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  • 51.
    Chan, Letty
    et al.
    University of Nottingham.
    Dörnyei, Zoltan
    School of English, University of Nottingham.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation2014In: Motivational dynamics in language learning / [ed] Dörnyei, Zoltán, MacIntyre, Peter D. & Henry, Alastair, Bristol: Multilingual Matters, 2014, p. 238-259Chapter in book (Refereed)
    Abstract [en]

    This study explores the use of ‘retrodictive qualitative modelling’ (RQM), a novel approach described for L2 research by Dörnyei (2014) that involves the identification of learner archetypes and motivational patterns in empirical research. The method reverses the traditional way of conducting research; it first examines the outcome – that is, the end-states – and then traces back the developmental trajectories leading to this outcome. Situated in a Hong Kong secondary school, we started our project by first asking a teacher focus group to identify salient learner archetypes in their classrooms (Years 7 to 9), and on the basis of these we then conducted in-depth interviews with one prototypical learner from each group. As a result, we gained insights into the ‘signature dynamics’ of the motivational system associated with each prototype. Our focus in this chapter is on evaluating RQM in action. First we report on the processes in which teachers identified learner archetypes and thereafter offer an in-depth analysis of the system dynamics of one of these students. In the final discussion, we list the main methodological lessons that we have learnt from applying RQM.

  • 52.
    Cizmic, Mirza
    et al.
    University West, Department of Social and Behavioural Studies.
    Noura, Charbel
    University West, Department of Social and Behavioural Studies.
    Svenska som andraspråkselevers strategier och attityder gentemot grammatik i det svenska språket: En kvalitativ enkätstudie om elevers förhållningssätt till grammatikinlärning2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Ordet grammatik kan få flera elever att känna obehag. Det är allmänt välkänt att grammatikundervisningen tidigare var omfattande i de svenska skolorna. Idag har undervisningsmetoderna gentemot grammatikundervisning förändrats. Läroplanen fungerar som en handledning för lärare inom specifika ämnen och fastställer både lärandemål för eleverna och kriterierna för bedömning. Något som, däremot, fortfarande är oklart är; vilka strategier och attityder elever i svenska som andraspråk har gentemot grammatik.

    Syftet:

    Studiens syfte är att undersöka svenska som andraspråkselevers (SvA) inlärningsstrategier i grammatik i det svenska språket. Fokus kommer att ligga på att analysera de strategier som SvA-elever använder för att lära sig grammatik och vilka attityder de har till ämnet, grammatik.

    Metod:

    Studien tillämpas genom en kvalitativ enkätmetod med öppna frågor där informanterna ges möjligheten att utveckla sina svar. Informanterna är svenska som andraspråkselever. Studien sammankopplas med den fenomenografiska metoden där informanternas svar kategoriseras.

    Resultat:

    Studiens resultat är att svenska som andraspråkselever tenderar att ha en positiv inställning till grammatik. En hög andel av eleverna förstår vikten av grammatik samt att de personligen värdesätter grammatiken högt. Majoriteten av eleverna påverkas av yttre faktorer såsom exempelvis ljud samt att andelen passivt- och aktivt lärande elever är jämlika.

  • 53. Cohen, Andrew D.
    et al.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Focus on the language learner: Focus on the language learner2019In: An introduction to applied linguistics / [ed] Norbert Schmitt & Michael Rodgers, Routledge, 2019, 3. ed, p. 165-189Chapter in book (Other academic)
  • 54.
    Dagård, Ulrika
    University West, Department of Social and Behavioural Studies.
    A Comparative, Pragmatics and Discourse Analysis of Three Conservative British Prime Ministers’ Inauguration Speeches2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the discourse of political speeches, inauguration speeches are an opportunity for often newly appointed politicians in head positions to address citizens and persuade them about their policies and ideas and how they intend to govern further. This research essay analyses and compares the inauguration speeches of three conservative British prime ministers, Boris Johnson, Liz Truss and Rishi Sunak. This is carried out using Bash’s and Harnish’s classification of communicative (persuasive) speech acts at the micro level, and, by using a discourse analytical approach at the macro level. It also investigates the prime ministers’ persuasive messages about their opinions on Brexit and how to lead Britain forward in the wake of Brexit. The results demonstrate that the British prime ministers try to persuade the public both explicitly and implicitly by using mostly constative and commissive speech acts, both of which contribute to the exaggeration of their persuasive messages about their opinions on Brexit (Johnson and Sunak) and how to lead Britain forward in the wake of Brexit. The persuasive speech acts are not used desultorily and have distinct persuasive motives. The analysis of the persuasive speech acts at the micro level establishes a solid base for the comparative discourse analysis at the macro level in which Boris Johnson, in particular, attempts to persuade the public about the benefits of Brexit. Regarding leading Britain forward in the wake of Brexit, both Johnson, Truss and Sunak portray themselves as the right person in charge for Britain’s further development by pointing out various societal areas they want to improve and how they plan to boost the UK’s economy. Johnson and Truss express a vision to transform the UK into a global actor by implementing tax cuts, attracting investment, paving the way for high-skilled jobs, conspicuous research, and more, while Sunak predominantly focuses on financial stability. Taking into account that Brexit has reignited separatist forces in the UK, each prime minister attempts to persuade the public that they aspire to unite the country and include all parts of Britain in their plans for future improvements.

  • 55.
    Dahlin, Martin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gender and Power Distribution in George R.R. Martin’s A Feast for Crows2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 56.
    Danielsson, Anneli
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Harry Potter and the Importance of Blood-Status: A Comparative Study of Race in Harry Potter and The Deathly Hallows and The Third Reich2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 57.
    Demirsoy, Cejna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Aleke, Sophie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Andraspråksutvecklingsarbetet i praktiken: En kvalitativ studie om svenska som andraspråklärares syn på andraspråksutvecklande arbetssätt2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Språkets roll är centralt för alla människor och det sätter sin prägel på livet för andraspråksindivider, genom att det påverkar deras möjlighet att komma in i samhället. Detta gör att svenska som andraspråksundervisningen blir jätteviktig för dessa individer, eftersom det är först där språkutvecklingen kan befrämjas(Skolverket, 2019, s.12–13). Varje individ behöver få möjlighet att utveckla sin språkliga färdighet på ett så bra sätt som möjligt, vilket framgår i ämnet svenska som andraspråk som lyfter vikten av att lärare behöver anpassa sin undervisning i syfte att gynna elevers språkutvecklingsprocess.

    Syfte: Studiens syfte är att undersöka vilka arbetssätt fyra svenska som andraspråkslärare tillämpar i undervisningen för att främja elevers andraspråksutveckling. 

    Metod: Uppsatsen bygger på en kvalitativ metod som består av semistrukturerade intervjuer.

    Resultat: Undersökningen visar att lärarna använder sig av ett antal olika arbetssätt för att stötta elevernas andraspråksutveckling. Bland annat anser samtliga lärare att cirkelmodellen är en metod som gynnar elevernas andraspråksutveckling genom social interaktion i klassrummet. Ett annat arbetssätt som lärarna använder sig av i praktiken är det formativa arbetssättet som befrämjar elevers andraspråksutveckling genom stöttning, återkoppling och uppföljning av deras individuella kunskaper. Resultatet visar också att arbetssätten påverkas av två faktorer, dels av tidsbristen som påverkar lärarnas planeringsarbete och elevanpassning, dels klassrumsklimatet som har en stor effekt på den sociala interaktionsbefrämjande arbetssätten.Sammanfattningsvis lyfter studien vikten av den sociala interaktionens roll i elevers andraspråksutveckling, så väl som stödet de får från läraren. Studien pekar också på de faktorer som påverkar lärarens andraspråksutvecklande arbetssätt och dess effekter som sätter sin prägel på det andraspråksutvecklande arbetet. 

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  • 58.
    Demirsoy, Evin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sexual Bullying and Cyberbullying in Jay Asher's Thirteen Reasons Why2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 59.
    D’Hertefeldt, Patrick
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Konstruktionsbaserad eller traditionell grammatikundervisning?: En komparativ studie av två undervisningsmetoders effekter på inlärning av presentering och emfatisk omskrivning2021Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: För några år sedan (2017) genomfördes de två första svenska konstruktionsgrammatiska klassrumsstudierna (Håkansson, Lyngfelt & Brasch, 2019). Resultaten talade för att använda ett konstruktionsperspektiv i andraspråksundervisning och att det fanns ett stort behov av ökad kunskap om konstruktionsbaserad språkundervisning. Artikelförfattarna hoppades att de två första klassrumsstudierna skulle följas av fler och det här är den tredje klassrumsstudien av praktisk tillämpning av konstruktionsgrammatik i andraspråksundervisning.

    Syfte: Uppsatsens syfte har varit att försöka fastslå om konstruktionsgrammatik i kombination med mönsterigenkänningsdidaktik kan vara ett effektivare sätt för andraspråksinlärare att lära sig grammatik än traditionell grammatik och didaktik där regler presenteras innan tillämpning.

    Metod: Studien genomfördes i form av en kvantitativ studie med en kvasiexperimentell design, där en experimentgrupp som undervisades med konstruktionsgrammatik och mönsterigenkänningsdidaktik jämfördes med en kontrollgrupp som undervisades med traditionell grammatik och didaktik. Innehållet i grammatikundervisningen bestod av två grammatiska konstruktioner: presentering respektive emfatisk omskrivning. Båda grupper fick göra ett identiskt test, och experimentfaktorerna, konstruktionsgrammatik och mönsterigenkänning, anses förklara skillnaderna mellan de båda undervisningsmetoderna. 

    Resultat: Resultatet talade till konstruktionsgrammatikens och mönsterigenkänningens fördel då elever som undervisats enligt den metoden uppvisade ett högre testresultat jämfört med kontrollgruppen som undervisats enligt traditionell grammatik. Skillnaderna var särskilt stora beträffande presenteringskonstruktionen, men fanns också beträffande emfatisk omskrivning. Slutsatsen är att konstruktionsgrammatik med mönsterigenkänning visade sig vara en effektivare metod för inlärning av presenteringskonstruktion och emfatisk omskrivning än traditionell grammatikundervisning och didaktik. Den här studiens resultat ligger i linje med de positiva resultaten i de två tidigare klassrumsstudiernaom praktiska tillämpningar av konstruktionsgrammatik genom mönsterigenkänning som genomförts med andraspråkselever.

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  • 60.
    Dörnyei, Zoltan
    et al.
    University of Nottingham, School of English, United Kingdom .
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Muir, Christine
    University of Nottingham, School of English, United Kingdom .
    Motivational currents in language learning: Frameworks for focused interventions2016Book (Other academic)
    Abstract [en]

    Building on Zoltán Dörnyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings. © 2016 Taylor and Francis

  • 61.
    Dörnyei, Zoltán
    et al.
    School of English, University of Nottingham.
    MacIntyre, Peter D.Cape Breton University.Henry, AlastairUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivational dynamics in language learning2014Collection (editor) (Refereed)
  • 62.
    Dörnyei, Zoltán
    et al.
    School of English, University of Nottingham.
    McIntyre, Peter D.
    Cape Breton University.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Introduction: Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation2014In: Motivational dynamics in language learning / [ed] Dörnyei, Zoltán, MacIntyre, Peter D. & Henry, Alastair, Bristol: Multilingual Matters, 2014, p. 1-7Chapter in book (Refereed)
  • 63.
    Dörrnyei, Zoltán
    et al.
    School of English, University of Nottingham, Nottingham (GBR).
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Accounting for long-term motivation and sustained motivated learning: Motivational currents, self-concordant vision, and persistence in language learning2022In: Advances in Motivation Science, ISSN 2215-0919Article in journal (Refereed)
    Abstract [en]

    Although temporal conceptualizations of motivational processes have not held center stage in motivation science, the situation is currently changing. Drawing on work in the subfield of language learning motivation, where the motivational endurance needed to master a second language has been a major concern, the aim of this article is to contribute to the body of work currently exploring motivational persistence. After outlining the broader academic context of motivation and time, and describing the disciplinary trajectory of research into language learning motivation, we present two interrelated and multifaceted frameworks that seek to explain long-term motivation and motivational persistence: (a) the notion of a "directed motivational current" which refers to a period of intense, enduring, and self-sustaining engagement within an activity-sequence, and which is phenomenologically akin to an extended flow experience, and (b) a multicomponent framework of long-term motivation that offers a general account of sustained effort in learning. This framework integrates diverse components, such as self-concordant vision, habitual actions, progress checks, and affirmative feedback, and references a motivational process that is characterized by positive emotional loading and passion, and is supported by self-control capacity and self-regulatory skills.

  • 64.
    Edlund, Tina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Walt Whitman's Leaves of Grass: A Poetic Paradox in Search of American Individualism2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The influence of Ralph Waldo Emerson on Walt Whitman's Leaves of Grass is well known; equally well known are the traces of the Transcendentalist philosophy concerning nature. But Whitman expands upon both these influences as he developed his own individualism based on solidarity rather than independence. Whitman's take on individualism permeates all parts of Leaves of Grass, including the aesthetics. The aesthetics were up for much contemporary debate as the book seemed to lack traditional poetic structure and form. However, this was not the case as this study shows. In light of the sociopolitical climate in America when Leaves of Grass was first published, there was a demand for change from within literary circles. This need to create a new American spirit was called for by Emerson among others. Leaves of Grass was the response. In his book of poetry, Whitman develops a new American spirit with the intention of encouraging the American people to seek individual solitude; although, in this innovative individualism there is a paradox revealed: one must connect with each other and find social belonging at the same time as being self-reliant to have true liberating individualism. Also, the aesthetics in Leaves of Grass does show traces of traditional structure. However, the form is altered to represent Whitman's new innovative individualism. Thus, this study shows that the influences of Emerson and the transcendentalists are evident, but Whitman develops his own individualism in support of America, and in this lies a paradox. Whitman's first-person "I" becomes a representation of this paradox in Whitman's individualism, as well as a symbol for his solidarity towards his people: the united American people.

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  • 65.
    Edvinsson, Stella
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    “Your life belongs to you and you alone, soso gi”: Confronting Gender Structures in Chimamanda Ngozi Adichie’s Half of a Yellow Sun2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 66.
    Edvinsson, Stella
    et al.
    University West, Department of Social and Behavioural Studies.
    Persson, Lina
    University West, Department of Social and Behavioural Studies.
    The “Return” of Grammar: A Comparison of the Grammar Teaching in Three Swedish EFL Textbooks2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Grammatical knowledge is often considered essential for communication. Despite this, the teaching of grammar was, for many years, not explicitly mentioned in the Swedish syllabus for English. However, when the curriculum was revised in 2021, grammar was explicitly named in the subject’s core contents. In the light of this recent change, this study aimed to investigate what grammar isincluded in Swedish EFL textbooks and the types of approaches used to teach it. To do so, we performed a content analysis of three textbooks commonly used in the Swedish upper secondary school course English 5. The analysis consisted of two parts. The first part of the study examined what grammar is included in the textbooks. For this analysis, a list of grammatical features basedon the CEFR-levels B.1 and B.2 was used as a framework to identify grammatical content in the textbooks. The second part of the study focused on the approaches to grammar teaching reflected in the textbooks. For this analysis, the concepts of ‘Focus on Form’ and ‘Focus on Forms’ wereused to categorise the approaches to grammar teaching identified in the textbooks.The results show that there is great variation in how the textbooks approach the teaching of grammar. For example, the learning materials varied in how much grammar was taught, what grammatical functions were included, as well as how these were distributed. Similarly, the overall approaches to grammar teaching differed. One textbook reflected a Focus on Form, while another displayed a Focus on Forms. The last textbook reflected a mixed approach, i.e. a combination of both a Focus on Form and Focus on Forms. Based on these results, the grammar teaching in Swedish EFL classrooms can differ greatly depending on what textbook is used. Consequently, if textbooks are to be used as a means of teaching grammar in the EFL classroom, teachers need tobe aware of how – and to what extent – textbooks differ from one another in order to effectively plan their teaching.

  • 67.
    Ejdeback Lindblom, July
    University West, Department of Social and Behavioural Studies.
    Riktigt lyckad blir en flicka bara med en pojke vid sin sida: En litteraturstudie av hur genus skildras i barnlitteratur2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samhället och skolan strävar efter jämställdhet mellan könen och det har blivit ett mer aktuellt ämne som diskuteras. I läroplanen står det att fritidshemmets undervisningen ska innehålla diskussioner om könsroller och kritiskt granska hur dessa företeelser framställs i populärkultur. Kunskapskonstruktionen har en central roll när de socialiseras med avseende på könsroller. Kunskapen hjälper barnen att lära sig om sina roller i samhället. Men när litteraturen presenterar stereotypa bilder kan det hämma deras utveckling. Inom fritidshemmet är högläsning en återkommande aktivitet, men vilka föreställningar om kön förmedlar man som vuxen till barnen genom dessa högläsningar? Vad innehåller böckerna och vilket budskap förmedlar böckerna till unga läsare? Syftet har varit att undersöka ett antal klassiker, populära och nyproducerade böcker som riktar sig emot fritidsåldrarna, 6 – 12 år ur ett genusperspektiv och besvara frågeställningarna: Hur porträtteras kön i böcker som är riktade till barn i fritidshemsåldern, 6 – 12 år? Vad gör karaktärerna i böcker som kan tolkas som stereotyparespektive normbrytande? Metoden utgår från textanalys med kritisk diskursanalytiska inslag, vilket är en relevant metod när man ska undersöka texten djupare och uppmärksamma föreställningar och tankar som ligger under textens yta samt granska innehållet i texter och diskurser för att upptäcka samhälleliga maktrelationer. Barnlitteraturen som har analyserats är från olika decennier. Urvalet består av sex barnböcker som har analyserats med hjälp av analytiska begrepp som är relevanta ur ett genusperspektiv. I resultatet framgår det att barnböckerna till största del innehåller stereotypt innehåll, men att det förekommer delar av normbrytande karaktär om än mycket begränsat. I resultatet framgår det även att flertal diskurser som är både överordnade och underordnade förekommer i böckerna som i sin tur speglar samhälleliga maktrelationer

  • 68.
    Ekström, Joel
    University West, Department of Social and Behavioural Studies.
    Maxim Flouting in Guardians of the Galaxy: A Qualitative Gricean Analysis2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Communication was developed about 70,000 years ago. Since then, our communication methods have evolved from sounds to grammatical languages, humor, and conversational principles like Grice’s cooperative principle. The researcher analyzed whether the characters Quill, Gamora, and Rocket from Marvel’s Guardians of the Galaxy followed Grice’s principle. The researcher did this by posing two research questions to the material: What maxims were flouted by the characters in the film, and in what ways were they flouted? Are there any differences between what maxims the characters flouted and how they flouted them? The researcher also examined whether humor was part of the Guardian's communications. The analysis was conducted systematically, where the first step wastranscribing the material from the movie. Then, the non-observances were identified and categorized using event trees and cell charts. The Guardians are a diverse mix of characters from different backgrounds, cultures, and planets. One issue with Grice’s model is that it does not consider that people from different backgrounds, cultures, and planets have other notions of how to speak and not. This study confirmed some of these limitations with the theory. The study concluded that the characters flouted all the maxims in different ways, and humor was related to maxim flouting.

  • 69.
    Elezovic, Natalija
    et al.
    University West, Department of Social and Behavioural Studies.
    Rohi, Simon
    University West, Department of Social and Behavioural Studies.
    Transspråkande arbetssätt: Flerspråkighet som en resurs i svenska som andraspråksundervisning2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    I dagens globaliserade samhälle står utbildning inför en växande utmaning att anpassa sig till den ökande mångfalden av språk och kulturer. Många elever kommer till skolan med olika språkkunskaper och förmågor, vilket forskare som García framhåller som en resurs i deras inlärning. I den svenska utbildningskontexten har intresset för pedagogiska möjligheter med transspråkande ökat, vilket tydligt visar behovet av att utforska detta område ytterligare.

    Syfte:

    Studiens syfte är att undersöka metoderna som fem SVA-lärare använder för att integrera transspråkande i sin undervisningspraxis, att analysera de möjligheter och utmaningar som är förknippade med transspråkande enligt lärarnas perspektiv, samt att utforska deras uppfattningar om flerspråkighet.

    Metod:

    I studien tillämpas en kvalitativ forskningsmetod, där vi intervjuade fem SVA-lärare på gymnasienivå. Intervjuerna genomfördes digitalt via plattformen Zoom. Den teoretiska ramen för studien grundar sig i Vygotskijs sociokulturella teori och Garcías teori om transspråkande.

    Resultat:

    Resultatet visar att lärarna använder sig bland annat av grupparbete, språkjämförelser, översättningar och olika slags uppgifter. Lärarna anser att möjligheterna med transspråkande är språk- och kunskapsutvecklande samt identitetsutvecklande för eleverna. De upplever utmaningar såsom tidskrävande moment, svårigheter med att behålla kontrollen när de inte förstår elevernas språk och att hantera elevernas individuella behov. Trots dessa utmaningar har lärarna en positiv inställning till flerspråkighet och betraktar det som en resurs i undervisningen.

  • 70.
    Elgemark, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Swedish youths as listeners for diverse English accents: Discussing the method2019Conference paper (Other academic)
    Abstract [en]

    The Swedish youth have received recognition for having high proficiency in English and for being highly motivated in learning English (Norrby, 2015). However, their accent preference and listening input are skewed towards certain Inner Circle Englishes, especially American English (AE) (Cabau, 2009), while it is not known if they are willing and/or capable of understanding a wide range of accents in globalised communication. Our study, to be commenced in early 2020, seeks to address this gap by investigating how Swedish youths are as listeners for diverse English accents. In this poster presentation, we will discuss the method of our study.

    The method is experimental. We operationalise listener intelligibility (LI), listener comprehensibility (LC), accentedness perception (AP) and accentedness acceptance (AA), adapted from previous studies (e.g. Kennedy & Trofimovich, 2008; Munro & Derwing, 1995; Tulaja, 2019), as well as listener variables found to have influence on the listener perception (e.g. Kang & Rubin, 2014). The stimulus will be the recordings of five university lecturers (one AE L1 and four L2 speakers) reading the same texts – adapted from previous Swedish national English 6 tests and the 40 true/false sentences from Munro and Derwing (1995). Listeners will be five classes of high school students, and each class will listen to one of the five speakers’ readings. We will administer tests to determine LI, LC, AP, and AA, and a questionnaire to identify individual variables. The analysis will target the LI, LC, AP and AA for different speakers, their relationships, interaction between the effects of speakers and listener variables, and speakers’ phonetic features compromising LI. At this stage of the research process, we welcome feedback, particularly on the justification of speaker selection, instruments for measuring the four constructs and for identifying individual variables and ways to remove training effect in test administration.    

    References

    Cabau, B. (2009). The irresistible rise and hegemony of a linguistic fortress: English teaching in Sweden. International Multilingual Research Journal, 3(2), 134-152. doi:10.1080/19313150903073786

    Kang, O., & Rubin, D. (2014). Listener expectations, reverse linguisticstereotyping, and individual background factors in social judgments and oral performance assessment. In A. Moyer & J. M. Levis (Eds.), Social dynamics in second language accent account (pp. 239-253). Berlin: De Gruyter Mouton.

    Kennedy, S., & Trofimovich, P. (2008). Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Canadian Modern Language Review, 64(3), 459-489.

    Munro, M., & Derwing, T. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73-97. doi:10.1111/j.1467-1770.1995.tb00963.x

    Norrby, C. (2015). English in Scandinavia: Monster or mate? Sweden as a case study. In J. Hajek & Y. Slaughter (Eds.), Challenging the monolingual mindset (pp. 17-32). Bristol: Multilingual Matters.

    Tulaja, L. (2019). Pronunciation errors by German L2 Danish learners: Ratings in accentedness, comprehensibility and acceptability. Paper presented at the The New Sounds, Waseda, Japan.

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  • 71.
    Elgemark, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mollstedt, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Changing English, Changing Challenges: The Work of Teaching English in a Context of Diverse Experiences2021In: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, p. 151-171Chapter in book (Other academic)
    Abstract [en]

    Today, teachers of English are facing new challenges. As a language and as a school subject, English is in a process of transformation. Learners’ encounters with English are constantly changing, resulting in classrooms where experiences are diverse and proficiency levels vary widely. In such contexts, teachers’ professional development becomes increasingly important. This chapter draws attention to the need to include and promote language awareness as a central element in the education of preservice teachers learning the work of teaching English. With language awareness firmly cemented as a part of an English teacher’s professional practice, and with working approaches that emphasize both function and form, students can better become equipped as speakers and users of English in a globalized world.

  • 72.
    El-Habel, Eyad
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Use of Speech Acts in Donald Trump Tweets2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study explores the use of speech acts in Computer Mediated Communication (CMC), particularly on Social Networks Sites (SNS). The present study expands on previous studies by Dauterman, Schrock and Carr (2012), and examines speech acts by President Donald Trump on Twitter. The study explored a period of four months of Trump's tweets, two months before the election and two months after him becoming a president. In the first period from the 8th of September, 2016 till the 8th of January 2017, president Trump created 709 tweets including 1253 speech acts components. Content analysis of such data shows that his tweets were most frequently constructed with assertive speech acts, followed by expressive ones. In the second period from the 20th of January till th 20th of March 2017, president Trump created 283 tweets containing 348 speech acts components. In the second duration the expressive speech acts type was the most dominant one followed by the assertive type. The total results of the two durations showed the production of 992 tweets that contained 1601 components of speech acts. In addition, the most frequently used speech act type was assertive followed by expressive. The usage of these types of speech acts might reflect the need of Donald Trump as presidential nominee to act seriously in the studied periods.

  • 73.
    Eliasson, Mia E.
    University West, Department of Social and Behavioural Studies.
    “That Summer”: Memory, Trauma, and the Partition in Clear Light of Day2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 74.
    Elmelid, Cornelia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Investigating Swedes’ attitudes towards their own and other Swedes’ English accents2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Within the sociolinguistic field of accent attitudes, it has often been shown that both native and non-native speakers show preference for certain accents, especially for native varieties. This ‘native speakerism’ can have a negative impact on second language speakers, as the stigmatisation they may experience can hinder their willingness to speak. The aim of this study was therefore to investigate accent attitudes of an English as a second language speaker group: Swedish L1 speakers of English, focusing on their attitudes towards their own English accents and their attitudes towards other Swedes’ English accents. The relationship between these attitudes were also examined. In doing so, the study drew on Standard Language Ideology and Social Identity Theory as the theoretical frameworks. In order to answer the research questions, data was collected through a questionnaire which collected 612 responses. Respondents’ answers were then quantified into descriptive and inferential statistics. The results showed that most respondents were positive towards their own and other Swedes’ English accents. However, there was a strong conformity to the Standard Language Ideology amongst the participating Swedes. The participants generally did not have a strong need to express their Swedish identity through their Swedish accents, which could also be attributed to the strong native norm. The results also showed that native norms were stronger in English L2 settings, while Swedish identity was more important for those living in a native English-speaking country. Finally, those who were positive towards Swedes’ English accents were more likely to value their Swedish identity, while those who were negative towards other Swedes’ English accents were themselves more likely to conform strongly to native norms. 

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  • 75.
    Elmi, Nadia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Well, Propensities and Principles Must Be Reconciled by Some Means": The Conflict of Happiness in Jane Eyre2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 76.
    Engdahl, Elisabet
    et al.
    Department of Swedish, University of Gothenburg, Box 200, 405 30 Gothenburg (SWE).
    Lindahl, Filippa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Swedish, University of Gothenburg, Box 200, 405 30 Gothenburg (SWE).
    Extraction and Pronoun Preposing in Scandinavian2022In: Languages, E-ISSN 2226-471X, Vol. 7, no 2, p. 1-22Article in journal (Refereed)
    Abstract [en]

    It has been noted that examples with extractions out of relative clauses that have been attested in Danish, Norwegian and Swedish are judged to be unacceptable in Icelandic and Faroese. We hypothesize that this may reflect whether or not speakers tend to prepose unstressed object pronouns as a way of establishing a coherent discourse. In this article we investigate to what extent pronoun preposing is used in Swedish, Icelandic and Faroese and whether there is any correlation with the acceptabilty of extractions from relative clauses. We show that Icelandic speakers use pronoun preposing to a very limited extent whereas Faroese speakers often prepose the VP or sentential anaphor tao. In both languages extraction from relative clauses is mainly judged to be unacceptable, with Faroese speakers being somewhat more accepting of extraction from presentational relatives. A crucial factor seems to be whether preposing is associated with a marked, contrastive interpretation or not.

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  • 77.
    Enoksson, Helen
    University West, Department of Social and Behavioural Studies.
    From The Handmaid´s Tale to The Testaments by Margaret Atwood: A Testimony of Women´s Lives in Our Times2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 78.
    Eriksson, Martin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A comparative study of media bias in the coverage of the Umbrella Movement in Hong Kong 20142020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper analyses the bias of Western and Chinese newspaper media in their coverage of the Umbrella Movement that took place in Hong Kong in 2014. Using the appraisal framework to analyse the chosen articles' attitudes and positionings, I observed that both Western and Chinese media are heavily biased in their coverage of the events and that their different political and ideological viewpoints are distinctly reflected in the articles.

    An analysis of the articles in Western media shows strong support for the Umbrella Movement and the protesters' demand for more transparent elections for Hong Kong's chief executive in 2017. By contrast, Chinese media express unequivocal disapproval for the Umbrella Movement and clearly stand behind the pro-Beijing supporters and the decision by the Chinese Communist Party to pre-screen candidates for the chief executive post.

    The implication is therefore that Western media place highest value on democratic elections for the chief executive and an autonomous Hong Kong not controlled by Beijing. On the contrary, Chinese media put highest importance on pro-Beijing values, i.e. Hong Kong being an integral part of mainland China that is controlled by the Chinese Communist Party.

  • 79.
    Febring, Linda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Biblioteket, Högskolan Väst.
    Work-integrated learning in Swedish as a second language: a study of vocational directed SFI2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 14-16Conference paper (Other academic)
    Abstract [en]

    Research topic

    Adult migrants, coming to Sweden, can attend Swedish courses known as Swedish for immigrants (SFI), in order to learn the language. SFI is a qualified, basic language education (SOU 2020:66). Moreover, there is a possibility to combine the language studies with vocational training. Language learning takes place via language usage, and exposure to the language increases the fluency, as demonstrated by Chiswick and Miller (1995). Thus, when theadult migrant interacts in Swedish, at work or in society, informal language learning takes place. However, little is known about how this informal language learning comes about (Yates, 2017).

    Motivation

    Integrated language programs are arranged by municipalities in the belief that they will expedite language learning and contribute to labour market establishment (Lindberg & Sandwall, 2012). The idea of the programs is that it enhances the possibilities for newly arrived migrants to learn a vocation as well as learning appropriate professional communication in Swedish (Dahlström, 2019). In addition to this, further aims with the programs are reducing unemployment and securing competence in professions that are difficult to recruit to, as well as expediting migrants’ entrance into the labour market (ibid.). However, these effects are not fully investigated (ibid.), and “[n]oteworthy is […] the lack of studies of vocational directed sfi” (SOU 2020:66, p. 460; my translation).Even though many migrants learn the language at the workplace, “we currently know very little about how this ‘informal’ language learning unfolds” (Yates, 2017, p. 429). One way to investigate this is through using boundary crossing theory, as used by Akkerman and Bakker (2012) in vocational education. Akkerman and Bakker (2012) outlined student transitions between school and workplace practice. The ambition with this project is to find out what boundary crossing mechanisms are in use in vocationally directed SFI-programs.

    Research questions/aim

    So far, there are no studies that have investigated vocationally directed SFI, even though these programs are offered by an estimated 61-86 percent of Swedish municipalities (Skolverket, 2022). In addition to this, there is a strong societal discourse which holds that the Swedish language is the key to integration and employment (Lindberg & Sandwall, 2017). The current research attempts to fill this gap by investigating the integration between components, aiming at facilitating learning, in vocational directed SFI. The purpose of this study is to investigate vocational directed SFI-programs and how the integration of components in these programs can contribute to the learning for the students attending them.

    The research questions are 

    1. What processes are involved when vocational directed SFI-programs are initiated? How do they come about?

    2. What affordances for learning at the boundary exist in the studied programs?

    3. What learning at the boundary exist, and how is it established?

    4. What role does boundary objects play at mediating learning at the boundary?

    The context where the research is carried out is in Sweden, at vocational directed SFI-programs. This will be a compilation dissertation that will consist of four case studies. A combination of qualitative methods will be used. Specifically, these are interviews and document analysis (Study I), interviews (Study II), and ethnographic approaches (Study III and IV). 

    The first study is a retrospective case study of three vocational directed SFI-programs, investigating the background of starting up such a program. The purpose of the first study is to find out what processes contributed to the start-up of this type of program and to learn more about why the municipalities started offering the p rogram and how they went about when starting it up. The aim of this study is to answer RQ1.15

    The second study is an interview case study with 13 participants, both sfi-teachers, vocational teachers and practice supervisors, in five vocational directed SFI-programs from two municipalities. The purpose of the second study is to map out the programs and the boundary crossings of the investigated programs. This study is published (see Febring & Henry, 2022). This study responds to RQ2.The third study is planned to be an ethnographic case study of one vocational directed SFI-program. The researcher will spend a lot of time on site to see the collaboration between the teachers, and also to follow the students at their practice. The purpose of the third study is to investigate how learning at the boundary is established. The focus of this study is to answer RQ3.The fourth study is also planned to be an ethnographic case study of one vocational directed SFI -program. The purpose of the fourth study is to investigate how learning at the boundary is mediated by the use of boundary objects (artefacts mediating at the border) (Engeström et al., 1995). This study relates to RQ4. 

    Theoretical and methodological perspectives 

    The dissertation is underpinned by socio-cultural theories on learning. For study II, III and IV, boundary crossing theory (Akkerman & Bakker, 2011) is used. According to Suchman (1993) “crossing boundaries means entering into a process of profound and uncomfortable social change” (p. 25). However, Akkerman and Bakker (2011) states that crossing boundaries has a potential for learning, which is emphasized by both cultural historical activity theory (Engeström, 1987) and communities of practice (Wenger, 1998).

    Results and implications 

    The research will contribute to the WIL paradigm by considering the use of the concept in relation to Swedish as a Second Language (SSL). A first attempt at defining work integrated language learning (WILL) has been proposed, which reads as follows: “a program or other form of education that primarily targets the development of L2 skills, where classroom and workplace-based learning are intentionally combined, and where connections between settings are actively sought” (Febring & Henry, 2022, p. 19-20). To understand the ways in which formal and informal knowledge and experiences are made relevant in language learning is of importance for teacher training programmes, teachers and teacher educators. Moreover, this study will be important for research about language learning, Swedish as a Second Language (SLL) and teacher training, as well as to SSL-students, sfi- and SSL-teachers, teachers of migrants, vocational supervisors, teacher-educators, but also for policy makers, all of whom can make more informed decisions about classro om practice.

  • 80.
    Febring, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Henry, Alastair
    Lunds universitet (SWE).
    Gränsobjekt och språklärande i kombinationsutbildningar2022In: Språk i praktiken: i en föränderlig värld. Rapport från ASLA-symposiet, Stockholms universitet, 7–8, april 2022 / [ed] Marie Nelson, Mårten Michanek, Maria Rydell, Susan Sayehli, Klara Skogmyr Marian, Gunlög Sundberg, Stockholm: Stockholm University, 2022, p. 106-130Chapter in book (Refereed)
    Abstract [sv]

    I Sverige anordnar många kommuner kombinationsutbildningar, där elever läser kommunal vuxenutbildning i svenska för invandrare (sfi) (SKOLFS 2017:91) i kombination med yrkesutbildning. Trots omfattande satsningar på dessa utbildningar finns det få studier kring undervisning i kombinationsutbildningar.Syftet med denna studie är att bidra med forskning kring undervisning i kombinationsutbildningar genom att undersöka förekomsten av gränsobjekt och deras användning mellan sfi, yrkesämnet och arbetsplatspraktiken i kombinationsutbildningar samt att undersöka hur dessa kan skapa affordancesför språkinlärning. Forskningsfrågan är: Vilka affordances för språkinlärning kan,med hjälp av gränsobjekt, enligt deltagarna uppstå i de undersökta arbetsintegrerade sfi-utbildningarna? Studien bygger på intervjuer med tretton informanter. För bearbetning av datamaterialet användes deduktiv tematisk analys med utgångspunkt i ett analytiskt ramverk, skapat utifrån Akkerman and Bakkers (2011b) definitioner av gränsöverskridande. Resultatet visar att det i våra informanters beskrivningar fanns fem typer av gränsobjekt på de studerade utbildningarna, och dessa hade potential att bidra med både yrkesdomänspecifika affordances och affordances för muntlig kommunikation. Slutligen tas implikationer av studiens resultat upp.

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  • 81.
    Fjällhage, Jonathan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Asså det du hör och gör påverkar liksomhur du pratar"2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate Swedish students' use of code-switching between the Swedish and English language, in relation to their involvement or interest in extramural activities. Their own views and attitudes on the topic as well as their reasons for code-switching will also be investigated in the study. The study is based on a qualitative method of research, in which semi-structured interviews were used. The participants in this study consisted of 17 students (in four focus groups) from three different secondary schools in southern Sweden. Fundamental factors connected to the study are code-switching, extramural activities,  borrowing as well as loanwords and the theory on which the study is based is called  accommodation theory. The results of the study show that the majority of total occurrences of students' use of code-switching, belonged to the word class of nouns. Other findings indicate that students use code-switching for social reasons, efficient communication and external factors, in which the situational context as well as the social context have a significant role. Many of the code-switched occurrences could also be attached to a specific extramural activity or interest. The study show that when discussing extramural activities, students frequently code-switch both consciously and unconsci ously as well as adapt their use of language, in order to make themselves understood.

  • 82.
    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.

  • 83.
    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.

  • 84.
    Fred, Emma
    et al.
    University West, Department of Social and Behavioural Studies.
    Larsson, Paula
    University West, Department of Social and Behavioural Studies.
    ”Att drabbas av sitt arv”: En postkolonial litteraturstudie av Ann-Helén Laestadius Straff2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    För att kunna diskutera Sveriges koloniala förflutna krävs såväl ett erkännande av dess existens som ett ansvarstagande. Ann-Helén Laestadius roman Straff (2023) är en fiktiv berättelse baserad på verkliga händelser och skildrar den svenska statens implementering av nomadskolan där samiska renskötarbarn tvingades överge det egna språket och den egna kulturen. Med hjälp av postkoloniala begrepp strävar vi efter att hörsamma de röster som tystades på nomadskolan.

    Syfte:

    Studien syftar till att visa hur Straff (2023) kan förstås ur ett postkolonialt perspektiv. Vår förhoppning är att analysen kan bidra till att belysa svensk kolonialhistoria samt koloniala föreställningar och dess konsekvenser.

    Metod:

    Vår läsning av romanen grundas i ett förhållningssätt där vi förhåller oss självkritiska till våra läsningar och tolkningar i syfte att göra utrymme för den subalterna att själv tala och därmed inte reproducera koloniala idéer. Detta förhållningssätt kallas etisk läsning.

    Resultat:

    Studien visar att användningen av det samiska språket kan betraktas som en motståndshandling och ett sätt att återerövra språket. Vår etiska läsning av materialet synliggör också att karaktärernas relation till samiskan och det samiska arvet skiljer sig åt, samt att vissa av de samiska barnen kan läsas som subalterna. Därtill belyser vår studie hur nordisk kolonialism fungerar.

  • 85.
    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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  • 86.
    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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  • 87.
    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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  • 88.
    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.

  • 89.
    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.

  • 90.
    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.

  • 91.
    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.

  • 92.
    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:/.

  • 93.
    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)

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  • 94.
    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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  • 95.
    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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  • 96.
    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
  • 97.
    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.

  • 98.
    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.

  • 99.
    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.

  • 100.
    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
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