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Sundh, Stellan
Publications (10 of 19) Show all publications
Mutabazi, E. & Sundh, S. (2020). French and Swedish students' perspectives on second-class citizenship in educational contexts - shared experiences and questioned values. Bildungsforschung, 1(17), 1-13
Open this publication in new window or tab >>French and Swedish students' perspectives on second-class citizenship in educational contexts - shared experiences and questioned values
2020 (English)In: Bildungsforschung, ISSN 1860-8213, E-ISSN 1860-8213, Vol. 1, no 17, p. 1-13Article in journal (Refereed) Published
Keywords
student´s perspectives, second-class citizenship, Sweden, France
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-406033 (URN)10.25539/bildungsforschung.v1i17.292 (DOI)
Available from: 2020-03-03 Created: 2020-03-03 Last updated: 2020-03-10Bibliographically approved
Sundh, S. (2019). A Corpus of Young Learners' Written Production in English. In: : . Paper presented at Child Foreign/Second Language Learning (CFSLL) Facing heterogeneity in the young learner classroom Pedagogical University of Cracow, Poland 26-28 September.
Open this publication in new window or tab >>A Corpus of Young Learners' Written Production in English
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is a growing interest in young learners' production in EFL all over the world since the English language has more and more taken the role of lingua franca in international communication. In addition, English is more and more chosen as the first foreign language to be taugth and learnt at schools. This gives reason to analyse English used by young people in various contexts.

In a project frpm 2015 to 2017. 1,100 young learners' written production in English as a foreign language was collected. The young learenrs were 12-year-olds in six countries in northern Europe: Estonia, Latvia, Lithuania, Poland, Russia and Sweden. The learners produced six texts during a school year. Extra-linguistic varibales were collected about these young learners in order to take into account factors such as first language and use of English in their spare time. The hand-writtent texts were then transcribed. The data was organized and is now available at Uppsala University for research. In the presentation the data is described and the potential for further research will be discussed. Furthermore, some preliminary findings regarding individual variation, collocations and young learners' writing about their future will be presented from some introductory analyses of the data.

Keywords
English as foreign language, primary school, writing
National Category
Specific Languages Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-393965 (URN)
Conference
Child Foreign/Second Language Learning (CFSLL) Facing heterogeneity in the young learner classroom Pedagogical University of Cracow, Poland 26-28 September
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2020-04-14Bibliographically approved
Simaeva, I., Budarina, A. O. & Sundh, S. (2019). Cостояние и привлекательность инклюзивного и специального образования в России и странах Балтии. Baltic Region, 11(1), 76-91
Open this publication in new window or tab >>Cостояние и привлекательность инклюзивного и специального образования в России и странах Балтии
2019 (Russian)In: Baltic Region, ISSN 2079-8555, Vol. 11, no 1, p. 76-91Article in journal (Refereed) Published
Abstract [en]

In this study, we examine the current state and prospects of inclusive education for learners with special needs and disabilities in the countries of the Baltic region (Poland, Sweden, Germany, Denmark, Latvia, Lithuania, Estonia, Norway, and Russia). We present a SWOT analysis of the development of inclusive education in different countries and analyse its strengths and weaknesses, risks, threats, and challenges from a political, economic, and technological perspective. In our analysis, we dissociate the issue of inclusive education from the problem of teaching learners with disabilities and examine the political, economic, social, and technological aspects of the environment that affect the educational situation of learners with disabilities. We consider inclusive education in the context of the documents of the Euro­pean Agency for Special Needs and Inclusive Education — an active educational institution that facilitates the preparation and adaptation of all learners to life in complex multicultural and integrated societies through rights, freedom, tolerance, and non-discrimination of per­sons with disabilities. Our analysis of inclusive education trends relies on the assessment of the goals and objectives, accessibility, and socio-cultural and economic feasibility of inclu­sive educational systems. We stress political, socio-cultural, and technological differences in practices, dynamics, and prospects for inclusive education in the Baltic region countries and Russia.

Place, publisher, year, edition, pages
Kaliningrad: , 2019
Keywords
inclusive education, special education, special educational needs, compas¬sion-based approach (charity), isolation-based approach (segregation), socio-cultural effi¬ciency-based approach (inclusion and integration)
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-381850 (URN)10.5922/2079-8555-2019-1-6 (DOI)000472952200006 ()
Note

English title: Inclusive education in Russia and the Baltic countries : a comparative analysis

Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-08-19Bibliographically approved
Sundh, S. (2019). La visio-conférence :: un des outils facilitant la communication dans le partenariat international universitaire. In: ACFAS 27-31 mai 2019, Université du Québec en Outaouais (Ed.), : . Paper presented at 87e Congrès de l’Acfas: Engager le dialogue savoirs-societés,27-31 May, 2019, Québec, CAnada.
Open this publication in new window or tab >>La visio-conférence :: un des outils facilitant la communication dans le partenariat international universitaire
2019 (French)In: / [ed] ACFAS 27-31 mai 2019, Université du Québec en Outaouais, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [fr]

Aujourd’hui, la mobilité des professeurs et des étudiants augmente en Europe grâce aux programmes comme Erasmus. Ces mobilités ont également permis un développement de partenariat entre les universités européennes. Un des outils facilitant la collaboration et les échanges entre les partenaires universitaires est le TIC. Nous pouvons évoquer notamment l’utilisation des échanges d’emails, de Skype, de Facebook, etc., dans les échanges des études et des stages pour les étudiants, ou dans les enseignements et dans la recherche pour les universitaires et enseignants-chercheurs. Dans notre contribution, nous monterons le rôle de l’un des TIC : La Visio-conférence dans ces échanges internationaux. Nous nous appuierons plus particulièrement sur nos observations lors des échanges des valeurs et connaissances entre des étudiants français et les étudiants suédois. 

Keywords
visio-conférence, les TIC, échanges internationales
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-385095 (URN)
Conference
87e Congrès de l’Acfas: Engager le dialogue savoirs-societés,27-31 May, 2019, Québec, CAnada
Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2020-05-20Bibliographically approved
Denksteinova, M. & Sundh, S. (2019). STUDENT VOICES ON SUSTAINABLE ONLINE COMMUNICATION - INTERCULTURALITY AND INTERNATIONALIZATION. In: INTED2019 Proceedings: . Paper presented at 13th International Technology, Education and Development Conference, INTED 2019 Dates: 11-13 March, 2019 Location: Valencia, Spain (pp. 1683-1689). Valencia
Open this publication in new window or tab >>STUDENT VOICES ON SUSTAINABLE ONLINE COMMUNICATION - INTERCULTURALITY AND INTERNATIONALIZATION
2019 (English)In: INTED2019 Proceedings, Valencia, 2019, p. 1683-1689Conference paper, Published paper (Refereed)
Abstract [en]

International communication focusing mainly on development of intercultural communication using different sustainable digital tools has been established both at universities and in other contexts worldwide. The focus nowadays is not only on the necessity of using these sustainable online tools for increasing the students’ ability to communicate about various topics depending on their field of study but also on developing their ability of critical thinking and their awareness of different intercultural issues present in every international communication. The video-conference is thus one of the ways to work with internationalization in a sustainable way in education, giving opportunities for the exchange of ideas and experiences both at personal and professional levels without mobility. The focus of this study lies mainly in student voices evaluating the well-established online cooperation of international and domestic/local students at Uppsala University in Sweden and University of Pardubice in Czechia. It provides detailed insights into different perspectives of the personal and professional development of the student participants based on the questionnaire responses, reflections and reports submitted by students within five years of experience with video-conferencing. Based on the different types of tasks used, the authors provide an analysis of the positive and negative student comments and answer the following research questions: How do students experience the autonomous student interactive video-conferences in an international context? What issues are raised when dealing with intercultural differences? How can this type of communication increase the student intercultural awareness, critical thinking and internationalisation in their education? With the background of the theoretical approaches and methods the results provide the student perspectives on this international sustainable communication.

Place, publisher, year, edition, pages
Valencia: , 2019
Series
INTED, ISSN 2340-1079
Keywords
sustainable communication, student voice, videoconferencing, internationalization, intercultural communication.
National Category
Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-382270 (URN)10.21125/inted.2019.0490 (DOI)978-84-09-08619-1 (ISBN)
Conference
13th International Technology, Education and Development Conference, INTED 2019 Dates: 11-13 March, 2019 Location: Valencia, Spain
Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-04-26Bibliographically approved
Sundh, S. (2018). 12-year-olds' written production in english across five countries in the Baltic Region -: does L1 matter?. In: : . Paper presented at Early Language Learning Conference 2018 June 13-15, 2018, Reykjavik, Iceland.
Open this publication in new window or tab >>12-year-olds' written production in english across five countries in the Baltic Region -: does L1 matter?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

English is currently taught at primary levels at schools in more and more countries in the world and the interest has increased on improving the teaching of English to young learners and thereby facilitate their learning and future communication in international contexts. It is therefore relevant to investigate the production in English by young learners from different geographical, cultural and language backgrounds since their L1can play an important role in their use of vocabulary (Schmitt 2010). Vocabulary acquisition is also claimed to be central in language learning (Saville Troike 2012).   

In three studies, which are based on the data collected in the project Baltic Young Learners’ of English Corpus (BYLEC), the purpose was to investigate 12-year-olds’ use of vocabulary in EFL and in written production. The texts were analysed with three approaches. Firstly, the learners’ use of English was investigated in the context of discussing sustainable development. Secondly, the learner’s uses of a number of adjectives were analysed in the context when they described their best friend. Thirdly, quantitative analyses were carried out on the number of English words in the texts, the proportions of high-frequency vocabulary and the type-token-ratios.

The results indicate that the Estonian, Latvian, Lithuanian, Russian and Swedish learners adhere to slightly similar patterns of vocabulary when they use the English language in writing. The numbers of words in the texts vary significantly however and there are great individual differences within the country categories. In one of the six tasks of BYLEC when the 12-year-olds wrote about their future, great differences could be identified in the themes described and in their views on their future. The analyses of the proportions of high-frequency vocabulary and the degrees of lexical variation across the five country categories show that the young learners in Estonia, Latvia, Lithuania, Russia and Sweden to a great extent used similar patterns of vocabulary in English in their written production although some minor differences could be identified.

Keywords
young learners, English as aforeign language, written production, Baltic region
National Category
Specific Languages
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-357155 (URN)
Conference
Early Language Learning Conference 2018 June 13-15, 2018, Reykjavik, Iceland
Available from: 2018-08-13 Created: 2018-08-13 Last updated: 2019-01-02Bibliographically approved
Sundh, S. (2018). Estonian, Latvian, Lithuanian, Russian and Swedish Young Learners’ Written Production in EFL - Descriptions and Comparisons of Their Use of Vocabulary. International Journal of Language & Linguistics, 5(4), 17-27
Open this publication in new window or tab >>Estonian, Latvian, Lithuanian, Russian and Swedish Young Learners’ Written Production in EFL - Descriptions and Comparisons of Their Use of Vocabulary
2018 (English)In: International Journal of Language & Linguistics, ISSN 2374-8850, Vol. 5, no 4, p. 17-27Article in journal (Refereed) Published
Abstract [en]

English as a foreign language is learnt and used by many young people in Europe. It is therefore relevant to investigate the production in English by young learners from different geographical, cultural and language backgrounds. The present study is based on data collected over a period of nine months with 161 twelve-year-olds’ writing. The vocabulary was analysed in terms of number of words in the texts, the proportions of high-frequency vocabulary and the type-token-ratios. The results show that generally the young learners in Estonia, Latvia, Lithuania, Russia and Sweden have similar uses of vocabulary no matter of topic or L1 an only tendencies of minor differences were identified.

Keywords
young learners, writing in English as a foreign language, vocabulary, Baltic Sea Region
National Category
Social Sciences General Language Studies and Linguistics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-371702 (URN)10.30845/ijll.v5n4p3 (DOI)
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-01-03Bibliographically approved
Sundh, S. (2018). International exchange of ideas in student- interactive videoconferences: – sustainable communication for developing intercultural understanding with student teachers. Discourse and communication for sustainable education, 9(2), 123-133, Article ID 10.2478/dcse-2018-0019.
Open this publication in new window or tab >>International exchange of ideas in student- interactive videoconferences: – sustainable communication for developing intercultural understanding with student teachers
2018 (English)In: Discourse and communication for sustainable education, E-ISSN 2255-7547, Vol. 9, no 2, p. 123-133, article id 10.2478/dcse-2018-0019Article in journal (Refereed) Published
Abstract [en]

International communication with different digital tools is now established both at

universities and in other contexts worldwide. It is therefore relevant to describe how

one of these tools is used in higher education. In the present study the focus is on

seminars carried out in student-interactive video-conferences on didactic and pedagogical

issues with student teachers. The participants were international and Swedish student

teachers at the Department of Education at a Swedish university and at two different

campuses. The results are based on analyses of the studentsí written reports completed

after the seminars and show that the interactive video-conference is useful to establish

contacts between students in different places and to develop intercultural understanding

of school-related matters. The video-conference is thus a way to work with internationalization

in a sustainable way in teacher education, giving opportunities for the exchange

of ideas and experiences both at personal and professional levels without mobility.

Keywords
sustainable communication, teacher students, interactive video-conferences
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-371703 (URN)10.2478/dcse-2018-0019 (DOI)
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-04-26Bibliographically approved
Denksteionova, M. & Sundh, S. (2018). Social media in intercultural communication: the way beyond just learning languages. In: INTED2018 Proceedings: . Paper presented at 12th International Technology, Education and Development Conference, 5-7 March, 2018, Valencia, Spain (pp. 1154-1159).
Open this publication in new window or tab >>Social media in intercultural communication: the way beyond just learning languages
2018 (English)In: INTED2018 Proceedings, 2018, p. 1154-1159Conference paper, Published paper (Refereed)
Abstract [en]

Higher education of language and intercultural learning nowadays requires new approaches to second language acquisition to increase both motivation and interaction in courses of ESP for university students. For several years co-operation with student-interactive video-conferences (VCs) between universities in the Czech Republic and Sweden has been carried out in an ongoing project. Communication prior to and after video-conferences is organized with the help of writing in Facebook and speaking using Skype. Gradually other means of communication than these two ones start to be introduced by the students to facilitate interaction. As the second language is best learned and taught through interaction (Blake, 2014), these individual contacts tend to be of increasing significance in order to prepare and to evaluate the matters discussed in the VCs since they do not give the full opportunity to all members to participate as much as they would like. In addition, the interaction in the VCs is highly dependent on group dynamics and thereby open up for maximal individual production when the students negotiate toward mutual comprehension of each other's message.

The authors provide detailed insights and analysis of the shift in the perspective of SLA theories based on the research carried out within the last decade and the hands on experience with social media used in intercultural communication. The potential of social media in language learning provides opportunities not only to integrate language skills but also to support the development of cultural awareness and critical literacy. These opportunities mirror contemporary and authentic uses of social media in the students' ways of communicating in their everyday lives (Warschauer, 2009). The conclusions and results are based on data collected in ESP courses at both universities.

Series
INTED 2018 Proceedings, ISSN 2340-1079
Keywords
English language learning, social media, intercultural awareness
National Category
Didactics Communication Studies
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-348664 (URN)10.21125/inted.2018.0160 (DOI)000447408801027 ()978-84-697-9480-7 (ISBN)
Conference
12th International Technology, Education and Development Conference, 5-7 March, 2018, Valencia, Spain
Available from: 2018-04-16 Created: 2018-04-16 Last updated: 2018-12-20Bibliographically approved
Sundh, S. & Denksteinova, M. (2018). The Role of the Teacher in Videoconferencing (1ed.). In: Libor Stepánek, Katerina Sedlacková, Nick Byrne (Ed.), Videoconferencing in University Language Education: (pp. 143-157). Brno, Czech Republic: Munipress
Open this publication in new window or tab >>The Role of the Teacher in Videoconferencing
2018 (English)In: Videoconferencing in University Language Education / [ed] Libor Stepánek, Katerina Sedlacková, Nick Byrne, Brno, Czech Republic: Munipress , 2018, 1, p. 143-157Chapter in book (Refereed)
Place, publisher, year, edition, pages
Brno, Czech Republic: Munipress, 2018 Edition: 1
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-364685 (URN)10.5817/CZ.MUNI.M210-9008-2018 (DOI)978-80-210-9003-3 (ISBN)978-80-210-9008-8 (ISBN)
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2019-04-10Bibliographically approved
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