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  • 1.
    Andersson, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Interkulturell kommunikation på ett svenskt sjukhus: Fallstudier av andraspråkstalare i arbetslivet2010Book (Other academic)
    Abstract [en]

    In this dissertation I investigate the communication of immigrants employed at a Swedish hospital. The overall aim is to find factors that have a positive effect on their integration into the workplace. The data comprise observations, field notes and approximately 80 hours of audio recordings with five second language speakers made during their everyday activities at work. Since I recorded entire workdays the data include both professional and social interaction, such as meetings, interaction with patients and small talk between colleagues. In preparation for the case studies I conducted a larger number of interviews at the hospital and so gained valuable knowledge about the hospital routines and how second language speakers experience their communicative situation.

    The five participants in the case studies are one male cleaner from Tanzania, two female nurses, one from Iran and one from Lebanon, and two female physicians, one from Hungary and one from Lithuania. The number of years spent in Sweden varies from 4 to 18.

    In the analyses I focus on communication strategies, humor and medical case rounds. The results show that lack of language skills is not a hindrance since the participants make use of different strategies to solve language problems. I also show that, despite the difficulties and risks involved in using of humor, the participants do so as a way of showing collegiality. The analysis of case rounds show that the participants are treated as equal interlocutors and contribute as much to the conversation as the first language speakers do. The results indicate, with a few exceptions, successful integration of the participants.

    Finally, I argue that a multicultural and multilingual staff is a positive feature since their skills in other languages can be used in ways that both save time and are of economic benefit to the employer. I also argue that Swedish teaching should focus more on interactional skills, for example so that the second language speakers are better prepared to face the communicative challenges they encounter in a workplace.

  • 2.
    Gröning, Inger
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Scandinavian Languages.
    Språk, interaktion och lärande i mångfaldens skola2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools.

    The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field.

    The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom.

    The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.

    List of papers
    1. Elevsamarbete i klasser med språklig och kulturell mångfald
    Open this publication in new window or tab >>Elevsamarbete i klasser med språklig och kulturell mångfald
    2001 In: Organisation, lärande och elevsamarbete i skolor med språkling och kulturell mångfald: Rapport 2001:1, Uppsala: Lärarutbildningsområdets utbildnings- och forskningsnämnd, Uppsala universitet , 2001, p. 53-111Chapter in book (Other academic) Published
    Place, publisher, year, edition, pages
    Uppsala: Lärarutbildningsområdets utbildnings- och forskningsnämnd, Uppsala universitet, 2001
    Identifiers
    urn:nbn:se:uu:diva-94317 (URN)
    Available from: 2006-04-25 Created: 2006-04-25Bibliographically approved
    2. Tvåspråkighet och andraspråksinlärning i grundskolans flerspråkiga klassrum
    Open this publication in new window or tab >>Tvåspråkighet och andraspråksinlärning i grundskolans flerspråkiga klassrum
    In: Rapporter från Institutionen för lärarutbildning, 2003:1Chapter in book (Other academic) Published
    Identifiers
    urn:nbn:se:uu:diva-94318 (URN)
    Available from: 2006-04-25 Created: 2006-04-25Bibliographically approved
    3. Interaktion och lärande i flerspråkiga klasser
    Open this publication in new window or tab >>Interaktion och lärande i flerspråkiga klasser
    2006 In: FUMS: Rapport 218, 2006Chapter in book (Other academic) Published
    Identifiers
    urn:nbn:se:uu:diva-94319 (URN)
    Available from: 2006-04-25 Created: 2006-04-25Bibliographically approved
  • 3.
    Lundmark, Aili
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Föränderligt och beständigt: En studie av Elsa Beskows berättarspråk2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis is a study of the narrative language of Elsa Beskow, Sweden's most famous children's writer of the early twentieth century. The overall aim of the thesis is to contribute to the understanding of why Beskow's stories are still among the most popular children's books in Sweden, more than a hundred years after her literary debut.

    My investigation is a quantitative study of word-class distribution, various syntactic features, and readability in four picture-books and four other stories.

    To begin with, Beskow's language is compared to that of other texts written for young readers, including children's fiction, a contemporary reading-book, and popular comic strips. The results indicate that Beskow has something in common with all of these materials, especially with children's fiction. However, she also has her own style, which is different from the children's fiction I compare with. For example, her sentences are comparatively long and often begin with a conjunction. Moreover, Beskow uses many address phrases and interjectional phrases, and the initial clause-constituent is often some other clause element than the subject.

    Additionally, Beskow's narrative language is compared to conversational language and to formal prose. The results show that Beskow moves along the whole scale, from conversation to formal writing, depending on what aspect of her language use is considered. In some cases, her style even falls outside of the scale. For example, placing the subject in initial position is less common in Beskow's writing than in both conversation and formal writing.

    Finally, the variation between Beskow's texts is examined. The analysis shows, among other things, that the oral influences on Beskow's style increased during the five decades she wrote stories.

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