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Ljung Egeland, B., Roberts, T., Sandlund, E. & Sundqvist, P. (Eds.). (2019). Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. Paper presented at ASLA-symposiet i Karlstad, 12-13 april, 2018. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018
2019 (Swedish)Conference proceedings (editor) (Refereed)
Abstract [sv]

Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.

ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019. p. 341
Series
ASLA:s skriftserie ; 27
Keywords
ASLA, språkvetenskap, skolforskning
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:kau:diva-72219 (URN)978-91-87884-27-6 (ISBN)
Conference
ASLA-symposiet i Karlstad, 12-13 april, 2018
Available from: 2019-05-31 Created: 2019-05-31 Last updated: 2019-06-04Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M., Fredholm, K. & Dahlberg, M. (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever. In: Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia (Ed.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018.: (pp. 19-41). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever
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2019 (Swedish)In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. / [ed] Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia, Karlstad: Karlstads universitet, 2019, p. 19-41Chapter in book (Refereed)
Abstract [sv]

Under ASLA-symposiet hölls för första gången ett panelsamtal om forskningsbehov i språkämnena där lärare, språkforskare och gymnasieelever deltog. I detta kapitel situerar vi idén med panelsamtalet i studier av lärares roll i och för den praktiknära skolforskningen. Vi redogör för några modeller för samverkan mellan lärare och forskare och diskuterar identifierade framgångsfaktorer i praktiknära forskning. Vi redogör också för KIPPS, det samverkansprojekt som möjliggjorde panelsamtalet och den satsning på praktiknära skolforskning som det statliga ULF-avtalet möjliggjort. Vi diskuterar sedan de tankar och idéer som lyftes i panelsamtalet i ljuset av aktionsforskning, lärares forskningsengagemang samt behovet av ömsesidigt kunskapsutbyte och lärande. Slutligen ger vi några förslag till vägar framåt för tillämpad språkvetenskap och praktiknära forskning och ASLA-föreningens möjliga roll i en sådan utveckling.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Keywords
lärarforskning, praktiknära forskning, aktionsforskning, språk, språkinlärning
National Category
Didactics
Research subject
English; Swedish; Educational Work; Swedish as a Second Language
Identifiers
urn:nbn:se:kau:diva-73390 (URN)978-91-87884-27-6 (ISBN)
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-07-03Bibliographically approved
Henry, A., Korp, H., Sundqvist, P. & Thorsen, C. (2018). Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters. TESOL quarterly (Print), 52(2), 247-273
Open this publication in new window or tab >>Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters
2018 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 52, no 2, p. 247-273Article in journal (Refereed) Published
Abstract [en]

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei’s (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for D€ornyei’s proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
Keywords
motivation; EFL; ESL; motivational strategies; activity design; extramural English; ICT
National Category
Didactics Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63930 (URN)10.1002/tesq.394 (DOI)000434419600001 ()
Funder
Swedish Research Council, 2013-785
Available from: 2017-09-23 Created: 2017-09-23 Last updated: 2018-07-04Bibliographically approved
Nyroos, L., Sandlund, E. & Sundqvist, P. (2017). Code-switched repair initiation: The case of Swedish eller in L2 English test interaction. Journal of Pragmatics, 120, 1-16
Open this publication in new window or tab >>Code-switched repair initiation: The case of Swedish eller in L2 English test interaction
2017 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
code-switching; conversation analysis; repair preface; self-initiated repair; L2 English; test interaction
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63891 (URN)10.1016/j.pragma.2017.08.008 (DOI)000414112500001 ()
Funder
Swedish Research Council, 2012-4129
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2018-08-20Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2017). English only in multilingual classrooms?. LMS : Lingua (4), 27-31
Open this publication in new window or tab >>English only in multilingual classrooms?
2017 (English)In: LMS : Lingua, ISSN 0023-6330, no 4, p. 27-31Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
multilingualism, ELT, teaching, classroom, English Only, ESL, EFL, language policy, language ideology
National Category
Languages and Literature Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-65321 (URN)
Funder
Swedish Research Council, 2016-03469
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-06-27Bibliographically approved
Sandlund, E. & Sundqvist, P. (2016). Equity in L2 English oral assessment: Criterion-based facts or works of fiction?. Nordic Journal of English Studies, 15(2), 113-131
Open this publication in new window or tab >>Equity in L2 English oral assessment: Criterion-based facts or works of fiction?
2016 (English)In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, p. 113-131Article in journal (Refereed) Published
Abstract [en]

For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.

Keywords
assessment; equity; L2 oral proficiency; testing; speaking tests; L2; ESL; EFL; morality; interactional competence;turn-taking
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-43520 (URN)
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2018-01-10Bibliographically approved
Sundqvist, P. (2016). Gaming and young language learners. In: Fiona Farr and Liam Murray (Ed.), The Routledge handbook of language learning and technology: (pp. 446-458). Oxon and New York: Routledge
Open this publication in new window or tab >>Gaming and young language learners
2016 (English)In: The Routledge handbook of language learning and technology / [ed] Fiona Farr and Liam Murray, Oxon and New York: Routledge, 2016, p. 446-458Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oxon and New York: Routledge, 2016
Keywords
gaming, ESL, EFL, extramural English, young learners, video games, SLA, video game classification, gender
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-41981 (URN)9780415837873 (ISBN)
Available from: 2016-05-09 Created: 2016-05-09 Last updated: 2018-01-10Bibliographically approved
Sandlund, E., Sundqvist, P. & Nyroos, L. (2016). Testing L2 talk: A review of empirical studies on second language oral proficiency testing. Language and Linguistics Compass, 10(1), 14-29
Open this publication in new window or tab >>Testing L2 talk: A review of empirical studies on second language oral proficiency testing
2016 (English)In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, no 1, p. 14-29Article in journal (Refereed) Published
Abstract [en]

In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oralproficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests.Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peertests as an organizing principle for the studies examined, recent developments in L2 oral proficiencytesting research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collec-tions indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired andgroup tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment,validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2016
Keywords
assessment, L2, ESL, EFL, interaction, conversation analysis, testing, oral proficiency, OPI
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-39027 (URN)10.1111/lnc3.12174 (DOI)000368022300002 ()
Funder
Swedish Research Council, 2012-4129
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-01-10Bibliographically approved
Sylvén, L. K. & Sundqvist, P. (2016). Undervisning på och i engelska (1ed.). In: Thomas Hansson (Ed.), Pedagogik för högskolelärare: (pp. 375-398). Möklinta: Gidlunds förlag
Open this publication in new window or tab >>Undervisning på och i engelska
2016 (Swedish)In: Pedagogik för högskolelärare / [ed] Thomas Hansson, Möklinta: Gidlunds förlag, 2016, 1, p. 375-398Chapter in book (Refereed)
Place, publisher, year, edition, pages
Möklinta: Gidlunds förlag, 2016 Edition: 1
Keywords
högskolepedagogik, engelska inom högre utbildning, CLIL, lärarutbildning, engelska, ämnesdidaktik, engelskdidaktik
National Category
Pedagogy Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-39122 (URN)978-91-7844-937-8 (ISBN)
Available from: 2016-01-25 Created: 2016-01-25 Last updated: 2017-11-10Bibliographically approved
Sylvén, L. K. & Sundqvist, P. (2016). Validation of a test measuring young learners’ general L2 English vocabulary knowledge. Novitas-ROYAL, 10(1), 1-23
Open this publication in new window or tab >>Validation of a test measuring young learners’ general L2 English vocabulary knowledge
2016 (English)In: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 10, no 1, p. 1-23Article in journal (Refereed) Published
Abstract [en]

This study aims to present the validation of a test designed to assess young learners’ general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1–2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took YLVAT and filled out an evaluation; scores from the national test of English (readingand listening comprehension) were also collected. Four validity measurements were used: the spread of YLVAT scores, correlation with the national test – reading, correlation with the national test – listening, and evaluation responses. YLVAT results point to a sufficient spread of scores (M = 18.9, SD = 6.5). There were significant correlations between YLVAT and (i) reading (r = .597**), (ii) listening (r = .541**), (iii) perceived test difficulty (rs = -.538**), and (iv) how fun it was to take the test (rs = .683**). An ANOVA showed that learners who found YLVAT “easy” or “very easy” scored significantly (p = .000) higher (26.1) than those who found it “difficult” (18.3) or “very difficult” (12.9). Finally, teachers found YLVAT to correlate with their own assessment of learners’vocabulary.

Keywords
ESL, EFL, testing, test, vocabulary knowledge, formative assessment, L2 English, young learners, assessment, vocabulary test
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-41982 (URN)
Available from: 2016-05-09 Created: 2016-05-09 Last updated: 2018-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0511-4624

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