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  • 1.
    Aarsand, Pål
    et al.
    Pedagogisk institutt, Norges Teknisk-Naturvitenskaplige Universitet.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om media literacy-praktiker i barns vardagsliv2013In: Literacy-praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg & Roger Säljö, Stockholm: Gleerups Utbildning AB, 2013, p. 41-63Chapter in book (Other academic)
  • 2.
    Bagga-Guptha, Sangeeta
    et al.
    Örebro Universitet.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Säljö, Roger
    Göteborgs Universitet.
    Literacy-praktiker i och utanför skolan2013 (ed. 1.1)Book (Other academic)
  • 3.
    Cekaite, Asta
    et al.
    Linköpings Universitet.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers2017In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 451-475Article in journal (Refereed)
    Abstract [en]

    In this study we argue that a focus on language learning ecologies, i.e., situations for participation in various communicative practices can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers and the interplay between these and macro-level language and educational policies. It was found that the focal girl mainly participated in unstructured peer play due to the preschool educational and language policy. The girl’s limited Swedish (simple nouns, verbs, formulaic expressions) served as a resource for collusive peer language play (negatively keyed recyclings, mimicking, nonsensical words) portraying her language as incomprehensible. In interaction with teachers the child’s nonverbal acts were interpreted into verbal forms (repeating and expanding conversational, lexical and grammatical contributions). The fact that the girl did not align with the teacher’s conversational contributions created a negative affectively valorized language-learning ecology. Our study demonstrates how educational and language policies as they are managed on the micro-interactional level in everyday preschool activities may cast children’s peer group as the main language socialization agent for beginners.

  • 4. Cekaite, Asta
    et al.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Staging Multilingual identities and negotiating monolingual norms in multiethnic school settings2008In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 5, no 3, p. 177-196Article in journal (Refereed)
    Abstract [en]

    This paper focuses on children’s language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby “talking into being” language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, children both draw on a range of linguistic varieties, and refrained from involving in poly-lingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, poly-lingual student). Simultaneously a monolingual norm was brought into being, and, importantly, the children appropriated and exploited the monolingual norms-in being for organizing their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children’s poly-lingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider socio-cultural context (e.g., language and educational ideologies).Key words: language alternation, linguistic and social identity, monolingual norm, multilingual classes, poly-lingual practices, multi-sited ethnography, Membership Categorization Analysis (MCA)

  • 5.
    Cekaite, Asta
    et al.
    Linkoping Univ, Dept Themat Res, Child Studies, S-58183 Linkoping, Sweden.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stance and footing in multilingual play: Rescaling practices and heritage language use in a Swedish preschool2019In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 144, p. 127-140Article in journal (Refereed)
    Abstract [en]

    This study examines how young immigrant children in multilingual playful activities with peers and adults engage with and explore heritage language forms (e.g., their features, social values and pragmatic uses), as well as transgress boundaries between different language varieties. It is argued that such ludic language practices located and enacted within micro-interactional processes in turn link to and contribute to macro-level socio-cultural values and tensions of languages. The selected data constitute a case study based on a video-ethnography of multilingual language practices in a preschool (for 3- to 6-year-olds) with a Swedish monolingual policy. It is found that the children's multilingual play involve the exploitation of heritage language and linguistic incongruities: it takes the shape of exaggerated repetitions, transformations of language forms (phonetic, morphological and syntactic features), various keying resources, i.e., affective (serious or ludic) and metalinguistic stances. The findings underscore the importance of taking into account young immigrant children's agency in creating new spaces (e.g., ludic or instructional activities) for heritage language forms and varieties as they are used for entertaining, rather than educational purposes. (C) 2017 Elsevier B.V. All rights reserved.

  • 6.
    Cromdal, Jakob
    et al.
    Tema Barn, Linköpings Universitet.
    Sparrman, Anna
    Tema Barn, Linköpings universitet.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Adelswärd, Viveka
    Institutionenen för språk och kultur, Linköpings universitet.
    Den väsentliga vardagen: några diskursanalytiska perspektiv på tal, text och bild.2009Book (Other academic)
  • 7.
    Danby, Susan
    et al.
    Queensland University of Technology, Brisbane, Qld, Australia.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aarsand, Pål
    Norwegian University of Science and Technology, Trondheim, Norway.
    Situated collaboration and problem solving in young children's digital game play2018In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 5, p. 959-972Article in journal (Refereed)
    Abstract [en]

    Collaboration is an important aspect of social activity associated with young children’s digital gameplay. Children organise their participation as they communicate with and support one another, through sharing knowledge and problem-solving strategies, displaying their expertise, encouraging others and creatively exploring possibilities for collaborative game moves. Drawing on a social interactional perspective, we explore the situated and embodied practices of the young players aged 3–8 years. We present three video ethnographic case studies of young children’s everyday peer interactions from three different settings and age groups: Australia (home), Norway (pre-school) and Sweden (afterschool). Across these settings, the findings identify how children collaborate with one another to progress the game by using multiple strategies, including instructing each other, monitoring each other’s actions and problem solving. In the process, collaborative peer culture was maintained and built as the players worked towards problem solutions that require taking each other’s perspectives, and sharing digital devices and skills. This focus on children’s situated language use and assemblage of multimodal resources shows their moment-by-moment collaborative action. These multimodal interactions create opportunities for peer and sibling learning without the presence of an adult. The collaborative activity was a strategic resource used by the children in their digital game playing. In capturing young children’s own strategies, we highlight their agency in learning occurring through social interaction and gameplay.

  • 8.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Accounting for friendship: Moral ordering and category membership in preadolescent girls' relational talk2007In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 40, no 4, p. 377-404Article in journal (Refereed)
    Abstract [en]

    In this article, I explore how preadolescent girls, with low-income and multiethnic backgrounds, negotiate social and moral norms of conduct and accomplish the local social organization of the group over time. The girls were audio recorded as part of fieldwork in an elementary school in Sweden. The analysis combines conversation analytic examination of talk-in-interaction and ethnomethodological concerns for members' understanding of social categories. As demonstrated, the girls deploy diverse forms of collaborative judgmental work (complaints, accounts, membership categorization work, etc.) to describe coparticipants as good versus bad friends. Resistance (denials, justifications, recycling, substitutions, counteraccusations) to category ascriptions solidified negative category membership (of a bad friend) and eventually cast a girl as friendless. The detailed analysis demonstrates that the girls provide their own rendering of the seemingly neutral (and romanticized) activity of relational talk, thereby transforming it into an activity for indexing inappropriate behaviors, strengthening social relations of power, and justifying social exclusion.

  • 9.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Boys’ gossip telling: Staging identities and indexing (unacceptable) masculine behaviour2002In: Text, Vol. 22 (2), p. 1-27Article in journal (Refereed)
  • 10.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Deltagarperspektiv på vardaglig pedagogisk (moralisk) verksamhet2005Report (Other scientific)
  • 11.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Doing being Boys with ADHD. On Category-work and Differences in SEN classroom practices.2014In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 19, no 3, p. 266-283Article in journal (Refereed)
    Abstract [en]

    This paper builds on sociological assumptions that teachers, schools and schooling may play an important role in the recognition and psychopathologization of particular boys as ‘difficult, disordered and disturbed’. The data draw on ethnographic work combined with video recordings of everyday classroom practices in a special educa- tional needs unit with boys diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Drawing on ethnomethodological work on members’ understanding of social categories (MCA) combined with the related methodology of ‘doing difference’, the focus is on the local social process through which boys’ unruly behaviors are made sense of and treated as the grounds for shifting categorization practices. It is found that both teachers and boys orient to the institutional categories Teacher and Student in teacher–student interactions for the ordering of the classroom . The boys’ conduct is in these instances far from pathological but is meaningful in the sense that it provides local resources to resist teacher authorithy and display agency. Overall, the analysis highlights the complexity of locally accomplished identity practices – in terms of how institutional-, gender- and age-appropriate conduct meshes with diagnostic criteria – in the social identification of boys diagnosed with ADHD.

  • 12.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    "Eee el enchufe, enchufate, enchufate!": Flickors skämtande om språk i multietniska elevgrupper2000In: Möten – en vänbok till Roger Säljö, Linköping, Linköpings universitet, tema Kommunikation , 2000, p. 241-266Chapter in book (Other scientific)
  • 13.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Elevers flerspråkiga aktiviteter och dominerande enspråkiga former för kommunikation2004In: Ett vardagsliv med flera språk: Om barns och ungdomars samspel i flerspråkiga skolmiljöer, Liber, Stockholm , 2004, p. 66-86Chapter in book (Other scientific)
  • 14.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    ”För jag är bäst på svenska!”: Sociala och språkliga ordningar i en mångkulturell skola2000In: Utbildning och demokrati, 2000, Vol. 3, p. 29-48Article in journal (Refereed)
  • 15.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Interkulturell vänskap och kommunikation hos mellanstadiebarn: Ansökan till SFR1995Report (Other scientific)
  • 16.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    ”Ja då ska du U:::T!”: Ramar regler och identitetsspel i flickors regellekar2000In: Tidsskrift for Børne- og Ungdomskultur, Plads til leg, no 41, p. 123-140Article in journal (Refereed)
  • 17. Evaldsson, Ann-Carita
    “Ja va inte mobbad ja sa att ja va retad nån gång ja men inte jämt” - Verbal mobbning och normerande praktiker i flickors relationsprat. EDUCARE, Nr 2, 137-1562009In: EDUCARE, no 2, p. 137-156Article in journal (Refereed)
  • 18.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Könsskillnader och regellekar: Flickors sociala interaktion (verbal och kroppslig) i ”boll i fyrkant”2000In: Nordisk Pedagogik, Vol. 2, p. 65-79Article in journal (Refereed)
  • 19.
    Evaldsson, Ann-Carita
    Uppsala University.
    Med kvartsamtalet i fokus.: En studie av hur personlighet och fostran framställs i officiella dokument för skolan 1940-1990-tal1994Report (Other scientific)
  • 20.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mobbning som interaktionell praktik.: Moraliska överträdelser och flickors kamratgruppsinteraktion2012In: Locus, ISSN 1100-3197, Vol. 12, no 4, p. 26-42Article in journal (Refereed)
  • 21.
    Evaldsson, Ann-Carita
    Uppsala University.
    Mångkulturalitet och jämställdhet i vardagen - En interaktionsstudie av multikulturella barngrupper i övergången förskola-skola: Ansökan Skolverket2000Report (Other scientific)
  • 22.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Mångkulturalitet och jämställdhet i vardaglig skolverksamhet2003Report (Other scientific)
  • 23.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om mobbning och språkliga kränkningar i flickors samspel2013In: Barns Livsvillkor / [ed] Anders Fjällhed & Mikael Jensen, Lund: Studentlitteratur, 2013, 1, p. 193-204Chapter in book (Other academic)
  • 24.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Om reflexivitet, elevers identitetsarbete och den mångkulturella skolans legitimitet2001In: Pedagogik i barns socialisation – Texter om ingripandens legitimitet, Pedagogiska institutionen, Forskningsrapporter, nr. 64 , 2001, p. 1-20Chapter in book (Other scientific)
  • 25.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Om vikten av att ha en bästa vän: En mikroanalys av lärar-elev-föräldra-samtal om elevens sociala relationer1997In: Nordisk Pedagogik, Vol. 4, p. 37-55Article in journal (Refereed)
  • 26.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Play and games2009In: The Palgrave Handbook of Childhood Studies, Basingstoke: Palgrave Macmillan , 2009Chapter in book (Other academic)
  • 27.
    Evaldsson, Ann-Carita
    Linköpings universitet.
    Play, Disputes and Social Order: Everyday Life in Two Swedish After-school Centers1993Doctoral thesis, monograph (Other academic)
  • 28.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    School-yard suspect: Blame-management among children and teachers2015In: Morality in Practice: Exploring Childhood, Parenthood and Schooling in Everyday Life / [ed] Cromdal, Jakob & Michael Tholander, London: Equninox Books , 2015Chapter in book (Refereed)
  • 29.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Shifting moral stances: Morality and gender in same-sex and cross-sex game interaction2004In: Research on Language and Social Interaction, Vol. 37 (3), p. 331-363Article in journal (Refereed)
  • 30.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Situating Relational Aggression i girls’ talk2007In: Språk och kön i nutida och historiskt perspektiv. Studier presenterade vid Den sjätte nordiska konferensen om språk och kön, Uppsala 6-7 oktober 2006, Elanders Gotab., Stockholm , 2007, p. 321-329Chapter in book (Other (popular scientific, debate etc.))
  • 31.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Skiftande identiteter och könsvariationer i yngre skolbarns samspel med kamrater2005In: Kvinder, køn og forskning, no 3, p. 63-66Article in journal (Other (popular scientific, debate etc.))
  • 32.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Skvaller, dispyter och förolämpningar2006In: Språkutveckling under skolåren, Studentlitteratur, Lund , 2006Chapter in book (Other (popular scientific, debate etc.))
  • 33.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Sociala och språkliga gränsdragningar i en mångkulturell skola2002In: Pedagogisk forskning i Sverige, Vol. 7 (1), p. 1-16Article in journal (Refereed)
  • 34.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Språkbruk och alternativa kamratkulturer bland barn i miljonprogramsförorter2001In: Interaktion i pedagogiska sammanhang, Liber, Stockholm , 2001, p. 74-90Chapter in book (Other scientific)
  • 35.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Staging insults and mobilizing categorizations in peergroup interaction2005In: Discourse & Society, Vol. 16 (6), p. 763-786Article in journal (Refereed)
  • 36.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Syskonskap, sampel och lärande i vardagligt familjeliv2012In: Familjeliv och lärande / [ed] Liselott Aarsand & Pål Aarsand, Lund: Studentlitteratur , 2012, p. 47-64Chapter in book (Other academic)
  • 37.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    ”säger ni- gissar ni fast på erat språk”: Om enspråkighet, flerspråkighet och andraspråkighet i svensk skolvardag2008In: Mellem individ og kollektiv. Inkluderings och exkluderingsprocesser i migrationsforskning, Makadamförlag, Lund , 2008Chapter in book (Other (popular scientific, debate etc.))
  • 38.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    The Myth of Swedishness: Ideologies and Values in Representations of National Identities1998In: Sociological Analysis, Vol. 4, p. 59-67Article in journal (Refereed)
  • 39.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Throwing like a girl?: Situating gender differences in physicality across game-contexts2003In: Childhood: A global journal of childresearch, Vol. 10 (4), p. 475-497Article in journal (Refereed)
  • 40.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Vad flickor lär sig i förorten om skillnader mellan barns vardagsliv och fritidshemsideologi1995In: Korsvägar. Om möten mellan unga och institutioner förr och nu, Symposion, Stockholm/Stehag , 1995, p. 141-165Chapter in book (Other scientific)
  • 41.
    Evaldsson, Ann-Carita
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Varför skvallrar pojkar?2002In: Jaget och rösterna: Goffman, Viveka och samtalet, Linköpings universitet, tema Kommunikation , 2002, p. 75-86Chapter in book (Other scientific)
  • 42.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Den fria lekens möjligheter och begränsningar: Barns kompetenser i vardaglig fritidshemspraktik2011In: Fritidspedagogik  : Fritidshemmets teorier och praktiker / [ed] Anna Klerfelt & Björn Haglund, Stockholm: Liber, 2011Chapter in book (Other academic)
  • 43.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Adelswärd, Viveka
    Reimers, Eva
    Samtal mellan hem och skola.1997Book (Other scientific)
  • 44.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Aronsson, K
    Pedagogic Discourse and Interaction Orders: Sharing-time and Control1994In: Discourse and Lifespan Development, Sage Publication, London , 1994, p. 103-13Chapter in book (Refereed)
  • 45.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Cekaite, Asta
    Tema Barn, Linköpings universitet.
    Subverting and reproducing institutionalized norms for language use in multilingual peer groups.  2010In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 20, no 4, p. 587-604Article in journal (Refereed)
    Abstract [en]

    The present study explores how minority schoolchildren in multilingual peer group interactions act upon dominant educational and linguistic ideologies as they organize their everyday emerging peer culture. The data draw from ethnographies combined with detailed analysis (CA) of video recordings in two primary monolingual school settings in Sweden. Bakhtin’’s processual view of how linguistic norms are used for overcoming the heteroglossia of language is used as a framework for understanding how monolingualism is talked-into-being in multilingual peer groups. As will be demonstrated, the children recurrently participate in corrective practices in which they playfully exploit multiple linguistic resources (syntactic, lexical and phonetic features) and the turn structure of varied activities (conflicts, accusations, insults, classroom discourse) to play with and consolidate a collective critical view of not-knowing correct Swedish. Moreover, they transform faulty talk (repeating structural elements, recycling arguments, using parodic imitations, joint laughter, code-switching) to display their language competence, assert powerful positions and strengthen alliances in the peer group. It is argued that such forms of playful heteroglossic peer group practices are highly ambiguous and paradoxically tend to enforce power hierarchies and values associated with different social languages and codes, thus co-constructing the monolingual ideolog

  • 46.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Corsaro, William
    Play and Games in the Peer Cultures of Preschool and Preadolescent Children: An Interpretative Approach1998In: Childhood: A global journal of childresearch, Vol. (5) 4, p. 377-402.Article in journal (Refereed)
  • 47.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Cromdal, Jakob
    Ett vardagsliv med flera språk: Om barns och ungdomars samspel i flerspråkiga skolmiljöer2004Book (Other scientific)
  • 48.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjörne, Eva
    Göteborgs universitet.
    POJKAR I BEHOV AV SÄRSKILT STÖD – : en studie av maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper.2011Report (Other academic)
  • 49.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlsson, Magnus
    Univ Gothenburg, Dept Educ Commun & Learning, Gothenburg, Sweden.
    Protecting interactional spaces: Collusive alignments and territorial arrangements of two-against-one in girls' play participation2020In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 155, p. 163-176Article in journal (Refereed)
    Abstract [en]

    This study uses a multimodal interactional approach to investigate how a group of three girls organizes their play participation to protect interactional spaces and relevant play territories from the intrusion of a third party. A multimodally organized play trajectory is constructed from video-recordings of everyday play activities in a Swedish preschool setting. Drawing on Goffman's (1971) work on interactional space and participation (as developed by C. Goodwin & M.H. Goodwin, 2004; Mondada, 2013) the analysis investigates the participants use of different communicative modalities and the material environment to establish alignments (or not), and to control and monitor one another's actions in situated play activities. It is found that the three girls form collusive alignments of two-against-one through talk-in-interaction (ignoring and rejecting requests for access), bodily arrangements (gaze, bodily postures, touch) and manipulations of play objects. The girls' territorial claims gradually change over time from direct verbal (denials, accusations, bald imperatives) into physical confrontations (holding, pushing, hitting) in regard to different spatial and material features within the different play activities. The findings shed light on how embodied processes of social exclusion develop as children protect interactional spaces and build exclusive friendship dyads, and the difficulties in establishing a three-party constellation. (C) 2019 Elsevier B.V. All rights reserved.

  • 50.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlsson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Shaping marginalized identities and indexing deviant behaviours in a special educational needs unit2012In: Learning, social interaction and diversity –:  Exploring identities in school practices  / [ed] Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu, Rotterdam: Sense Publisher , 2012, p. 119-138Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we are concerned with the local social process through which a group of boys in a special needs practice are identified and described as deviating from the local norms of school conduct (cf. Hester & Francis, 2000). More specifically we will demonstrate how a more permanent (and deviant) identity is talked into being during a remedial activity organized in the special educational needs unit. In the context of such an activity, individual boys’ are attributed a set of emotional, social and behavioural deficiencies, which are made a daily topic of inquiry, in order to remedy the problem behaviours in question.

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