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  • 201.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läsarna – då och nu2019In: Andetag, no 3Article in journal (Other (popular science, discussion, etc.))
  • 202.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ni ber på svenska, vi ber på tigrinja, det är den enda skillnaden2019In: Andetag, no 2Article in journal (Other (popular science, discussion, etc.))
  • 203.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religionskunskapsämnet i fokus: sekularitet och mångfald2019In: Religionskunskapsämnet i fokus: utmaningar och möjligheter / [ed] Franck, Olof, Hall, Emma & Lilljefors Persson, Bodil, Malmö: Föreningen lärare i religionskunskap, FLR , 2019, p. 89-102Chapter in book (Other academic)
  • 204.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Högskolan Väst.
    Samma konflikter men olika inramning: Kontroversiella frågor relaterade till Mellanösternkonflikterna i religionskunskap och samhällskunskap2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 73-100Article in journal (Refereed)
    Abstract [en]

    The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic, antisemitic and islamophobic discourses. The overall aim of this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Social Studies. Are there differences in content and ways of talking in Religious Education compared to Social Studies and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Social Studies at Swedish upper secondary schools. Interviews with teachers and focus group interviews with pupils have been conducted. The analyses indicate that migration, terrorism, anti-semitism, and islamophobia were major themes raised in relation to the conflicts in both subjects. The experiences of pupils largely affected classroom discourse. However, there were differences between how the conflicts were framed and discussed. In Religious Education, it was more common for teachers to downplay conflict perspectives and emphasize empathy, similarities and existential features while in Social Studies there was greater focus on formal ways of dealing with conflicts in terms of regulations and institutions.  

  • 205.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teaching controversial issues in diverse religious education classrooms2020In: Religions, ISSN 2077-1444, E-ISSN 2077-1444, Vol. 11, no 9, article id 465Article in journal (Refereed)
    Abstract [en]

    In educational contexts, certain issues are perceived as controversial, since they reflect conflicts of interest and reveal divergent views. This is especially evident in debates related to religion in societies regarding themselves as secular but whose population is multi-religious. The aim of this article is to analyse how some issues that are considered controversial in the public debate are represented in the teaching of non-denominational and integrative Religious Education in a Swedish multicultural classroom practice, where the majority of students have a Muslim cultural background. The ethnographic empirical material consists of classroom observations of Religious Education lessons in upper secondary school. The analysis is based on the debate about how controversial issues ought to be taught—as empirically or politically open/settled or in a directive/non-directive way. The results indicate that a number of issues—divergent interpretations of religious narratives and religiously motivated rules, holidays, views of forgiveness, the Israeli–Palestinian conflict and abortion—were regarded as open political issues in classroom practice and these were taught in an open, non-directive way. Issues represented as settled were value-oriented issues related to female genital mutilation, forced marriage and child marriage and gender equality. The arguments supporting these values were mainly rooted in religion. © 2020 by the author. Licensee MDPI, Basel, Switzerland.

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  • 206.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs Universitet, Göteborg.
    Yoga är okej, men får man sjunga O helga natt?: Gränsen mellan det konfessionella och det ickekonfessionella i svensk skola2021In: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1, p. 163-177Chapter in book (Other academic)
  • 207.
    Flensner, Karin K
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    University West, School of Business, Economics and IT, Division of Business Administration. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 2, article id 80Article in journal (Refereed)
    Abstract [en]

    In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.

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  • 208.
    Folia, Cassandra
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    De obesuttna, makt och samhälle2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:Ursula K. Le Guins roman De obesuttna är en dystopisk science-fiction som uppmärksammar olika ideologier, maktstrukturer och könsroller. Romanen utspelar sig i en teoretisk framtid där människan förstört jorden och kolonialisterat andra planeter. Romanprotagonisten Shevek reser från planeten Anarres till planeten Urras och genom hans ögon får man se skildringen mellan dessa planeter. 

    Syfte:Syftet med uppsatsen är att med hjälp av tematisk analys se hur de olika samhällsystemen utmärker sig samt hur de olika maktsystemen problematiseras med hjälp av karaktärerna.

    Metod:Med hjälp av en tematisk analys ska olika citat ur romanen De obesuttna analyseras. Med hjälp av tematisk analys kan man noggrant undersöka de olika framträdande teman och mönster. Detta är för att analysera olika citat och händelser som uppkommer i romanen för att sedan kunna besvara hur de olika samhällsystemen är och hur maktstrukturerna utspelar sig.

    Resultat:På de olika planeterna framgår många olika skillnader, dessa skillnader yttrar sig i till exempel jämlikheten och maktstrukturerna. Genom en analys av makt och kön utifrån romanen ser man dessa skillnader på de två syskonplaneterna. På planeten Anarres finns det ingen enskild individ eller stat som har makt utan istället är det majoriteten av samhällsindividerna som bestämmer olika val som ska tas. Planeten Urras styrs av olika statsmakter, och på denna planet finns även kön och klasskillnader i samhället som inte existerar på Anarres. Dessa skillnader problematiseras i romanen främst med hjälp av protagonisten Shevek, som reser från Anarres till Urras. Läsaren får ta till sig hans synpunkter om hur de olika skillnader mellan människorna och statsskicken uppvisas.

    Slutsats: Med hjälp av analysen tar man del av dessa två planeter och deras samhällsstruktur. Genom protagonisten Shevek problematiseras båda dessa planeter och hur samhällena är uppbyggda. Läsaren tar del av Sheveks idéer men får själv en uppfattning om hur olika maktstrukturerkan uttrycka sig. Le Guins roman skildrar två samhällsstrukturer och socialas strukturer med hjälp av en framtida dystopi vars ämne kan vara aktuellt även i dagens samhälle.

  • 209.
    Forsberg, Julia
    et al.
    Jönköping University, Department of Languages and Communication, Jönköping, Sweden; University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden; Stockholm University, Department of Swedish and Multilingualism, Stockholm, Sweden.
    Ribbås, Maria Therese
    Stockholm University, Department of Swedish Language and Multilingualism, Stockholm, Sweden.
    Gross, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden.
    Self-assessment and standard language ideologies: bilingual adolescents in Sweden reflect on their language proficiencies2020In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 42, no 2, p. 137-151Article in journal (Refereed)
    Abstract [en]

    Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants' evaluations of other people's language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards 'good' and 'bad' language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.

  • 210.
    Franck, Olof
    et al.
    Göteborgs universitet, Göteborg (SWE).
    Osbeck, Christina
    Göteborgs universitet, Göteborg (SWE).
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inledning2023In: Religioner, livsåskådningar och etik: För lärare 4-9 och gymnasiet. Läromedel / [ed] Olof Franck, Christina Osbeck, Kerstin von Brömssen, Gleerups , 2023, 2., p. 13-16Chapter in book (Refereed)
  • 211.
    Franck, Olof
    et al.
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet.
    Osbeck, ChristinaInstitutionen för didaktik och pedagogisk profession, Göteborgs universitet.von Brömssen, KerstinUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religioner, livsåskådningar och etik: för lärare årskurs 4-62016Collection (editor) (Other academic)
  • 212.
    Fred, Emma
    et al.
    University West, Department of Social and Behavioural Studies.
    Larsson, Paula
    University West, Department of Social and Behavioural Studies.
    Vad spelar det för roll? Det är bara materia: En ekokritisk litteraturstudie av Kazuo Ishiguros Klara och solen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I takt med en allt mer alarmerande klimatkris finns ett ökat intresse för att studera litterära texter utifrån ett ekokritiskt litteraturperspektiv (Brudin Borg, Bruhn& Wingård, 2022, s. 7). Att läsa litteratur utifrån ett sådant perspektiv sätter det ickemänskliga i fokus och kan därigenom bidra till en ökad medvetenhet om samt ett ökat intresse för frågor som rör klimat och miljö (Löwe & Nilsson Skåve, 2020, s. 7). Studien är därmed aktuell för såväl lärarprofessionen som för människor i en pågående klimatkris.

    Syfte: Studiens syfte är att visa hur berättandet i romanen Klara och solen (2021) kan förstås ur ett ekokritiskt litteraturperspektiv. Vår förhoppning är att därigenom bidra till såväl nya perspektiv på romanen som till det växande ekokritiska fältet.

    Metod: För att åstadkomma en läsning som är frigjord från ett antropocentriskt perspektiv i den mån det är möjligt när läses romanen med en uppmärksam läsning i syfte att ta in det icke-mänskliga.

    Resultat: Studien visar att former och föremål är centrala för Klaras berättande då hon återkommande riktar uppmärksamheten mot dessa. Såväl marken och gräset som föremålen kan sägas ha agens eftersom de påverkar Klaras berättande och är självständiga i den meningen att de agerar utan mänsklig inblandning samt fyller ett syfte i sig självt. Materia intra-agerar och föremålen vibrerar. Detta skiljer föremålen från Solen som inte har ett eget värde, utan figurerar främst som ett medel för att hjälpa människan och människans robot. Därför är Klaras berättande av Solen antropocentriskt.

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  • 213.
    Frost, Peregrin
    University West, Department of Social and Behavioural Studies.
    How Ramy Challenges Arab Stereotypes in American Media: A study of an Arab-American comedy drama2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The portrayal of Arabs and Muslims in American film and television has been a lopsided affair since the beginnings of Hollywood movie production. Over the course of film and TV production during the twentieth century, and later, Hollywood and TV production companies has used the Arab as a negative trope to negatively stereotype them, or to elevate the perception of American characters in contrast to the presentation of the baser character of the Arab. The English language has been the language of colonial power all over the world. No less so in the Middle East and North African regions. The stereotypes created in colonial times, has continued throughout the English language Hollywood film and American television production. 

    When Arab American comedian, Ramy Youssef, created an English language television show in the present USA, the previous century’s film and TV representation of Arabs is naturally something he has been exposed to. Ramy the TV-series is distributed to an American audience that chiefly speak the English language and have been raised on film and TV in America biased against the Arab. It necessitates Youssef to communicate criticism of the negative stereotypes in the English language. The aim of this study is to find out how Youssef’s TV show Ramy shows the attitudes of its characters and how it meets the preexisting negative stereotypic representation of Arabs. I used aspects of Jeffersonian transcription, a subdiscipline of Conversation Analysis, a part of Discourse Analysis, to study and analyze the flow and tone of the conversations in Ramy the TV-series as Jeffersonian transcription is a tool that can reveal attitudes in conversation. The results show that Ramy the TV-series uses a style of conversation, similar to everyday and unrehearsed conversations in the English language, and that intonation, cadence, and emphasis are used to reveal the attitudes of the characters. The results also show that Ramy the TV-series individualizes Arabs and problematizes the representation of an ethnic group by a single character.

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  • 214.
    Gernandt, Charlotte
    University West, Department of Social and Behavioural Studies.
    Educated Women in Chimamanda Ngozi Adichie’s Half of a Yellow Sun: Possibilities, Choices or Obligations?2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 215.
    Goddard, Angela
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. York St John University, Languages and Linguistics.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mondor, Monika
    Gothenburg University.
    Van Der Laaken, Manon
    University of Amsterdam.
    Have you ever been to England? You know, they speak really weird English there'.: Some implications of the growth of English as a global language for the teaching of English in the UK2013In: English in Education, ISSN 0425-0494, E-ISSN 1754-8845, Vol. 47, no 1, p. 79-95Article in journal (Refereed)
    Abstract [en]

    This article describes two inter-related research projects concerned with the teaching and learning of English in contemporary contexts, where English is changing its status from being the first language of specific groups of speakers to becoming a global lingua franca. Focussing respectively on learners of English as a second language (L2 users) in the Netherlands and Sweden, and on native speakers (L1 users) in the UK, our research reveals what English as a lingua franca means to some of its European users, and considers ways for L1 teachers and learners to remain connected internationally.

  • 216.
    Granell, Magdalena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Åkesson, Alexandra
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Det man inte tittar efter ser man inte": Maktstrukturer i Margaret Atwoods Gileads döttrar och normkritisk litteraturundervisning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: 2019 publicerades den efterlängtade uppföljaren till Margaret Atwoods Tjänarinnans berättelse. I detta verk, Gileads döttrar, får läsaren återvända till Gilead 15 år senare och ges större insyn i Tanternas och Anförarnas döttrars liv i den teokratiska totalitära staten som ämnar underordna och kontrollera sina kvinnor.

    Syfte: Uppsatsens syfte är att undersöka dels hur övervakningsmakt och könsmaktskildras i Gileads döttrar och dels hur Gileads döttrar men även Tjänarinnans berättelse kan användas i en normkritisk litteraturundervisning.

    Teoretisk bakgrund: Analysen grundar sig i en politisk läsning med hjälp av marxistisk ideologikritik, feministisk teori och poststrukturalism, i denna uppsats benämnd med paraplybegreppet normkritisk teori. Vidare används Michel Foucaults teorier om ideologier och övervakning, Steven Lukes teori om tredimensionell makt, och Yvonne Hirdman, Simone de Beauvoir och Judith Butlers feministiska forskning. Didaktiken grundar sig i Kevin Kumashiros forskning som ligger till grund för den normkritiska pedagogiken, Judith Langers föreställningsvärldar, och Michael Warners, J. Hillis Millers och Rita Felskis syn på kritisk och okritisk läsning.

    Metod: I denna uppsats genomförs en kritisk närläsning och därmed används såledesen kvalitativ ansats som vilar på den hermeneutiska traditionen av texttolkning. Med utgångspunkt i det teoretiska ramverket och analysresultatet presenteras även didaktiska utmaningar och möjligheter i en normkritisk litteraturundervisning.

    Resultat: Analysen visar att Gileads regim övervakar befolkningen för att kontrollera dem, utrota allt motstånd och alla möjliga förrädare, och för att bibehålla den patriarkala strukturen. Förutom denna reella och explicita övervakning existerar även en implicit övervakning som fungerar genom rädslan att alltid vara övervakad. Denna rädsla leder till att människorna reglerar sig själva och varandra och därmed blir övervakare själva. Vidare visar analysen att könsmaktsordningen, en totalitär patriarkal struktur, som genomsyrade Gilead redan i Tjänarinnans berättelse fortfarande existerar i Gileads döttrar. Trots att regimen proklamerar att deras främsta mål är att säkerställa kvinnans trygghet pågår en ständig exploatering av kvinnor, både den regimgodkända våldföringen på Tjänarinnorna men även den nedtystade våldföringen på Anförarnas döttrar. Tanterna förklaras även inneha en speciellposition i Gilead som ansvariga för den kvinnliga sfären. Genom att avsäga sig sitt kvinnliga syfte, att bli hustru och mor, får de makt att styra över Gileads andra kvinnor. De är således Anförarnas verktyg och den makt de innehar är därför beroende av männens makt. Slutligen visar analysen att karaktärerna är normenliga både som individer och i parrelationer både i Gilead och i det fria Kanada. Detta visar att könsrollerna, vad som anses vara kvinnligt respektive manligt, är lika naturaliserat i som utanför Gilead, även om de tar mer extrema och explicita former i Gilead. I den didaktiska delen diskuteras och illustreras hur Tjänarinnans berättelse och Gileads döttrar kan användas i en normkritisk undervisning genom tre olika teman: normenlighet, trygghet kontra frihet, och kvinnan som den Andre. I dessa teman appliceras även uppsatsens didaktiska teorier med en efterföljande diskussion kring didaktiska möjligheter och utmaningar.

  • 217.
    Granström, Ingela
    University West, Department of Nursing, Health and Culture.
    Kunskapsförmedling och moralpredikan: en analys av TV-programmen Arga snickaren, Lyxfällan och Rent hus2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genom att titta på tre stycken TV-program; Arga Snickaren, Lyxfällan och Rent hus har jag undersökt hur experterna/coacherna i TV-programmen verkar, vad är det för budskap och moral som de förmedlar samt vilken betydelse det kan få. För att förstå och analysera mitt material har jag använt mig av de teoretiska utgångspunkterna; orent och rent, privat och offentlig sfär, experter och coacher samt moral.

     

    Jag har valt att titta på TV-programmen och därefter jämföra materialet för att förstå och utskilja mönster och strukturer, skillnader och likheter. Jag har använt mig av den klassiska dramaturgin som ett slags utgångspunkt för att förstå uppbyggnaden av TV-programmen.

     

    Experterna/coacherna verkar på olika sätt i respektive TV-program. Den gemensamma nämnaren är att experterna/coacherna ska bidra med en kunskapsförmedling kring den problematiska situation som deltagarna befinner sig i. Hur detta sker skiljer sig mellan TV-programmen, allt från renodlad kunskapsförmedling till ett slags moralpredikan där experten fostrar deltagaren i att förändra sitt beteende och bli en god samhällsmedborgare, allt enligt normen. TV som medium har makt att påverka på olika sätt, inte bara de personer som deltar i TV-programmet, utan även de som sitter hemma i soffan och tittar.    

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    Examensarbete Ingela Granström
  • 218.
    Gross, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Segregated vowels: Language variation and dialect features among Gothenburg youth2018In: Language Variation and Change, ISSN 0954-3945, E-ISSN 1469-8021, Vol. 30, no 3, p. 315-336Article in journal (Refereed)
    Abstract [en]

    This paper examines the effects of housing segregation on variation in the vowel systems of young speakers of Swedish who have grown up in different neighborhoods of Gothenburg. Significant differences are found for variants of the variables /i:/ and /y:/, which are strongly associated with the local dialect; these two vowels also exhibit coherence. Another vowel pair, /.:/ and /o:/, are involved in a coherent leveling process affecting many of the central Swedish dialects but differing in degree of openness in different neighborhoods of Gothenburg. The results show that the variation is not simply a reflection of foreign background, nor of groups of youth adopting single variants; rather, a number of social factors conflate in housing segregation, which interferes with the transmission of more abstract aspects of the local dialect’s vowel system to young speakers in certain neighborhoods.

  • 219.
    Gross, Johan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Boyd, Sally
    Sweden: Suburban Swedish2022In: Urban contact dialects and language change: Insights from global north and south / [ed] Paul Kerswill, Heike Wiese, London: Taylor & Francis, 2022, 1., p. 246-263Chapter in book (Refereed)
    Abstract [en]

    Abstract for the whole book:

    This volume provides a systematic comparative treatment of urban contact dialects in the Global North and South, examining the emergence and development of these dialects in major cities in sub-Saharan Africa and North-Western Europe.

    The book’s focus on contemporary urban settings sheds light on the new language practices and mixed ways of speaking resulting from large-scale migration and the intense contact that occurs between new and existing languages and dialects in these contexts. In comparing these new patterns of language variation and change between cities in both Africa and Europe, the volume affords us a unique opportunity to examine commonalities in linguistic phenomena as well as sociolinguistic differences in societally multilingual settings and settings dominated by a strong monolingual habitus.

    These comparisons are reinforced by a consistent chapter structure, with each chapter presenting the linguistic and social context of the region, information on available data (including corpora), sociolinguistic and structural findings, a discussion of the status of the urban contact dialect, and its stability over time. The discussion in the book is further enriched by short commentaries from researchers contributing different theoretical and geographical perspectives.

    Taken as a whole, the book offers new insights into migration-based linguistic diversity and patterns of language variation and change, making this ideal reading for students and scholars in general linguistics and language structure, sociolinguistics, creole studies, diachronic linguistics, language acquisition, anthropological linguistics, language education and discourse analysis.

  • 220.
    Gross, Johan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Forsberg, Julia
    Jönköping University, School of Education and Communication, Jönköping, Sweden.
    Weak Lips? A Possible Merger of /i/ and /y:/ in Gothenburgh2020In: Phonetica, ISSN 0031-8388, E-ISSN 1423-0321, Vol. 77, p. 268-288Article in journal (Refereed)
    Abstract [en]

    BACKGROUND/AIMS: This study investigates a possible merger in the early stages between /i:/ and /y:/ among young speakers in Gothenburg, Sweden.

    METHODS: (1) A large-scale online perception experiment testing listeners' abilities to identify the two vowels and (2) acoustic analysis of 705 vowels from 19 speakers.

    RESULTS: The perception study shows that listeners classify the horizontally centralized /y:/ as /i:/, both in isolated vowel items and in items containing the full word. This indicates that /y:/ is moving into the perceptual space of /i:/. Listeners also classify the unmerged /y:/ as /i:/ when listening to [y:] in isolation, indicating that lip rounding is a perceptually weak feature, for this centralized vowel, in this variety. The acoustic analysis shows that /i:/ tends to be produced as [ɨ:], and that there is no acoustic difference between /i:/ and /y:/ in measurements correlated with the first two formants, i.e. lip rounding is the most important distinctive feature.

    CONCLUSION: Results point in the direction of an incipient vowel merger, following a merger-by-approximation model. These results indicate a lack of perceptual strength of an articulatory feature in the disappearing phoneme, namely lip rounding, and the consequent perceptual similarities between the horizontally centralized [ɨ:] and /y:/.

  • 221.
    Gräsbeck, Gunnar
    University West, Department of Social and Behavioural Studies.
    Gandalf’s transformation in J. R. R. Tolkien’s The Lord of the Rings: An analysis according to Jung’s individuation theory2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction:

    Gandalf’s transformation from Grey to White is an impactful moment in The Lord of the Rings (LOTR) trilogy by J. R. R. Tolkien. Gandalf’s reunion with Aragorn, Legolas and Gimli in The Two Towers (642-652), after being assumed dead by the hands of a Balrog in “The Fellowship of the Ring” (Tolkien, The Fellowship of the Ring, 429-431), comes as a surprise both for the fictional characters in question and the reader. It is not only revealed that Gandalf is alive, but that he has returned stronger and wiser than prior to his battle with Balrog. This emerges mainly from his change in attire, from Grey to White: “They all gazed at him. His hair was white as snow in the sunshine; and gleaming white was his robe; the eyes under his deep brows were bright, piercing as the rays of the sun; power was in his hand. Between wonder, joy, and fear theystood and found no words to say” (Tolkien, The Two Towers, 645)

  • 222.
    Gunston, Elizabeth
    et al.
    University West, Department of Social and Behavioural Studies.
    Ehrenholm, Elina
    University West, Department of Social and Behavioural Studies.
    Translanguaging och dess förutsättningar i svenska förskolor: Pedagogers arbetssätt kring flerspråkiga barns språkutveckling2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Den etniska och språkliga mångfalden i Sverige har stadigt ökat under de senasteåren. Detta innebär att det finns allt fler barn som talar ett annat modersmål än svenska inskrivnapå våra förskolor. Enligt barnkonventionen, som blev svensk lag i januari 2020, har alla barnrätt till sitt språk (Unicef Sverige, 2018). Sveriges förskolor måste vara förberedda på att geförutsättningar för att kunna utveckla ett nyanserat talspråk, ordförråd och ett intresse iskriftspråk på svenska (Läroplan för förskolan [Lpfö18], 2018, s. 14). Barn skall också gesmöjligheten att utveckla sitt modersmål om de har ett annat modersmål än svenska (Läroplanför förskolan [Lpfö18], 2018, s.14). Användandet och stödjandet av translanguaging i praktikenhar lyfts fram som ett sätt att kunna göra detta. I den här studien undersöks hur olika förskolori Västsverige arbetar kring flerspråkiga barns språkutveckling. På vilka sätt stöds barnens olikaspråk av pedagogerna och förekommer translanguaging på något sätt?Syfte: Syftet med studien är att undersöka hur pedagoger arbetar med flerspråkiga barnsspråkutveckling i relation till läroplanens mål gällande svenskan såväl som modersmål.Metod: Studien genomfördes på fyra olika förskolor med ett etnografiskt angreppssätt, därobservationer och fältanteckningar har använts som datainsamlingsmetod. En tematisk analysanvändes för att bearbeta det insamlade materialet.Resultat: Resultaten visade att pedagogerna använde sig av olika arbetssätt för att utvecklabåde svenska och modersmålet. Pedagogerna arbetade på ett språkmedvetet sätt i bådeplanerade och spontana undervisningar, såväl som vardagliga rutiner såsom måltider ochinomhuslek. Detta skapade möjligheter för barn att utveckla förmågor i alla sina språk.Observationerna visade också att pedagogerna tillämpade flera olika translanguaging strategieroch i många fall hade en uttryckt strävan att inkludera barns modersmål i verksamheten. 

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  • 223.
    Gustafsson, Anton
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Egen dator finnes - Kan resa: En diskursanalys av 1:1 initiativ i gymnasieskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det har de senaste åren pågått en debatt inom den offentliga sfären huruvida datorer har en plats eller inte inom skolan. På senare tid har denna debatt gått från om till hur datorer skall integreras i skolan och förespråkare och motståndare innefattar både lärare, forskare och utbildningsministern. Forskning inom området IKT och lärande pekar på flera fördelar med att använda datorer inom skolan men området är fortfarande växande till följd av den stora förändring som IKT i skolan betyder. Studier visar bland annat att användandet av IKT kan höja elevers akademiska prestationer och föra skolan närmre elevernas livsvärld. Detta menar forskare kan höja elevers prestation och gynna dem i en globaliserad värld av kunskap. Den nya situation som IKT skapar gör också att skolans upplägg måste problematiseras. Lärare sitter inte längre på all kunskap i klassrummet och elever måste anpassa sig till detta. Syftet är att undersöka hur lärare och elever förhandlar om sina positioner inom skolan med elevdatorn i åtanke. Genom att genomföra kvalitativa intervjuer med elever och lärare i gymnasieskolan samlades empiri in till en diskursanalys. I denna analys undersöktes hur vissa betydelser av elevdatorn innefattades i skolans praktik och vissa uteslöts. Resultatet visade att lärare aktivt inkluderar vissa specifika betydelser av elevdatorn samtidigt som de lämnar andra uteslutna eller odefinierade. Som en konsekvens av detta måste eleverna hantera lärarnas och skolans restriktioner gentemot deras egna uppfattningar om elevdatorn. Den konflikt som vanligen uppstod var när lärare och elever inte hade samma syn på vad datorn var, vad som var relevant för skolan, och rätten att bestämma detta var återkommande i skolans vardag. Skäl som angavs för dessa konflikter var bland annat bristande disciplin bland eleverna, okunskap hos lärare, ovilja att släppa traditionella läromedel och svårigheter att hantera elevdatorerna som många gånger sågs som någonting pådyvlat ovanifrån.

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  • 224.
    Gustavsson, Anders
    Strömstad Akademi.
    Bondekultur i möte med akademikerkulturer i Sverige och Norge2019Report (Other academic)
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  • 225.
    Gustavsson, Anders
    Strömstad Akademi.
    Cultural science research literature in the Nordic countries during the 2010s2020Report (Other academic)
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  • 226.
    Gustavsson, Anders
    Strömstad Akademi.
    Women and Men in Fishing Communities on the Swedish North-Westcoast2020Report (Other academic)
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  • 227.
    Gustavsson, Sara
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Helmersson, Jonas
    University West, Department of Economics and IT, Division of Media and Design.
    Från Ronja Rövardotter till Hundraåringen: Kartläggning av hur specialeffekter och visuella effekter används inom svensk filmbransch idag och vad branschens inställning till det är2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    "Technology has been a key element in the changing creative possibilities available to filmmakers, but deep down the questions of staging, point of view, pace, suspense, time and psychology faced by filmmakers as they walk onto the set in the morning have remained remarkably consistent." Cousins, 2004, s13.

    The way of filmmaking has always been changing and it continues to change but as the quote leads up to it seems like the attitude stays the same. It is essentially about telling a story, which affects the audience. To tell a story with the different approaches the creators favors.

    Thanks to the technical development, many of these effects, both physical and digital have become practicable and who knows what the technique and digital progress will lead to in the future of filmmaking. After all, we are only in the beginning of the digital era. In the same time, the old and proven effect making techniques might inculcate as both classic and recognizable working methods.

    In this essay, we will talk about how the techniques of digital and practical effects are being used in the Swedish film industry. What does the decision makers in the business think about using effects in filmmaking and why are effects being used the way they are in todays film industry? We also wanted to examine what regulates he use of effects based on economical, technical and artistic considerations.

    We have collected our data from interviews with three representatives from production companies and three film financiers. We have also collected information considering the definitions of visual effects and special effects from six filmmakers who that works with effect making on a daily basis. It has become apparent that there are some confusion considering the definitions of the concepts of visual effects and special effects between the producers and financiers and the filmmakers. In order to ease future communication, we will in this essay define these concepts out of our results.

    Our result suggests that there is a will in the Swedish film industry to work with effects in filmmaking but in the same time parts of the industry lacks of resources and capability. Simultaneously, we can note that the ignorance around the concept of effects causes communication problems for digital artists and prop makers. For instance, on the Swedish film gala "Guldbaggegalan" they added a new category only a few years back and this year they took it away because of the problems of recognizing what's visual effects and what's not. It is interesting that there is an interest in developing effects in filmmaking and at the same time takes away the award. Instead of taking it away, they should focus on educating people about effects.

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  • 228.
    Hagman, Gustav
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Acting Against Principles: How the violation of conversation rules in dialoguecreates a clever TV character2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper studies the use of violations of conversation principles in the written dialogue of Tyrion Lannister in Game of Thrones. The aim is to establish if and how these violations aid in making him seem clever. The character's dialogues are matched against three theoretical principles: Politeness Theory, The Cooperative Principle and Turn-taking Principles. The findings suggest that by breaking basic principles of conversation, Tyrion provides entertaining dialogue and manages to create unexpected solutions to different threatening situations. Results show an even distribution of strategic violations, among the three theoretical approaches, which could suggest that the dialogue is consciously written to help make the audience feel impressed by the character's features. Tyrion's violations of conversation principles is a contribution in what makes him seem witty. This ability in the character seems to be closely linked to a lack of fear for any negative social consequences. The character's ability to act free from rules of social behavior could be considered one of the reasons behind his popularity among fans of the show.

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  • 229.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Rossi, Matti
    Information Systems, Aalto University, Finland.
    PADRE: a Method for Participatory Action Design Research2016In: Tackling Society's Grand Challenges with Design Science: 11th International Conference, DESRIST 2016, St. John's, NL, Canada, May 23-25, 2016, Proceedings / [ed] Editors: Parsons, J., Tuunanen, T., Venable, J., Donnellan, B., Helfert, M., Kenneally, J. (Eds.), Springer International Publishing , 2016, Vol. 9661, p. 19-36Conference paper (Refereed)
    Abstract [en]

    Action Design Research (ADR) is a Design Research (DR) method that enriches the Design Science Research (DSR) paradigm, by providing stages and principles for designing artifacts and allowing for their emergence in an organizational context. The method has been used and elaborated by scholars, extending the mode of the method and its stages, incorporating and adopting knowledge from related approaches such as Participatory Action Research (PAR) and Participatory Design (PD). In this paper, we have adopted principles and philosophy from PAR and PD to extend and elaborate the AD R method, by providing a front-end of Action Research (AR) that emphasizes learning through incremental iteration. We will introduce our elaborated method as Participatory Action Design Research (PADRE) and demonstrate how we have used it in our own research. We argue that the ADR method can benefit from incorporating learning within and across each and every stage iteratively. We also argue that learning can be used as a learning nexus, which informs and gets accumulated for formalization of learning that can be re-used within different cycles of ADR. Hence, we introduce PADRE and provide a model that consists of a set of key-components, which extends and elaborates the ADR method

  • 230.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Designing a Web-Based Education Platform for Swedish Civic Orientation2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-13Conference paper (Refereed)
    Abstract [en]

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution.

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  • 231.
    Hamid, Irsa
    University West, Department of Social and Behavioural Studies.
    Masculinity in Relation to Class and Race in Harper Lee’s To Kill a Mockingbird2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 232.
    Harrysson, Sara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Persholm, Josefine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik för alla?: En multimodal- och innehållsanalys av etnisk mångfald i matematikläroböcker2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: För att möta samhällets internationalisering behöver barn och unga utveckla förmågan att förstå och leva med de värden som finns i den kulturella mångfalden (Läroplan för grundskolan, förskoleklassen och fritidshemmet [Lgr11], 2019:5). Sveriges skolor behöver därför arbeta aktivt för att utveckla elevernas förståelse för andra människor och undvika diskriminering. Det är enligt statens medieråd (2017:3f) viktigt att kritiskt granska bilder eftersom bilder förmedlar budskap. Elever kan påverkas av det som finns representerat i bild, men även det som utesluts. Det är därmed viktigt att kritiskt granska bilder som finns illustrerade i de material som skolelever använder för att säkerställa att det finns representation av etnisk mångfald. En kategori av läroböcker som saknar forskning där böckerna granskats kritiskt ur ett etniskt mångfaldsperspektiv är matematikläroboken. Utifrån detta finner vi ett intresse av att granska matematikläroböcker för att se vad eleverna faktiskt möter för representation av etnisk mångfald i första klass.

    Syfte: Studien granskar representation och positionering av etnisk mångfald i utvalda svenska matematikläroböcker. Studiens primärmaterial är illustrationer.

    Metod: För att besvara studiens frågeställningar utförs en innehållsanalys som mäter och kartlägger frekvens av hur många gånger karaktärer visas och frekvens på attribut som kan indikera etnisk mångfald. Genom en mer djupgående multimodal analys av utvalda bilder diskuteras vidarehur olika karaktärer framställs för att se hur etnisk mångfald representeras och positioneras.

    Resultat: I två av de tre utvalda matematikläroböckerna finns indikationer på etnisk mångfald. Det visade sig däremot att olika attribut som kan förstärka bilden av att en karaktär tillhör en viss etnicitet utesluts. De enda indikationer som synliggjordes var att det finns en variation av hudfärg samt att hårtyper till viss del varierade. Det går inte säga vilken etnicitet någon tillhör, men det tycks finnas en önskan om att erbjuda ett material med etnisk mångfald. I studiens fall visade det sig att ljus hudfärg dominerade i samtliga böcker. Trots att det finns en variation hade det varit önskvärt att karaktärer som positioneras med en hudfärg som indikerar annan etnicitet än vit västerländsk hade fått mer utrymme, så att fler elever kan känna igen sig själva i materialet

  • 233.
    Hasan, Dania
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The effects of sarcasm in American Late Night TV shows: A qualitative study2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Few studies have been done on sarcasm in late night TV shows in relation to Politeness Theory and the concept of face by Brown and Levinson (1987). This qualitative essay aims to fill that void by examining Gordon Ramsay’s sarcastic utterances aimed at Sofia Vergara during an interview on  The Tonight Night Show With Jay Leno and study the effect of said utterances through the lens of Politeness Theory, specifically, the concept of face. The aim is achieved by studying utterances made by Gordon Ramsay towards Sofia Vergara and analysing their impact on her. The findings show that Gordon Ramsay uses face threatening acts (Brown and Levinson, 1987) to make sarcastic comments with intention to be funny. Furthermore, Ramsay’s sarcastic comments prove to have both positive and negative effects, seeing as Vergara responds with both amusement and disapproval depending on the level of threat in Ramsay’s utterances.

  • 234.
    Hasic, Amar
    University West, Department of Social and Behavioural Studies.
    Sports Journalism: A linguistic analysis of British football journalist discourse appraising Real Madrid2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the coverage of UEFA Champions League 2021/2022 there were several accusations of negative coverage of non-English football teams, including Real Madrid, circulating on social media forums. Were these isolated incidents or is this a pattern among British publications? This study investigates the representations of one of those non-English football teams. Specifically, how three British newspapers with varying political leanings and types of journalism covered Real Madrid’s path to victory in the 2021/2022 UEFA Champions League tournament. These publications are The Guardian, The Telegraph and The Athletic. This study draws on the appraisal model as a linguistic tool to analyze the attitudinal language of the articles. The attitudinal language that is being expressed has the potential to position the readers to positively view Real Madrid’s pathway to victory and accept them as worthy winners, or reject them as unworthy winners, and rather allude to luck. The selected fourarticles belong to March 2022 to June 2022, during the knockout phase of UEFA Champions League 2021/2022. The findings indicate that the political orientations of The Guardian andThe Telegraph do not bear a relevance. Furthermore, all three publications mainly emphasize emotions, dramatization, and individual skills. The third publication, The Athletic, a sportsbased publication, differs from the traditional publications of The Guardian and The Telegraph, in the sense of the positive attitudinal language towards Real Madrid’s tactics in contrast to The Guardian and The Telegraph alluding to luck.

  • 235.
    Hedelius, Maria
    University West, Department of Social and Behavioural Studies.
    Turn-taking and gender in primary school L2 English: a study of boys’ and girls’ conversational participation across years2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Turn-taking occurs when a speaker offers or allows a listener to speak but taking turns in class is not always smooth. The study was conducted at an independent primary school in Stockholm with school years one and three L2 language learners of English, and there were more boys than girls (thirty boys to fourteen girls) in the participating classrooms. The current study aimed to examine the organization of boys’ and girls’ turn-taking strategies conducted by the teacher and pupils during L2 classroom interaction. The data was taken directly during L2 lessons with a mobile audio recorder and is naturally occurring, meaning that no instructions were given to the teachers about which topics to teach, tasks to use or how the lesson should be planned. The author acted as an observer, without performing an intervention, to be able to obtain data on the behavioral patterns of the participants in regular classes. Regarding the ratio of turn-taking occurrences between gender, the findings revealed differences in girls’ and boys’ participation where the boys had a slightly higher rate of participation than the girls across school years. Regarding the different strategies used by girls and boys to become participants in L2 classroom conversations, the boys had more overlapping utterances with the teacher than the girls, due to the boys having more uninvited utterances. The boys participated more often by taking the floor and the girls by being given the floor. The school years had implications for the difference in girls’ and boys’ participation in the classroom where school year one had more overlapping utterances than school year three, which may be because they are new to the school system and are learning the norm to raise hand before talking. Previous research has indicated that gender composition in the individual class can affect participation patterns.

  • 236.
    Hedman, Joakim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Industrialization and the Mechanization of Human Life in Charles Dickens´ Hard Times2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 237.
    Heidari, Enzo
    University West, Department of Social and Behavioural Studies.
    Between Words and Gender: A Linguistic Appraisal of Mel Medarda in Arcane2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines the animated series, Arcane, with a particular emphasis on the character ofMel and her linguistic strategies in navigating intricate gender dynamics. Centered on theconcept of appraisal analysis, the study reveals how Mel’s dialogue not only serves as a narrative device but also challenges traditional gender norms. Using a linguistics-centric methodology, thepaper elucidates how Mel’s language — saturated with judgment, appreciation, and affect —offers a lens into the series’ multifaceted exploration of femininity, power structures, and personal agency. The research methods encompass a character-focused perspective, linguistic analysis, thematic coding and QR codes. Key findings spotlight Arcane’s prowess in portraying female characters who wield power gracefully, exhibit emotions without portraying them as vulnerabilities, and participate in a wide spectrum of relationships. Such portrayals actively defy gender conventions, showcasing women with depth and complexity in storytelling. However,while lauding the series for its progressive portrayal, the paper also acknowledges the careful balance required to ensure that character depth does not unintentionally fall into superficial ortrope-laden pitfalls. In conclusion, Arcane serves as a captivating piece of entertainment and anotable reference in the discussion of gender representation, reinforcing the power of media in molding societal perspectives on gender dynamics. 

  • 238.
    Heldner, Christina
    Strömstad Akademi.
    Odysseus Elytis' To Axion Esti i svensk tolkning och med förord av Christina Heldner2017Report (Other academic)
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  • 239.
    Heldner, Christina
    Strömstad Akademi.
    Poesins makt och Historiens fasor: En essä om Odysseus Elytis och hans stora diktcykel To Axion Esti2017Report (Other academic)
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  • 240.
    Heldner, Christina
    Strömstad Akademi.
    Svenska översättningar av Dantes Gudomliga komedi – la Divina Commedia2014Report (Other academic)
    Abstract [en]

    This paper is devoted to the Italian 14th century poet and scholar Dante Alighieri and his poetic and narrative masterwork La Divina Commedia, usually considered to be one of the highlights of Western literature. More specifically, its object is to examine and characterize the quality of the hitherto seven complete translations into Swedish as for semantic equivalence, equivalence in a number of formal aspects connected with language, style, and versification constraints, and, finally, acceptability of target text language to a contemporary readership. The translations taken into consideration are those of Nils Lovén, 1856-57; Edvard Lidforss, 1903; S.C. Bring, 1905; Aline Pipping, 1915, 1924; Arnold Norlind, 1921, 1930; Åke Ohlmarks, 1966-1969; Ingvar Björkeson, 1983.

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  • 241.
    Hellström, Martin
    University West, Administration .
    Alexander i den tyskspråkiga medeltida tradiionen2018In: Alexanderlegenderna i tid och rum: Alexander den stores gränslösa historia / [ed] Hult, Karin & Vidén, Gunhild, Stockholm: Appell förlag , 2018, p. 187-202Chapter in book (Other (popular science, discussion, etc.))
  • 242.
    Henriksson, Samuel
    University West, Department of Social and Behavioural Studies.
    Station 19 and Black Lives Matter: A critical discourse analysis2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study analyses the TV series Station 19, which is a series about a group of firefighters in Seattle, and its characters through a critical discourse analysis. The aim of the critical discourse analysis is to find how the characters within the series convey their opinions on power relations and what their feelings are towards this. Furthermore, the study aims to find whether the language used by the characters is used in order to promote, or oppose, social change within the series. When critically analysing the discourse, the results of the analysis show that there are several characters that both oppose and support social change within the series and how they convey these opinions. Additionally, the analysis reveals a clear hegemony that exists within the series that benefits the characters that are white, and not the characters of colour.

  • 243.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A collection of contradictory selves: The dialogical self and the dynamics of identity transformation2021In: Complexity perspectives on researching language learner and teacher psychology / [ed] R. Sampson & R. Pinner, Multilingual Matters, 2021, p. 234-251Chapter in book (Other academic)
  • 244.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att vara ett global medborgare: skapandet av språkliga identiteter i och utanför skolan2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, Emma, Andersson, Åsa & Molin, Martin, Stockholm: Liber, 2014, 1, p. 276-305Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs språk som en kontext, och fokus är på identitetsskapande som kan kopplas till inlärning av främmande språk och språkanvändning.

  • 245.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Challenges in bridging between cultures of English experience2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 289-313Chapter in book (Other academic)
  • 246.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English2010In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 31, no 2, p. 149-162Article in journal (Refereed)
    Abstract [en]

    Motivation in simultaneous L2 learning situations is an area of research largely overlooked and studies from contexts where people are engaged in learning more than one L2 are rare. In their large-scale Hungarian research, Dornyei, Csizer and Nemeth found that pupils' positive attitudes to one L2 could cause interferences with attitudes to others, with English being the greatest source of such interference. In this article it is suggested that, as an alternative to interference, Markus and Nurius' theory of the working self-concept may offer a theoretically more coherent explanation for between-language effects in situations of simultaneous learning. Using a specially designed instrument, three hypotheses were tested for a sample of Swedish pupils actively engaged in learning two L2s. First, it was hypothesised that learners would have separate L2 self-concepts as speakers of different L2s, secondly, that FL self-concepts would be interpreted negatively in relation to English self-concepts and, finally, that a high degree of FL-to-English negative self-concept referencing would be associated with low FL motivation. Whilst tentative support was found for all three hypotheses, with negative effects of English being most noticeable among boys, the results need to be followed up by further research employing more exacting methodologies.

  • 247.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Digital games and ELT: bridging the authenticity gap2013In: International perspectives on motivation: language learning and professional challenges / [ed] Ushioda, Ema, Houndmills: Palgrave Macmillan, 2013, 1, p. 133-155Chapter in book (Other academic)
    Abstract [en]

    In this chapter I will suggest that in cultural contexts such as Sweden where English is an integral part of young people’s everyday lives and is encountered and used in a range of out-of-school domains, a particular challenge facing teachers is not so much generating motivation to succeed in long-term competency goals, but rather engaging students in day-to-day classroom activities. Based on the idea that self-authenticity can have a motivating force (Gecas 1991; Vannini 2006; Vannini and Burgess 2009) and drawing on James Paul Gee’s recent work on affinity spaces (Gee 2005; Hayes and Gee 2010), I will argue that teachers of English need to create learning opportunities where students can experience the types of creative and self-relevant interaction commonplace in digital gaming. This does not mean that teachers should look to leisure-time domains with an eye to the wholesale import of youth culture content into the classroom, but, rather, that greater scope should be given to aesthetic and personal expression in activity design. In arguing that there is a growing authenticity gap between the English students learn in school and the English they use outside, I will begin the chapter by looking at the sorts of things young people in Sweden do in their free time.

     

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    Chapter 8 Pre-publication
  • 248.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Directed Motivational Currents: Extending the Theory of L2 Vision2019In: The Palgrave Handbook of Motivation for Language Learning / [ed] Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen, Palgrave Macmillan, 2019, p. 139-161Chapter in book (Refereed)
    Abstract [en]

    This chapter introduces the idea of directed motivational currents (DMCs), and maps out the conceptual antecedents. Explaining how the construct is an extension of Dörnyei’s theory of L2 vision, it describes the components and phenomenology of DMCs. It explains how DMCs differ from peak experiences of optimal functioning conceptualized in Csikszentmihalyi’s theory of flow, how energy is directed by a self-concordant goal coupled with a matching vision of success, and how in a DMC conscious self-regulation is unnecessary. The chapter explains how DMCs can function at individual and group levels. In light of research findings, the validity of the construct is examined. The chapter explains how the DMC construct provides a template for understanding enduring motivation, and a framework for focused interventions in language classrooms.

  • 249.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Enablements and constraints: Inventorying affordances associated with lingua franca English2016In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 19, no 5, p. 488-510Article in journal (Refereed)
    Abstract [en]

    Transcultural flows of capital, culture and communication have created conditions for the widespread movement of people around the globe, leading to increasing diversity in countries of destination. In contexts of global migration lingua franca English is indispensable in initial and survival communication. For migrants to northern European countries where lingua franca English functions as a 'contact language' in 'contact zone encounters', it is of value not only as a communication medium, but also as a resource for learning typologically similar host-country languages. Drawing on the concept of affordances, the purpose of this study is to create an inventory of the ways in which English can facilitate, but also constrain social interaction and the acquisition of Swedish. Interviews conducted with 14 recently arrived migrants with English in their repertoires revealed the presence of enabling and constraining affordances in social, classroom, material and cognitive domains. Discussing the study findings, it is suggested that the ways in which the individual attunes to an affordance associated with English, perceiving it as either enabling or constraining, is dependent on their current motivational and affective state and in-the-moment cognitive processing

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  • 250.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Examining the impact of L2 English on L3 Selves: A case study2011In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 8, no 3, p. 235-255Article in journal (Refereed)
    Abstract [en]

    In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a referential function in working self-concepts activated in L3 learning situations. To offset the potentially negative effects of the incursion of L2 English, some of the individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant the powerful referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus.    

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