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  • 251.
    Roosling, Rani
    Örebro University, School of Humanities, Education and Social Sciences.
    Härmskrikan och kärleken: En litterär analys av Katniss känslomässiga utveckling i Suzanne Collins Fatta eld 2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 252.
    Rosenberg, Carin
    Örebro University, School of Humanities, Education and Social Sciences.
    Språket i matematiken2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 253.
    Rostamnajad, Nelly
    Örebro University, School of Humanities, Education and Social Sciences.
    Andraspråkselevers  språkutveckling: Andraspråkselevers  språkutveckling2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 254.
    Rostamnajad, Sheyda
    Örebro University, School of Humanities, Education and Social Sciences.
    Communicative Language Teaching: - i kursplan och forskning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 255.
    Runfors, Ola
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lundgren, Markus
    Örebro University, School of Humanities, Education and Social Sciences.
    Gott ethos med ond verksamhet?: Hur Swedish Match etablerar ethos genom dygder2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen behandlar Swedish Match, och undersöker om och i så fall hur företaget genom dygder etablerar ett gott ethos på sin hemsida, trots sin oetiska verksamhet. En topikanalys genomförs för att klargöra om, var och hur ethos etableras genom dygder. Resultatet visar att dygderna kommer till uttryck olika mycket under olika rubriker, vilket leder till en diskussion om företaget riktat sig till olika publiker under olika delar av hemsidan.

  • 256.
    Rylander, Robin
    Örebro University, Department of Humanities.
    Lånord eller loan words?: En undersökning av engelska lån i svensk dagspress2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 257.
    Rynningsjö, Anna
    Örebro University, School of Humanities, Education and Social Sciences.
    Vårt gemensamma ansvar: - en uppsats om språkutvecklande ämnesundervisning2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 258.
    Räihä, Helge
    Örebro University, Department of Humanities.
    Lärares dilemman2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The topic of the present dissertation is teachers’ everyday dilemmas and the use of language to deal with these dilemmas. The concept of dilemma is compared to the concept of risk and the concept of paradox. The theoretical background consists of sociological systems theory and linguistic pragmatic theory. The empirical data consist of observations of teachers in everyday situations. The theoretical and empirical approaches are used to illuminate each other. Teachers’ ways of dealing with dilemmas are described as use of linguistic resources. Results show that dilemmas are complex social phenomenon that include global system media, trust and language use. Teachers face dilemmas as unpredicted clashes of conflicting expectations. The conflicting expectations come into view as global system media and local trust. The resources required in the constructing of trust and rationality shows how teachers are dealing with dilemmas. Teachers’ ways of dealing with dilemmas come into view as use of linguistic resources for logic and modality.

  • 259.
    Sagerdal, Sofia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Harrysdotter, Maja
    Örebro University, School of Humanities, Education and Social Sciences.
    Här var det "lajvat": En samtalsanalytisk studie i hur liveness frammanas i live two-way affiliated interviews i SVT:s nyhetsrapportering2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats studerar liveness i nyhetsintervjuer mellan nyhetsankare och korrespondenter i direktsändning i SVT:s kvällssändningar av Aktuellt och Rapport. I uppsatsen studeras främst hur liveness frammanas i dessa intervjuer och om frammaningen påverkas av vilket kön och/eller intervjuroll intervjudeltagarna har. Uppsatsen använder sig av samtalsanalys som metod och utgår ifrån ett antal centrala begrepp som angriper materialet på tre olika nivåer, strukturell-, handlingssekvens- och detaljnivå. Teorier som finns med som utgångspunkt berör institutionella kontra vardagliga samtal, live two-way affiliated interviews, liveness samt autentiska samtal. Även samtalsanalys som teori samt begrepp som hör dit är centrala. Resultat som kommer fram genom analysen är att liveness frammanas i intervjuerna. Det sker inte olika beroende på kön men beroende på roll. Frammaning sker främst på detaljnivå men förekommer på alla nivåer. 

  • 260.
    Samuelsson, Josefine
    Örebro University, School of Humanities, Education and Social Sciences.
    Fritidsengelskan och skolan: Extramural English and English in school2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 261.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Notetaking in English langauge teaching: Highlighting contrasts2018In: TESOL Journal, ISSN 0163-7479, E-ISSN 1949-3533Article in journal (Refereed)
  • 262.
    Siegel, Joseph
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Broadbridge, James
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Firth, Mark
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Saying it 'just right': Teaching for pragmatic success in ELT2019In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 1, p. 31-40Article in journal (Refereed)
    Abstract [en]

    This paper helps to address the need for improvement related to the teaching of pragmatic abilities in the ELT classroom. Some of the issues surrounding direct pragmatic instruction are discussed with regard to teachers’ and learners’ roles and expectations. The paper is part of an ongoing research project that practically applies key components of Grice’s maxims and the use of speech acts for consciousness raising and instruction. The authors promote a pragmatic continuum that encourages learners to assess and reflect on their pragmatic abilities. Examples are given to demonstrate its utility for instructors at a variety of levels to enhance learners’ spoken pragmatic ability.

  • 263.
    Skogsberg, Jonna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Loneberg, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Integration: -av andraspråkstalare i svenska skolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 264.
    St John, Oliver
    Högskolan i Gävle, Gävle, Sweden.
    Communication and Language Pedagogy2001In: Lärarutbildningens ämnesdidaktik: artiklar om den egna undervisningen presenterade vid konferens 27-28 september 2000 vid Högskolan i Gävle / [ed] Bengt Schüllerqvist, Roy Nilsson, Gävle: Högskolan i Gävle , 2001, p. 115-147Chapter in book (Refereed)
  • 265.
    Sundberg, Sanna
    Örebro University, School of Humanities, Education and Social Sciences.
    Kan undervisning bidra till ökad lässtimulans hos elever?: - En presentation av relevanta arbetssätt och metoder2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 266.
    Svensson, Erica
    Örebro University, Department of Humanities.
    'Fryst kyckling lever': Om särskrivningar i svenska språket2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 267.
    Svensson, Erica
    Örebro University, Department of Humanities.
    Fryst kyckling lever: Om särskrivningar i svenska språket2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att kartlägga hur vanligt förekommande särskrivning är hos icke-professionella skribenter samt huruvida fenomenet ökat eller minskat under de senaste 16 åren. Ett ytterligare syfte är att beskriva karaktären hos de förekommande särskrivningarna och undersöka huruvida den förändrat sig under de senaste 16 åren.

    Som primärmaterial används en textkorpus från Internet, bestående av dels 92 bloggar, och dels 100 annonser från Blocket. Som jämförelsematerial används en undersökning av elevuppsatser skrivna 1989, utförd av Katharina Hallencreutz.

  • 268.
    Svensson, Erica
    Örebro University, Department of Humanities.
    Translating into the ing-form: A study of the progressive aspect in translation from Swedish into English2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Translation is a science, or perhaps it should be referred to as an art, which is as old as language itself. The translation of English literature is a world-wide phenomenon, while literature with Swedish as the source language and English as the target language is not that common. All languages have their set of idiomatic expressions, which can cause problems, and to translate for example the Swedish expression hålla tummarna (lit. ‘hold the thumbs’) into anything else than keep one’s fingers crossed would seem strange, and the sense of the expression would be completely lost in the translation.

    On the syntactic level, there are other problems to deal with for the translators. The more different the target language is from the source language, the more difficulties occur. In this study, the two actual languages, English and Swedish, belong to the same language family, the Germanic one, and they share the structure of SVO word order. Even so, there are other features to look into, and this study concentrates on a feature that is expressed differently in these two languages: the progressive aspect of the verb, also known as the progressive ing-form in English. As the Swedish language does not include a progressive aspect of the verb similar to the English form, although it has a present participle, a translation of the progressive aspect must be paraphrased or replaced by another form. This is well-known and not strange. This study investigates what features in the Swedish source text tend to render the progressive ing-form in the English target text. Translation effects, such as whether there are any differences in the use of the progressive ing-form in a translated text, compared to a text which is initially written by the actual translator are also investigated in this study.

    The aim of this essay is to study the progressive ing-form in an English target text translated from a Swedish source text, in order to describe what features in the source text cause the use of the progressive ing-forms in the target text. An additional aim is to study whether there are any differences, concerning the progressive ing-form, in a translated text compared to a text initially written by the same person. The hypotheses are that most progressive ing-forms in the target text originate from the simple present (or past) tense in the source text, and that the translation effects concerning the progressive ing-form are negligible, and that there is no noticeable difference in the two English texts concerning this phenomenon.

  • 269.
    Svensson, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Alexander, Sara och skriften: en skriftbruksetnografisk studie av barn i mellanåren2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on literacy in children aged 11-12. The overriding purpose is to describe the specific competencies that children employ in their daily use of writing. What do they do with writing and how do they do it?

    The theoretical framework is primarily the strand of literacy research that belongs to the field of New Literacy Studies, where literacy is understood as socially and contextually related. The study also draws on ethnomethodology in the sense that the object of study is the daily actions through which we construct our lives and negotiate identities. Two children, a boy and a girl, with different socio-economic backgrounds and family situations were observed at home, in school and during freetime activities for more than a year through an ethnographic research approach.

    The thesis identifies the different competencies that the children activate. In one case competencies involving oral skills are primarily used as resources in problem solving, while writing and reading are used to solve similar problems as a matter of course in the other case. The thesis also shows that a common use of writing is to regulate and organise everyday and special activities such as planning Christmas gifts and to write reminders that school tasks need to be completed andreported.

    In terms of materiality, writing is available in more or less conventionalised formats. Common formats for everyday written products are sheets of paper in different sizes (A4 to post-it notes), or digital screens (computer, TV, mobile phone). The school whiteboard has a special materiality and is the material source of a great many of the everydaywritten products.

  • 270.
    Säfve, Kata
    Örebro University, Department of Humanities.
    "Ett vidgat textbegrepp": - en kritisk diskursanalys av användningen av texter, medier och textbegrepp i gymnasieskolans svenskämne2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien är en kritisk diskursanalys av hur begreppet ’text’ framställs i styrdokumenten för gymnasieskolans svenskämne, i relation till hur ett antal språkbrukare; lärare och elever, definierar och förhåller sig till ett vidgat textbegrepp. Undersökningen som studien baseras på, består av tre kvalitativa lärarintervjuer och ett 50-tal elevenkäter, gjord i tre olika klasser på skilda skolor i Örebro län. Resultatet visar att synen på textbegreppet och användningen av olika texter och medier i undervisningen, varierar stort. Granskningen av styrdokumenten visar att framställningen av textbegreppet är otydlig och motsägelsefull, vilket kan vara en delförklaring till denna variation.

  • 271.
    Tallgren-Magnusson, Camilla
    Örebro University, Department of Humanities.
    Synen på skrivande i läroböcker: En analys av läromedel riktade till kurserna Svenska A & B på gymnasiet2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 272.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in advanced Swedish EFL learners' written English - preliminary results2005In: Working papers in linguistics / [ed] Fredrik Heinat, Eva Klingvall, Lund: The Department of English, Lund University , 2005, p. 115-144Chapter in book (Other academic)
    Abstract [en]

    The purpose of this study is to investigate how advanced Swedish EFL learners use connectives in argumentative essays in comparison to how American University students use them in their writing. The data were taken from the International Corpus of Learner English (ICLE): the Swedish sub-corpus and the control corpus of American university student essays. The aim is to examine the use of three types of connectives: (1) adverbial conjuncts (e.g. therefore, in particular); (2) certain style and content disjuncts (e.g. actually, indeed); and (3) some lexical disourse markers (e.g. result, compare). The function of these connectives was classified according to a model combining features form Quirk et al.'s (1985) and J.R. Martin's (1992) systems of classification. In this paper, the model of classification and the quantitative analysis of the data are presented together with the results from a holistic grading of a smaller sample of the data.

  • 273.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in Advanced Swedish Learners’ Written English1998Conference paper (Other academic)
  • 274.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in Advanced Swedish Learners’ Written English: A Corpus Study2000Conference paper (Other academic)
  • 275.
    Tapper, Marie
    et al.
    Lunds universitet, Lund, Sweden.
    Altenberg, Bengt
    Lunds universitet, Lund, Sweden.
    Cohesion and Word Order in English: Presentation of a Project1997Conference paper (Other academic)
  • 276.
    Thunarf, Sofia
    Örebro University, School of Humanities, Education and Social Sciences.
    Profilerad forskning eller härlig studiemiljö: En komparativ analys av sju svenska högskolors presentationstexter på webben2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 277.
    Torstensson, Agnes
    Örebro University, School of Humanities, Education and Social Sciences.
    Analys av två bilderböcker: - Att använda bilderböcker i skolans förebyggande arbete mot mobbning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 278.
    Torstensson, Charlotte
    Örebro University, School of Humanities, Education and Social Sciences.
    Det finns ett hål i verkligheten: - som Marie Hermanson fyller med fantasi, saga och myt2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 279.
    Trosic, Neven
    Örebro University, Department of Humanities.
    Självinitierade självreparationer: En studie om lämplighet och ordval inom ämnet2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 280.
    Tönnberg, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Analys av läromedel i svenska2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 281.
    Valdemarsson, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Yttre handling eller inre process?: Om en eventuell kursförändring i Tove Janssons författarskap 2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 282.
    Vigsö, Orla
    Örebro University, School of Humanities, Education and Social Sciences.
    Retorisk analys2010In: Metoder i kommunikationsvetenskap / [ed] Mats Ekström, Larsåke Larsson, Lund: Studentlitteratur AB, 2010, 2, p. 215-242Chapter in book (Other academic)
  • 283.
    Vigsö, Orla
    Örebro University, School of Humanities, Education and Social Sciences.
    Sproglig polyfoni. Tekster om Bachtin og ScaPoLine, red. av Rita Therkelsen, Nina Møller Andersen & Henning Nølke (2007)2008In: Språk & Stil, ISSN 1101-1165, no 18, p. 237-240Article, book review (Other academic)
  • 284.
    von Post, Christina
    et al.
    Dalarna University, Borlänge, Sweden.
    Wikström, Patrik
    Örebro University, Örebro, Sweden.
    Räihä, Helge
    Örebro University, School of Humanities, Education and Social Sciences.
    Liubiniene, Vilmante
    Kaunas University of Technology, Kaunas, Lithuania.
    Values and Attitudes of Nordic Language Teachers towards Second Language Education2017In: Sustainable multilingualism, ISSN 2335-2019, Vol. 10, p. 194-212Article in journal (Refereed)
    Abstract [en]

    Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.

  • 285.
    Vuorenpää, Sari
    Örebro University, School of Humanities, Education and Social Sciences.
    Litteracitet genom interaktion2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation Litteracitet genom interaktion [‘Literacy through Interaction’] spotlights how literacy interaction can work in the primary school’s multilinguistic environments. It investigates conversations that occur in and around teaching about writing. The study material was collected from three different schools from year zero to year three, and special focus is given to what I call literacy chains. These chains are connected by the fact that they all concern a writing assignment that every pupil must complete, which in my material involves the text types narrative, factual text and poem. During the teaching sequences that unfold, there is an interplay of literary events in connection with speech, writing and various artefacts. My main object of inquiry is the interaction that occurs in these literacy chains.

    The dissertation demonstrates that the teachers’ lessons with the class as a whole lead to fixed conversational patterns, with pupils asked questions that require specific responses. The conversations tend to form either a so-called IRE pattern, where the reader’s initiative for a question demands a given answer in response which is then evaluated by the teacher, or a list pattern, with the pupils filling in answers.

    In situations involving the whole class, persistent, determined pupils are needed to break into the teacher’s monologue. When persistence wins out, from the pupil’s perspective, pupils can contribute new aspects to these conversations. In small groups and in one-on-one conversations, there are more pupil initiatives, since conversational patterns are not as fixed or predetermined.

    One key finding is that multilinguistic resources are sometimes made use of even though the schoolwork is usually based on a single-language conversational norm. Yet it is clear that multilingualism is a useful resource regardless of the teacher’s language background. On several occasions, we encounter participants who together construct a multilinguistic environment where languages are interwoven.

    All three literacy chains provide pupils with clear templates for writing, which determine what the pupils are supposed to do. The writing template in the poem chain serves as support for their writing but is not a straitjacket. This can be compared to the template for the factual text, which includes a copy of the model text.

    The written language norm of writing properly is communicated in great detail by the teachers to the pupils. Writing properly is not just having good, legible handwriting, but in school the writing norms to be applied in writing assignments are made relevant.

    On a more general level, the study illustrates that material resources vary in the schools, from green chalkboards to classroom resources that include laptops. However, schoolwork is predicated on paper-based writing. There is built-in stress, since schoolwork is governed by time, with a schedule that determines learning activities down to the minute, with them ending at a precise time. There is a race against time.

  • 286.
    Wang, Airong
    et al.
    Department of Humanities, Mid Sweden University, Härnösand, Sweden.
    Deutschmann, Mats
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Steinvall, Anders
    Department of Language Studies, Umeå University, Umeå, Sweden.
    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.

  • 287.
    Wang, Airong
    et al.
    Department of Humanities, Mid Sweden University, Härnösand, Sweden.
    Steinvall, Anders
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Deutschmann, Mats
    Department of Language Studies, Umeå University, Umeå, Sweden.
    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.

  • 288.
    Wedberg, Jonas
    Örebro University, School of Humanities, Education and Social Sciences.
    Svordomar och fula ord: En språksociologisk studie om inställningen till svordomar och hur de används av vuxna och ungdomar2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 289.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Language attitudes and schooled education: the case of Karagwe2011In: North-south contributions to African languages / [ed] Christina Thornell, Karsten Legère, Köln: Rüdiger Köppe Verlag, 2011, p. 187-196Chapter in book (Other academic)
    Abstract [en]

    In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district inTanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education inTanzaniafavors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

  • 290.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Language Attitudes and Schooled education: The Case of Karagwe2009Manuscript (preprint) (Other academic)
    Abstract [en]

    In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education in Tanzania favors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

  • 291.
    Welander, Mia
    Örebro University, School of Humanities, Education and Social Sciences.
    Kodväxling med #swag: Ungdomars språkanpassningsförmåga mellan sociala medier och standardiserad svenska2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 292.
    Westberg, Annelie
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur lärare arbetar med elevers läsutveckling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 293.
    Westberg, Gustav
    Stockholm University, Stockholm, Sweden.
    Det legitima moderskapets genealogi: En transtextuell diskurshistorisk analys2017In: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 9, no 1, p. 1-60Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illustrate how a discourse of the mother as main parent is transformed into legitimacy between the 1870s and 2010s. By applying a social semiotic and multimodal analysis of legitimation (van Leeuwen, 2008) the article investigates how the questions “why should we be mothers?” and “why should we be mothers in particular ways?” are answered in a corpora consisting of Swedish non-literary and wide spread texts published in the 1870s, 1940s and 2010s. Inspired by Mackay (2015), the article furthermore investigates how the answers relate diachronically and within a transtextual continuum between legitimation and legitimacy. The main finding regards how the discourse of mother as primary care taker is intensely legitimized during the 1870s and negotiated as legit during the 1940s and 2010s. The discourse is primarily legitimized with reference to a Lutheran system of interpretation during the 1870s, yet this system is reproduced when the discourse is represented as legit during the 1940s and 2010s, but in less overt ways. Leaning on Reisigl & Wodak (2001, 2016), the article concludes by critiquing present discourses on motherhood for being non-rational and manipulative in a habermasian sense. The article ends with a reflection on critical discourse analysis as a means for prospective and emancipatory change.

  • 294.
    Westberg, Gustav
    Stockholm University, Stockholm, Sweden.
    Gudomlighet, patriotism och koloniala kunskapstraditioner: Legitimerat föräldraskap i Svenska Familj-Journalen 1870-18752013In: Svenskans beskrivning 32: Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning, Karlstad den 13-14 oktober 2011 / [ed] Björn Bihl, Peter Andersson, Lena Lötmarker, Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet , 2013, p. 346-355Conference paper (Refereed)
  • 295.
    Westberg, Gustav
    Södertörn University, Huddinge, Sweden.
    Gårdagens mamma lever i språket2018In: Språktidningen, ISSN 1654-5028, no 2, p. 16-21Article in journal (Other (popular science, discussion, etc.))
  • 296.
    Westberg, Gustav
    Stockholms universitet, Institutionen för svenska och flerspråkighet.
    Legitimerade föräldraskap 1870–2010: En diskurshistorisk undersökning2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to historize discourses of parenthood by analyzing how they are negotiated and legitimized in Swedish non-literary and wide spread texts published in the 1870s, 1940s and 2010s. The analyzed corpus consists of the following: family and women’s movement magazines from the 1870s; a public counseling brochure and weekly magazines from the 1940s; blog texts; online health counseling; parent magazines; and public welfare information from the 2010s. The study moreover aims to make an inventory of which visual and lexico-grammatical resources realize legitimating strategies in the texts.

    Theoretically, the thesis draws on constructivist and feminist discourse theories and social semiotics. There is an emphasis on subject positions and power relations. The thesis investigates which parental subject positions are legitimized in the corpus, what power relations they reproduce, and furthermore how different positions are transformed as discontinuities of each other and over time.

    The results are presented in four analytical chapters. In the first of these, findings derived from the legitimation analysis of the 1870s are presented. The following two chapters present the results derived from the analysis of the 1940s and 2010s. The fourth research chapter presents an inventory of semiotic resources with the potential to realize legitimating strategies.

    One crucial discourse-historical result regards how the position of the mother as primary caretaker predominates in the research data. However, the position is mainly legitimized during the 1870s and transformed into legitimacy during the 1940s and 2010s. The analysis furthermore captures how the same position is legitimized during the 1870s with reference to a discourse concerning a divine order of things. Although this divine discourse is muted during the 1940s and 2010s, it continues to imprint the representations. Moreover, the analysis captures how discourses of legitimate parenthood constitute discourses of manhood, Swedishness, expert knowledge, responsiveness to children, consumption and risk management throughout the investigated periods, yet in discontinuous ways.

    The overall conclusion drawn is that legitimized discourses from one historical setting can constitute silent foundations for representations in later historical contexts. By unraveling history from past to present, the thesis shows how it is possible to identify presupposed lineages of today’s ideas and discourses, and thereby to deconstruct hegemonic truths and the power relations they reproduce.

  • 297.
    Westberg, Gustav
    Stockholm University, Stockholm, Sweden.
    Vems svenska är normen?2017In: Klarspråk. Bulletin från Språkrådet, no 3, p. 3-3Article in journal (Other (popular science, discussion, etc.))
  • 298.
    Wiig Berglund, Linn
    Örebro University, School of Humanities, Education and Social Sciences.
    Vägen mellan original- och målspråk: En studie av översättarnas brottning med de språkliga nyanserna i tre svenska romaner2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on the English translation of three well-known and beloved classics, The Emigrants, The people of Hemsö and The best of Pippi Longstocking. It examines what happens to language in the transition between the original language and the target language. The selected novels all consist of significant characteristics, which in the study are mentioned as linguistic nuances, and the goal with the study was to evaluate if the translators have managed to preserve and transmit the nuances into the English version. To determine if the translations can be described as good several theoretical concepts derived from Antonie Berman and Lawrence Venuti have been used. These concepts portray the many risks that translation can result in, i.e the fluency being disrupted by the replacement of the terms used in the original text etc. The study, which were implemented by a hermeneutic method, proved that the path between the original and target languages resulted in several significant changes in the linguistic nuances which in one way or another affected the reader's experiences. Some changes that have been detected happens when the translator tried to adopt the language to the audience of the foreign language meaning they had to distance himself from the linguistic nuances that allude to the Swedish culture and authoring style. Furthermore, the study has also proven that certain sequences in the original text differs significantly in relation to the translation because of the translator's deliberate choice  to  make  changes  regarding  for  example in  the expression  and the story.

    This study has also had a didactic approach based on the policy documents of the Swedish in upper secondary school. Based on the policy documents, which among other things should give students the opportunity to experience different perspectives and variations of the language, the study has analyzed how the selected novels and the translations of the same can be used in teaching to highlight new perspectives of the language. The study has been able to distinguish several changes that have occurred in the transition between the original and the translation, which could be of importance during discussions on how original texts are expressed within a new language and a new context.

  • 299.
    Wiklund, Erika
    Örebro University, Department of Humanities.
    Du är inte ni med mig: En jämförande argumentationsanalys mellan debattinlägg av Jan Guillou och gymnasieungdomar2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 300.
    Willebrand, Sanna
    Örebro University, Department of Humanities.
    Om ungdomars samtalsstilar: En studie i pojkars och flickors sätt att förhålla sig till varandra i samtal2005Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
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