uu.seUppsala University Publications
Change search
Refine search result
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Andersson, Fia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Russian and Swedish Young Learners in Communication in English with the Use of Digital Tools2013In: Conference Proceedings of the 6th edition of ICT for Language Learning, Libreriauniversitaria.it , 2013, p. 259-263Conference paper (Refereed)
    Abstract [en]

    This project investigates Swedish and Russian young learners’ uses of modern technology in international communication in English. Modern technology plays an increasing role in children’s documentation and international communication at schools. The role of the English language in new ways of communicating and interacting is therefore relevant to investigate. The development of new digital tools implies that young learners are not only consumers but also producers of information in English, and that new forms of representations can be used when communicating in English. The present study is a project of cooperation between the universities in Uppsala, Sweden and Kaliningrad, Russia and describes communication between three schools in Sweden and three schools in Russia. The communication at the websites provides useful material of 12-year-olds who used English as their lingua franca and as means of communicating at three common websites with the help of blogs, podcasts and films from September 2012 to May 2013. All the young learners’ productions at the three websites were studied in terms of modes of communication, length of contributions, structural complexity in the English language and topics selected in the messages. The results show that young Russian and Swedish learners are able to use the English language in authentic communication by using different digital tools within the topic fields of the levels A1 and A2 of the CEFR. The learners’ production showed evidence of the occurrence of complex structures and current non-standard features of the English language with very few instances of misunderstandings or communication breakdowns.

  • 2.
    Andersson, Fia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Stockholms universitet.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Young Learners: Communication and Digital Tools2015In: Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior / [ed] Thomas Hansson, Hershey PA, USA: IGI Global, 2015, p. 19-37Chapter in book (Refereed)
    Abstract [en]

    This chapter describes a project aiming at investigating Swedish and Russian 12-year-old learners’ use ofICT. They communicate in English on three shared blogs. Their exchanges and contributions are analyzed with a focus on mediating tools, modes of communication and motives for collaboration. Ongoing activities are studied through classroom observations, interviews and a research circle. Results show that ICT plays a vital role as a mediating tool and a motive for collaboration. Results indicate that Russian and Swedish learners manage to interact in authentic communication in English with the help of digital tools. Opportunities to explore a variety of digital tools resulted in new forms of representation. International collaboration through ICT indicates that conflicting issues and developmental opportunities may challenge the current education system.

  • 3.
    Denksteinova, Marketa
    et al.
    University of Pardubice.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    STUDENT VOICES ON SUSTAINABLE ONLINE COMMUNICATION - INTERCULTURALITY AND INTERNATIONALIZATION2019In: INTED2019 Proceedings, Valencia, 2019, p. 1683-1689Conference 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.

  • 4. Denksteinová, Markéta
    et al.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Video conferencing in Teaching Cross-cultural Competences2015In: CASALC Review, ISSN 1804-9435, Vol. 5, no 1, p. 75-85Article in journal (Refereed)
    Abstract [en]

    Abstract: International communication in business requires adequate skills in English. For

    this purpose, the global community requires a working force who can not only use the English

    language for reception of information but also for oral and written production. It is thus vital

    for educational institutions to prepare students ef􀏐iciently and possibly more than ever, for

    fast and reliable oral communication with the help of Skype or video conferences. At the same

    time the curricula of higher education are 􀏐illed with what the students need in many other

    respects to be able to succeed in their future career. Studies of language can therefore be

    challenged by other courses and activities, all necessary to have at hand in a more complex and

    demanding working environment. Motivation is central in students’ learning and therefore it

    is crucial to create conditions for learning languages that students experience as both relevant and authentic-like.

  • 5.
    Denksteionova, Marketa
    et al.
    University of Pardubice, Czech Republic.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Social media in intercultural communication: the way beyond just learning languages2018In: INTED2018 Proceedings, 2018, p. 1154-1159Conference 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.

  • 6.
    Mutabazi, Eric
    et al.
    Université Catholique de l'Ouest.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    French and Swedish students' perspectives on second-class citizenship in educational contexts - shared experiences and questioned values2020In: Bildungsforschung, ISSN 1860-8213, E-ISSN 1860-8213, Vol. 1, no 17, p. 1-13Article in journal (Refereed)
  • 7.
    Simaeva, I.N.
    et al.
    Immanuel Kant Baltic Federal University, Kaliningrad.
    Budarina, Anna O.
    Immanuel Kant Baltic Federal University, Kaliningrad.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Cостояние и привлекательность инклюзивного и специального образования в России и странах Балтии2019In: Baltic Region, ISSN 2079-8555, Vol. 11, no 1, p. 76-91Article in journal (Refereed)
    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.

  • 8.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    12-year-olds' written production in english across five countries in the Baltic Region -: does L1 matter?2018Conference paper (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.

  • 9.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    A Corpus of Young Learners' English in the Baltic Region: Texts for Sustainable Development2016In: Discourse and Communication for Sustainable Education, ISSN 2255-7547, Vol. 7, no 2, p. 92-104Article in journal (Refereed)
    Abstract [en]

    In order to reach far in the work for sustainable development, communication in foreign languages prior to strategic decisions is required from international partners. In this communication English has become the lingua franca. Even though the use of EFL (English as a foreign language) is widely spread, it is clear that in some geographical regions English has quite recently taken the role as the language of international communication. It is therefore relevant carry out studies in order to identify possible causes for misunderstandings when communicating in EFL. With the aim of providing material for research on EFL by 12-year-olds, the creation of a language corpus on the use of English in the Baltic region is in process. The first part of the data collection was completed in August 2016 and the data comprises some 2,200 texts written in 2015–2016 by Estonian, Latvian, Lithuanian, Russian and Swedish learners. The aim of the present study is to investigate young learners’ written communication on issues related to sustainable development.

    A qualitative method was used on a limited sample of to identify key words in the production by young learners of five different nationalities. Abstract nouns related to topics which can be regarded to refer to sustainable development were collected and analyzed.

    The results show that 12-year-olds are able to communicate in English for discussions on issues related to sustainable development. This indicates that successful international communication in English on these matters is within reach with a continued process of English language learning at schools in the Baltic region.

  • 10.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Estonian, Latvian, Lithuanian, Russian and Swedish Young Learners’ Written Production in EFL - Descriptions and Comparisons of Their Use of Vocabulary2018In: International Journal of Language & Linguistics, ISSN 2374-8850, Vol. 5, no 4, p. 17-27Article in journal (Refereed)
    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.

  • 11.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Expériences des enseignants suédois sur les échanges Erasmus2017Conference paper (Other academic)
  • 12.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    International exchange of ideas in student- interactive videoconferences: – sustainable communication for developing intercultural understanding with student teachers2018In: 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)
    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.

  • 13.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    "My friend is funny" - Baltic Young Learners' Use of a Number of Adjectives in Written production of English2017In: The New English Teacher, ISSN 1905-7725, Vol. 11, no 2, p. 77-97Article in journal (Refereed)
    Abstract [en]

    Vocabulary is central in foreign language learning for young learners. It is therefore relevant to investigate the vocabulary produced in English by young learners from different linguistic and cultural backgrounds. The present study investigates adjectives in a specific context in texts written by 12-year-olds in Estonia, Latvia, Lithuania, Russia and Sweden. The results indicate that there is a preference for the adjective funny in the descriptions of a best friend so that 12-year-olds in five different countries in the Baltic Region have the same favourite of type of adjective as a lexical teddy-bear and non-native collocation together with friend.

  • 14.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    "My friend is funny": Baltic young learners' use of adjectives in written production of English2017Conference paper (Other academic)
    Abstract [en]

    Vocabulary is central in the first steps in foreign language learning for young language learners. Words are the segments that build up their gradual development to be proficient in a foreign language. The acquisition of these words may be carefully planned at school or occurs outside school and in their free-time. Extra-linguistic variables such as the learners' first language or the societal, educational and cultural contexts have roles to play in which words are actually learnt. It is therefore relevant to investigate the vocabulary produced by young learners from different linguistic and cultural backgrounds in written English as a foreign language. Analyses on vocabulary were carried out on 405 texts written by 12-year-olds in EStonia, Latvia, Lithuania, Russia and Sweden. The texts are on the same topic and written at the same time in a research project in the Baltic Region. The present investigation is on the types and tokens of adjectives used in the context of describing the characteristics of a best friend. The results indicate that there is a preference for the adjective funny in the descriptions of a best friend. In addition, the results showthat there is some variation in the semantic fields of the adjectives used across the five countries. Furthermore, the frequent adjective funny was mostly found in the predicative function and it was rarely pre-modified. 12-year-olds in five different countries in the Baltic Region thus have the same preferences for a type of adjective as a lexical teddy-bear and non-native collocation together with friend.

  • 15.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    The project BYLEC – a corpus of young learners’ written production in English2016Conference paper (Refereed)
    Abstract [en]

    Young learners’ acquisition of English as a foreign language is to a great extent characterized by a focus on the listening and speaking skills. Practising reading and writing thus occur later. (Cameron 2001: 155). Nevertheless, the need to write emerges early due to communication in blogs, tweets, and in chats in social media and computer games. At an early stage, children’s writing does not differ much from their speaking but, gradually and with great variation and at the age of around 10, their writing differs from their speech. Writing develops their language and this can be identified with linguistic traits such as relative clauses and noun phrase complexity (Pinter 2011: 46). The tendency that children are exposed to more informal spoken English than formal written texts faces teachers of English with the challenge of also developing the language children do not learn outside school (Lundahl 2014: 178). This current situation gives reasons for more research on young learners’ written production in English.

    At Uppsala University, the collection of written production by 12 year-olds in five countries is in progress. The aim is to create an international corpus called BYLEC (Baltic Young Learners of English Corpus) with Swedish, Estonian, Latvian, Lithuanian and Russian children’s production in six different texts and with the profiles of some 500 participating children with different mother tongues. An overview can now be provided of the procedures when collecting the data, the potential of the corpus and the future plans with the six cooperating universities in BYLEC.

  • 16.
    Sundh, Stellan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    The project BYLEC – a corpus of young learners’ written production in English2016Conference paper (Refereed)
    Abstract [en]

    Young learners’ acquisition of English as a foreign language is to a great extent characterized by a focus on the listening and speaking skills. Practising reading and writing thus occur later. (Cameron 2001: 155). Nevertheless, the need to write emerges early due to communication in blogs, tweets, and in chats in social media and computer games. At an early stage, children’s writing does not differ much from their speaking but, gradually and with great variation and at the age of around 10, their writing differs from their speech. Writing develops their language and this can be identified with linguistic traits such as relative clauses and noun phrase complexity (Pinter 2011: 46). The tendency that children are exposed to more informal spoken English than formal written texts faces teachers of English with the challenge of also developing the language children do not learn outside school (Lundahl 2014: 178). This current situation gives reasons for more research on young learners’ written production in English.

    At Uppsala University, the collection of written production by 12 year-olds in five countries is in progress. The aim is to create an international corpus called BYLEC (Baltic Young Learners of English Corpus) with Swedish, Estonian, Latvian, Lithuanian and Russian children’s production in six different texts and with the profiles of some 500 participating children with different mother tongues. An overview can now be provided of the procedures when collecting the data, the potential of the corpus and the future plans with the six cooperating universities in BYLEC.

  • 17.
    Sundh, Stellan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Denksteinova, Marketa
    University of Pardubice.
    The Role of the Teacher in Videoconferencing2018In: Videoconferencing in University Language Education / [ed] Libor Stepánek, Katerina Sedlacková, Nick Byrne, Brno, Czech Republic: Munipress , 2018, 1, p. 143-157Chapter in book (Refereed)
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf