ifrån våra frågeställningar som handlar om hur pedagogerna uppfattar begreppen språk och språkutveckling, men också hur de uppfattar sitt eget arbete med att främja barns språkutveckling på förskolan.

    I vår resultatdiskussion har vi diskuterat kring likheter och olikheter mellan pedagogernas arbetssätt och syn på språkutveckling. I slutdiskussionen har vi sedan relaterat vårt resultat till tidigare forskning.

    Vi kan efter intervjuerna se att alla pedagoger anser att det är viktigt att främja barnens språk-utveckling på förskolan. Språkfrämjande arbete sker dock på olika sätt och slutsatsen i vårt examensarbete är att de fyra pedagogerna kan delas in i två olika sätt att arbeta. Det första arbetssättet är att barns språkutveckling integreras i varje aktivitet under dagen, medan det andra är att arbeta med språk vid valda tillfällen. Vi menar att pedagogerna har olika synsätt på språk och språkutveckling, men att synsätten ofta handlar om en sorts stadieteori och/eller att sociala faktorer påverkar barnens språkutveckling. Vår tolkning blir i och med detta att pedagogerna inte utgår ifrån ett synsätt, utan från en kombination av flera olika synsätt i deras arbete med barns språkutveckling.

  • 25.
    Karpov, Mattias
    Örebro University, School of Humanities, Education and Social Sciences.
    Två sidor av myntet: En argumentationsanalys av NIST:s kontra David Ray Griffins syn på kollapsen av World Trade Center 72012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats behandlar kollapsen av World Trade Center 7 i New York 11 september 2001 samt den diskussion som uppstått kring orsakerna till byggnadens kollaps. Med grund i retorikens argumentationsanalys jämförs två olika material som har helt olika syn på orsakerna till kollapsen. I uppsatsen jämförs den officiella rapporten om WTC 7 och dess kollaps, utgiven av National Institute of Standards and Technology, med David Ray Griffins bok som lyfter fram kritik mot den officiella rapporten.  Syftet med uppsatsen är att se hur parterna argumenterar retoriskt samt om det finns exempel på bristande argumentation.

     

    Nyckelord; Argumentationsanalys, Retorikanalys, David Ray Griffin, NIST, World Trade Center 7, 11 september, Sanningsrörelsen, Konspirationsteorier

  • 26.
    Kormi-Nouri, Reza
    et al.
    Örebro University, School of Law, Psychology and Social Work. Department of Psychology, University of Tehran, Tehran, Iran.
    Moradi, Ali-Reza
    Department of Psychology, Tehran Teacher Training University, Tehran, Iran.
    Moradi, Shahram
    Örebro University, School of Law, Psychology and Social Work.
    Akbari-Zardkhaneh, Saeed
    Allameh Tabatabaei University, Tehran, Iran.
    Zahedian, Haedeh
    Azad University, Tehran, Iran.
    The effect of bilingualism on letter and category fluency tasks in primary school children: advantage or disadvantage?2012In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 15, no 2, p. 351-364Article in journal (Refereed)
    Abstract [en]

    The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.

  • 27.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Discourse and communication in the European Union: a multi-focus perspective of critical discourse studies2014In: Contemporary critical discourse studies / [ed] Christopher Hart & Piotr Cap, London: Bloomsbury Academic, 2014, p. 407-431Chapter in book (Refereed)
  • 28.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Ethnography and critical discourse analysis2011Collection (editor) (Refereed)
  • 29.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences. School of English, Adam Mickiewicz University, Poznan, Poland.
    Ethnography and critical discourse analysis: towards a problem-oriented research dialogue2011In: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912, Vol. 8, no 4, p. 231-238Article in journal (Refereed)
  • 30.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Ethnography and Critical Discourse Studies2018In: The Routledge handbook of critical discourse studies / [ed] John Flowerdew and John E. Richardson, London: Routledge, 2018, p. 179-195Chapter in book (Refereed)
  • 31.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    International leadership re-/constructed?: Ambivalence and heterogeneity of identity discourses in European Union’s policy on climate change2015In: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 14, no 1, p. 110-133Article in journal (Refereed)
    Abstract [en]

    This article analyses European Union policy discourses on climate change from the point of view of constructions of identity. Articulated in a variety of policy-related genres, the EU rhetoric on climate change is approached as example of the Union’s international discourse, which, contrary to other areas of EU policy-making, relies strongly on discursive frameworks of international and global politics of climate change. As the article shows, the EU’s peculiar international – or even global – leadership in tackling the climate change is constructed in an ambivalent and highly heterogeneous discourse that runs along several vectors. While it on the one hand follows the more recent, inward-looking constructions of Europe known from the EU policy and political discourses of the 1990s and 2000s, it also revives some of the older discursive logics of international competition known from the earlier stages of the European integration. In the analysis, the article draws on the methodological apparatus of the Discourse-Historical Approach (DHA) in Critical Discourse Studies. Furthering the DHA studies of EU policy and political discourses, the article emphasises the viability of the discourse-historical methodology applied in the combined analysis of EU identity and policy discourses.

  • 32.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    (Mis-) communicating Europe?: on deficiencies and challenges in political and institutional communication in the European Union2012In: Intercultural Miscommunication Past and Present / [ed] Barbara Kryk-Kastovsky, Frankfurt am Main: Peter Lang Publishing Group, 2012, p. 185-213Chapter in book (Refereed)
  • 33.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Multilingual Communication in Europe's Supranational Spaces: Developments and Challenges in European Union Institutions2014In: Multilingual Encounters in Europe's Institutional Spaces / [ed] Johann W. Unger, Michal Krzyzanowski, Ruth Wodak, London: Bloomsbury Academic, 2014, 1, p. 105-123Chapter in book (Refereed)
  • 34.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Policy, policy communication and discursive shifts: analysing EU policy discourses on climate change2013In: Analyzing genres in political communication: theory and practice / [ed] Piotr Cap, Urszula Okulska, Amsterdam: John Benjamins Publishing Company, 2013, 1, p. 101-133Chapter in book (Refereed)
  • 35.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences. School of English, Adam Mickiewicz University, Poznan, Poland.
    Political communication, institutional cultures and linearities of organisational practice: a discourse-ethnographic approach to institutional change in the European Union2011In: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912, Vol. 8, no 4, p. 281-296Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present an approach to analysing organisational practices and identities in complex institutional spaces of the European Union (EU). On the example of the 2002-2003 European Convention, the article targets new types of institutional organisms enacted in the EU in recent years. It does so in order to analyse to what extent such new, short-lived institutional bodies have the ability to develop their own, distinct institutional practices and inasmuch their everyday doings are in fact based on patterns adopted from other, more permanent institutional milieus (in the case of the EU - the European Commission, the European Council or the European Parliament). While analysing Convention's institutional reality by means of extensive fieldwork and ethnography, the article looks at the discursive construction of institutional cultures and identities by means of institutional practices as well as through discourses of officials involved in the work of the European institutions. © 2011 Copyright Taylor and Francis Group, LLC.

  • 36.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Posttotalitarian Discourses in Central and Eastern Europe2015In: The International Encyclopedia of Language and Social Interaction / [ed] Karen Tracy, Cornelia Ilie and Todd Sandel, Hoboken, NJ: John Wiley & Sons, 2015, 1, p. 1195-1203Chapter in book (Refereed)
  • 37.
    Krzyzanowski, Michal
    Örebro University, School of Humanities, Education and Social Sciences.
    Values, imaginaries and templates of journalistic practice: a critical discourse analysis2014In: Social Semiotics, ISSN 1035-0330, E-ISSN 1470-1219, Vol. 24, no 3, p. 345-365Article in journal (Refereed)
    Abstract [en]

    This article shows that templates are not only crucial for the ways in which journalists construct or structure the media discourse but also for how they perceive themselves and others in the process of journalistic practice. A Critical Discourse Analysis of interviews with Polish journalists on their practices related to reporting migration - a topic largely discarded and ignored by the Polish media - shows that the construction of practice in the journalistic field constantly negotiates the contradiction between "knowing-it-all", a key element of the template of journalistic habitus/identity, and the frequent lack of experience or limited knowledge of practice and of journalistic work. The analysis reveals that, while often using a discursive strategy of pre-legitimation, journalists enact templates that blur the boundaries between discourses about experiences of journalistic work and imaginaries or scenarios of actions they would only potentially undertake. Journalistic discourses of practice thereby become increasingly displaced, that is, they run along similar templates of discourse of/about quasi-universalised ethics and values of journalism almost irrespective of media organisations of the informants. By the same token, it is emphasised that, rather than being limited by the ideologies and powers of media organisations, agency seems to be often self-constrained by journalists in their self-entrapment in values, templates and imaginaries of journalism.

  • 38.
    Krzyzanowski, Michal
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Department of Communication and Media, University of Liverpool, Liverpool, United Kingdom.
    Ledin, Per
    Dept. of Culture and Learning, Södertörn University, Huddinge, Sweden.
    Uncivility on the web: Populism in/and the borderline discourses of exclusion2017In: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 16, no 4, p. 566-581Article in journal (Refereed)
    Abstract [en]

    This paper explores the connection between the rise of new types of online uncivil discourses and the recent success of populism. While discussions on the upsurge of populism have centred on institutionalised politics and politicians, only limited attention has been paid to how the success of the former and the latter was propelled by developments outside of the political realm narrowly conceived. Our interest is therefore in the rise of uncivil society, especially on the web, and in its 'borderline discourse' at the verge of civil and uncivil ideas, ideologies and norms. Those discourses - showcased here on the example of the language on immigration/refugees in Austria and Sweden - have been using civil-to- uncivil shifts in the discursive representations of society and politics. They have progressively 'normalised' the anti- pluralist views across many European public spheres on a par with nativist and exclusionary views now widely propagated by right-wing populist politics in Europe and beyond.

  • 39.
    Krzyzanowski, Michal
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Machin, David
    Örebro University, School of Humanities, Education and Social Sciences.
    Critical approaches: Media analysis in/and critical discourse studies2018In: The Routledge handbook of language and media / [ed] Colleen Cotter, Daniel Perrin, New York: Routledge, 2018, p. 62-76Chapter in book (Refereed)
  • 40.
    Krzyzanowski, Michal
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wodak, Ruth
    Lancaster University, Lancaster, UK.
    Dynamics of Multilingualism in Post-Enlargement EU Institutions: Perceptions, Conceptions and Practices2013In: Exploring the Dynamics of Multilingualism / [ed] Anne-Claude Berthoud, François Grin, Georges Lüdi, Amsterdam: John Benjamins Publishing Company, 2013, p. 205-225Chapter in book (Refereed)
  • 41.
    Krzyzanowski, Michal
    et al.
    Department of Linguistics and English Language, County College South, Lancaster University, Lancaster, United Kingdom.
    Wodak, Ruth
    Department of Linguistics and English Language, County College South, Lancaster University, Lancaster, United Kingdom.
    Political strategies and language policies: the European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy2011In: Language Policy, ISSN 1571-5361, Vol. 10, no 2, p. 115-136Article in journal (Refereed)
    Abstract [en]

    This paper explores the interplay between the politics and policies of multilingualism by looking at the role of political macro-strategies in shaping language and multilingualism policies within the European Union. The paper focuses on the relationship between the European Union's 2000-2010 Lisbon Strategy on the European Knowledge-Based Economy and the content and scope of EU language and multilingualism policies of the same period. We argue that the economic orientation of the EU language and multilingualism policies of the last decade was mainly determined by the fact that these were subsumed into the overall strategic aims and policy-priorities of Lisbon. Thus, the impact and recontextualisation of typical arguments (e.g.on the skills or competitiveness in/of the EU economy) also dominated EU language policies on multilingualism. Simultaneously, other salient EU-political discourses of the early 2000s (e.g.about the deficiencies of EU democracy, about 'European values', or about European social cohesion) were often silenced, or toned down, in EU language and multilingualism policy. © 2011 Springer Science+Business Media B.V.

  • 42.
    Ledin, Johanna
    Örebro University, School of Humanities, Education and Social Sciences.
    Adressivitet i text: Språkliga resurser för riktning, respons och relation2011In: Svenskans beskrivning 31: Förhandlingar vid Trettioförsta sammankomsten för svenskans beskrivning, Umeå den 20–21 maj 2010 / [ed] Ann-Catrine Edlund & Ingmarie Mellenius, Umeå: Umeå universitet, Institutionen för språkstudier , 2011, , p. 370p. 193-204Chapter in book (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.

  • 43.
    Ledin, Per
    Örebro University, School of Humanities, Education and Social Sciences.
    Listans och tabellens semiotik2015In: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 7, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    This article has a theoretical aim and explores the semiotics of lists and tables. It takes a his­torical perspective and looks at both the invention of writing (phylogeny) and the writing deve­lopment of the child (ontogeny) in order to uncover how meaning-making evolves through the use of semiotic and material resources. Lists on clay followed the invention of writing and were used for bureaucratic purposes, to plan and take control over e.g. food, persons and words, which we recognize in today’s grocery lists, participant lists and word lists. When literacy grows and elaborated classification systems are codified, the table becomes an impor­tant semiotic tool that enables detailed and systematic comparisons by its use of materiality, where columns and rows intersect and linguistic and numerical signs can be combined. At the end of the article, I synthesize my observations in a model that shows what kind of meaning-making lists and tables are apt for.

  • 44.
    Ledin, Per
    et al.
    Department Culture and Education, Södertörn University, Huddinge, Sweden.
    Machin, David
    Örebro University, School of Humanities, Education and Social Sciences.
    Doing critical discourse studies with multimodality: from metafunctions to materiality2018In: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912Article in journal (Refereed)
    Abstract [en]

    In Critical Discourse Studies (CDS) and in other linguistics oriented scholarly journals we now see more research which draws upon multimodality as part of carrying out analyses of how texts make meaning, in order to draw out the ideologies which they carry. However, much of multimodality is itself based closely on one theory of language called Systemic Functional Linguistics (SFL). And despite calls from some scholars there has been no real interrogation of the concepts and models drawn from this theory as regards how suitable they are both for analyzing different forms of communication and for answering concrete research questions of the nature asked in CDS. In this paper we assess the core principles, taken from SFL into multimodality. Using examples we consider which are more or less suitable for the kinds of work we do in CDS. We make a case that SFL has a narrow notion of ‘texts’ and a weak notion of context. We show how we can address such problems to deal with what we call the ‘materiality’ of multimodal communication.

  • 45.
    Ledin, Per
    et al.
    Stockholm University, Stockholm, Sweden.
    Machin, David
    Örebro University, School of Humanities, Education and Social Sciences.
    Forty years of IKEA kitchens and the rise of a neoliberal control of domestic space2018In: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214Article in journal (Refereed)
    Abstract [en]

    This article uses a social semiotic approach to look at the representations and designs of kitchens in the IKEA catalogue from 1975 until 2016. The authors find a shift from function to lifestyle of the order observed by scholars of advertising. But using Fairclough’s concepts of ‘technologization’ in Discourse and Social Change (1992) and Van Leeuwen’s New Writing (2006) concept, they are able to dig deeper to show that there are four stages of kitchen that become, they argue, more and more codified, with increasing prescription over the meaning of space and also regarding what takes place there. Such coding aligns with the ideas, values and identities of neoliberalism: ‘flexible’, ‘dynamic’, ‘creative’, ‘solutions’ and ‘self-management’. The authors show how the features of New Writing allow a suppression of actual causalities and context, and permit symbolic and indexical meanings to take over. Domestic life itself becomes technologized, coded and stripped down to a number of symbols and indexical meanings which assemble easily into the requirements of the neoliberal order.

  • 46.
    Ledin, Per
    et al.
    Department of Culture and Education, Södertörn University, Huddinge, Sweden.
    Machin, David
    Örebro University, School of Humanities, Education and Social Sciences.
    Multi-modal Critical Discourse Analysis2018In: The Routledge handbook of critical discourse studies / [ed] J. Flowerdew & J.E. Richardson, London: Routledge, 2018Chapter in book (Refereed)
  • 47.
    Milles, Karin
    et al.
    Department of Culture and Learning, Södertörn University, Huddinge, Sweden.
    Holmdahl, Jessica
    Department of Culture and Learning, Södertörn University, Huddinge, Sweden.
    Melander, Ida
    Örebro University, School of Humanities, Education and Social Sciences.
    Fugl-Meyer, Kerstin
    Karolinska Institutet, Stockholm, Sweden.
    'Something that stretches during sex': replacing the word hymen with vaginal corona to challenge patriarchal views on virginity2018In: Gender and Language, ISSN 1747-6321, E-ISSN 1747-633X, Vol. 12, no 3, p. 294-317Article in journal (Refereed)
    Abstract [en]

    Although there is no scientific proof of a breakable membrane in the vagina, virginity controls are causing great suffering to women worldwide, and hymen (re) constructions are carried out in many countries. The hymen is called modomshinna 'virginity membrane' in Swedish, which can reinforce the idea of a breakable membrane. In their work against female sexual oppression the Swedish Association for Sexuality Education launched a new term, vaginal corona. The aim of our study is to evaluate this initiative. By conducting a survey directed at youths and health professionals at youth clinics in Stockholm, we were able to show that knowledge of the new word had spread and that changes in the oppressive cultural beliefs connected to virginity and female sexuality in part can be connected to the word. The study thus supports the claim that initiatives aimed at changing vocabulary can be effective in changing cultural concepts. Feminist language activism initiatives are thus usable as part of feminist political work to promote women's sexual rights and gender equality.

  • 48. Mähler, Roger
    et al.
    Steinvall, Anders
    Svensson, Jon
    Lindvall-Östling, Mattias
    Örebro University, School of Humanities, Education and Social Sciences.
    Deutschmann, Mats
    Örebro University, School of Humanities, Education and Social Sciences.
    “See me! Not my gender, race, or social class”: Combating Stereotyping and prejudice mixing digitally manipulated experience with classroom debriefing2018In: DHN Helsinki 2018: Book of Abstracts / [ed] Eetu Mäkelä, Mikko Tolonen, Jouni Tuominen, 2018Conference paper (Refereed)
  • 49.
    Nilsson, Gunvor
    Örebro University, School of Humanities, Education and Social Sciences.
    Hävlig, ett dialektalt ord med flera betydelser2015In: VAKKI Publications Nr 4: Rajojen dynamiikkaa, Gränsernas dynamik, Borders under Negotiation, Grenzen und ihre Dynamik. / [ed] Daniel RELLSTAB & Nestori SIPONKOSKI, Vasa: Vasa universitet , 2015, Vol. Nr 4, p. 147-156Conference paper (Refereed)
    Abstract [en]

    In this article, I present a study of the adjective hävlig in the Swedish language, how this word has been described in dialect lexicons and in historical dictionaries, the etymology, the meanings and the uses of the word. The meanings of hävlig can be divided into three main groups: 1. able, clever (about person and animal); 2. proud, self-important (about person and animal); and 3. a) good, fine (about thing). b) not good enough. The uses of hävlig in negative sentences receive special attention, especially those used to indicate that something, in fact, is not as good as it ought to be,”not hävlig”. From a semantic point of view, I discuss how hävlig has been used for describing various qualities and conditions, good as well as bad ones, in Swedish dialects, and how it still appears in the language today.

  • 50.
    Norberg, Maria
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Brunnberg, Elinor
    Örebro University, School of Law, Psychology and Social Work.
    Därför går jag inte till skolan: Tre elever på Riksgymnasiet för döva och hörselskadade berättar om skolk2008Report (Other academic)
    Abstract [sv]

    Med detta arbete är syftet att ge en kvalitativ förståelse för hur livssituationen kan vara hos elever som skolkar på Riksgymnasiet för döva och hörselskadade. Arbetet är en tilläggsstudie till rapporten Vi är en grupp fast två ändå. Om döva och hörselskadade elevers erfarenheter från Riksgymnasiet (Norberg, Yström & Brunnberg, 2008). När skolk tas upp i den ovan nämnda rapporten berättar elever att de oftast arbetar i små grupper och på så sätt är vana att få mycket stöd i skolarbetet. Det kan i sin tur leda till en slapp inställning till skolan. Utöver det berättar elever också om hinder i kommunikationen mellan elever och lärare. Det kan i sin tur leda till att eleverna inte blir så motiverade för att engagera sig i skolarbetet. Det finns på RGD/RGH precis som på andra skolor elever som ofta skolkar. Skolk är ett utåtagerande beteende som antingen syftar till att synas eller till att inte synas. Personer som tidigt fått klara sig själva får sina behov tillfredsställda genom att själva ta ansvar för det här och nu, vilket kan vara svårt att göra i skolan på samma sätt som hemma. Metoden i den aktuella studien, som är en kompletterande studie, är djupintervjuer med tre elever på Riksgymnasiet för döva och hörselskadade som ofta skolkar. I resultatet ges en beskrivning av de tre intervjuade elevernas livssituation. Tiden före de började på gymnasiet har hos intervjupersonerna kantats av trassliga hemförhållanden med skilsmässor och alkoholiserade föräldrar. Den miljö som eleverna levt och lever i är komplicerad och en av eleverna berättar att denne har ett eget alkoholmissbruk idag. Vuxenkontakten, både i skolan och på boendet, är bristande och de jämnåriga får då en stor betydelse. Livet i Örebro beskrivs både som skrämmande och roligt, på grund av kompistrycket. Något som påverkar vuxenkontakterna är möjligheter eller snarare bristande möjligheter till kommunikation.Föräldrar och lärare med bristande teckenspråkskunskaper utgör en svag länk till vuxenvärlden.Således är det flera faktorer som tillsammans leder till elevernas utåtagerande beteende;skolkandet. Diskussionen manar till egen reflektion kring elevernas brist på behovstillfredsställelse, kring elevernas vuxenkontakter och kring elevernas livssituation förr och nu.

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