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Publications (5 of 5) Show all publications
Almér, E. (2017). Barns uppfattningar om språk: en studie av samtal om språk med barn på en finskspråkig förskoleavdelning i Sverige och en svenskspråkig daghemsavdelning i Finland. In: Nordand 13: Abstrakt. Paper presented at Nordand 13. Vasa 7-9 juni 2017 (pp. 9-9).
Open this publication in new window or tab >>Barns uppfattningar om språk: en studie av samtal om språk med barn på en finskspråkig förskoleavdelning i Sverige och en svenskspråkig daghemsavdelning i Finland
2017 (Swedish)In: Nordand 13: Abstrakt, 2017, p. 9-9Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Följande studie om barns uppfattningar om språk utgör en del av ett större forskningsprojekt (Child2ling 2013–2017) som studerar uppfattningar om tvåspråkighet kring barn. Projektet Child2ling är finansierat av Finlands akademi och har Jyväskylä universitet som huvudman. Följande studie syftar till att jämföra små barn i Finland och Sveriges (3–5 år) egna uppfattningar om språk. Forskningsfrågorna är sålunda:• Vilka uppfattningar om språk, språkbruk och flerspråkighet uttrycker tvåspråkiga barn (3–5 år) på en finskspråkig förskoleavdelning i Sverige sinsemellan och i interaktion med forskaren?• Vilka uppfattningar om språk, språkbruk och flerspråkighet uttrycker tvåspråkiga barn (3–5 år) på en svenskspråkig förskoleavdelning i Finland sinsemellan och i interaktion med forskaren?Studiens fältarbete skedde i två olika steg. Det första steget var etnografiskt och det andra steget bestod av olika "lek-metoder" som syftade till att stimulera samtalsämnet "språk" mellan mig och barnen. De etnografiska observationerna och fältanteckningarna analyserades med diskursanalytiskt anslag genom begreppen interaktiv agens (Nijnatten 2013) och historisk kropp (Scollon och Scollon 2004). Inspelningarna och transkriptionerna av samtalen har analyserats med samtalsanalytiska verktyg (Lindström 2014). Detaljanalyser av interaktionen möjliggjorde en högre grad av validering än vad som är möjligt via analys av observationer och fältanteckningar.Det preliminära resultatet visar ingen skillnad mellan barnens uppfattningar om språk mellan de olika länderna. De kontextuella aspekter som aktualiseras i samtal och utsagor är knutna till samtalet som sådant och till barnens närmiljö. Den främsta uppfattningen som barnen uttrycker är att språkkunskap är likställd med annan kunskap.

Keywords
tvåspråkighet, uppfattningar, barn
National Category
Specific Languages
Research subject
Child and Youth studies; HUMANITIES, Linguistics
Identifiers
urn:nbn:se:hv:diva-11250 (URN)
Conference
Nordand 13. Vasa 7-9 juni 2017
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2018-01-13Bibliographically approved
Almér, E. (2017). Children's beliefs about bilingualism and language use as expressed in child-adult conversations. Multilingua - Journal of Cross-cultural and Interlanguage Communication, 36(4), 401-424
Open this publication in new window or tab >>Children's beliefs about bilingualism and language use as expressed in child-adult conversations
2017 (English)In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 401-424Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe young children's beliefs about language and bilingualism as they are expressed in verbal utterances. The data is from Swedish-medium preschool units in three different sites in Finland. It was generated through ethnographic observations and recordings of the author's interactions with the children. The meaning constructions in the interactions were analyzed mainly by looking closely at the participants' turn taking and conversational roles. The results show that children's beliefs of bilingualism are that you should use one language when speaking to one person; that languages are learnt through using them; and that the advantage of knowing more than one language is being able to talk to (other) people. The results also show that this knowledge of languages is no different from other knowledge within their world. This will probably change over time as the children enter school, and it is something in which our presence as language researchers will have played a part.

Keywords
Bilingualism, conversations, agency, children, beliefs
National Category
Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11249 (URN)10.1515/multi-2016-0022 (DOI)
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2019-05-23Bibliographically approved
Risenfors, S. & Almér, E. (2017). Teacher Students' Voices On Why To Embark Teacher Training Program. In: : . Paper presented at ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017. Köpenhamn
Open this publication in new window or tab >>Teacher Students' Voices On Why To Embark Teacher Training Program
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Köpenhamn: , 2017
Keywords
Teacher education, teacher students
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11991 (URN)
Conference
ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2018-01-09Bibliographically approved
Risenfors, S. & Almér, E. (2016). Teacher students' voices on writing. In: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities. Paper presented at Nordic Youth Research Symposium 13, 15-17 June 2016. Trollhättan, Sweden. (pp. 56-56). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Teacher students' voices on writing
2016 (English)In: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities, Trollhättan: Högskolan Väst , 2016, p. 56-56Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Many students drop out from their education during the first year in higher education.One reason is the demand of academic writing. In order to meet those students in a constructive way, we need to know more about their relation to writing. The aim of the paper is to describe and analyze the students conceptions on their own writing within their first year as teacher students. The students participated by answering a questionnaire, and we present the students answers on questions concerning writing in general. Questions dealt with in the study are: do you write in your everyday life? why do you write? do you like to write? do you have role models? and in which way do you think your writing will be useful during your education? The 400 informants are students within the teacher training program. The questionnaires were filled out in connection to a lecture within one of the first couple of weeks of the programs during 2014 and 2015. All students participated, and we see it as a fruitful way of putting writing on the agenda. The students are given the chance to reflect on writing and they get a first glance of how to conduct research. The students conceptions were primarily that their writing had either a therapeutic or a social function, but some answered that they write fiction such as poems, short stories or lyrics. They use social media like Facebook, Twitter and Instagram. Some students answered that they never write in their everyday life. Most students took the opportunity to answer with arguments and comments 

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2016
Keywords
Teacher students, higher education, writing
National Category
Learning
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10789 (URN)
Conference
Nordic Youth Research Symposium 13, 15-17 June 2016. Trollhättan, Sweden.
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-08Bibliographically approved
Almér, E. (2015). Where communication flows, languages swim freely: developing fieldwork methods for investigating preschool children's language beliefs. AFinLAn vuosikirja (73), 159-171
Open this publication in new window or tab >>Where communication flows, languages swim freely: developing fieldwork methods for investigating preschool children's language beliefs
2015 (English)In: AFinLAn vuosikirja, E-ISSN 2343-2608, no 73, p. 159-171Article in journal (Refereed) Published
Abstract [en]

In this paper I reflect on methodological aspects to take into consideration when developing methods for investigating three- to five-year-old children's beliefs about language, language use and bilingualism. I analyze participant observations and notes taken in the field. The study focuses on bilingual Finnish-Swedish children in Swedish-medium preschools in Finland. At one of the schools, most of the children and I did not share a common language, so the interaction between us heightened both the children's language awareness and that of my own. This drew my attention to communicative aspects of embodiment and multimodality and to the distribution of responsibility for interaction. I detected two interaction orders in which children's agency stood out in their intention to make their voice heard, and I used my experiences to develop an ethically-oriented data-generating approach to enhance communication about communication.

Place, publisher, year, edition, pages
Jyväskylä: Suomen soveltavan kielitieteen yhdistys (AFinLA), 2015
Keywords
Kommunikation, förskoleåldern, språkutveckling
National Category
Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11248 (URN)
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2019-05-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9236-8763

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