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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
Melander Bowden, H. & Sandlund, E. (2019). Knowledge talk in performance appraisal interviews.. Learning, Culture and Social Interaction, 21, 278-292
Open this publication in new window or tab >>Knowledge talk in performance appraisal interviews.
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 278-292Article in journal (Refereed) Published
Abstract [en]

Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to add to the existing literature on management and leadership as situated practice by examining the interactional work accomplished through talk about individual and collective knowledge in the context of PAIs. Findings reveal how participants draw upon formulations of individual and collective knowledge in interactional projects negotiating professional identities, knowledge boundaries and expertise, the organization of work, and a distribution of work tasks. We discuss how the appraisal component of the PAIs has an impact on the employees’ epistemic positionings, and how knowledge talk is related to participants’ situated negotiation concerning a division of labor, relations to clients and colleagues, and individual and organizational goals for learning. While PAIs are generally seen as a cog in the wheel of organizational performance management, we argue that they can also be viewed as a site for the situated practice of organizational knowledge management.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
conversation analysis, epistemics in interaction, ethnomethodology, knowledge, leadership, performance appraisal interviews
National Category
Learning
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-72075 (URN)10.1016/j.lcsi.2019.03.012 (DOI)000471363600022 ()
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-07-04Bibliographically 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
Wikström, P. & Sandlund, E. (2018). Unacceptable non-apologies: The production and receipt of public apologies in mediated interaction in the wake of #MeToo. In: : . Paper presented at Nordisco, The Nordic Interdisciplinary Conference on Discourse and Interaction, Aarhus, 21-23 November 2018.
Open this publication in new window or tab >>Unacceptable non-apologies: The production and receipt of public apologies in mediated interaction in the wake of #MeToo
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Late 2017 saw the emergence of #MeToo, a social media-based campaign concerning sexual assault and harassment. #MeToo has resulted in several public statements from high-profile figures accused of transgressions ranging from inappropriate comments to outright assault. Such statements have frequently been treated in journalistic and social media as failed or absent apologies – as non-apologies. The present paper focuses on the mediated delivery of apologies and their receipt as non-apologies across traditional (broadcast and print) media and new social media. As empirical cases, we examine three media events from the global #MeToo movement: the Donald Trump “PussyGate” affair, a controversial joke about the Harvey Weinstein case by TV host James Corden, and public accusations of sexual harrassment leveled against a well-known Swedish TV show host. We specifically focus on the grounds for rejecting apologies by examining how the apology was 1)designed and launched, and 2) interpreted and assessed in media/social media. Using conversation analysis (CA) (Sacks, Schegloff & Jefferson, 1974; Clayman & Heritage, 2002) and textual discourse analysis, we demonstrate how responses orient to selected aspects of the apology in assessing it, such as blame-shifting, trivialization, accounts of intentions, or conditionalization. By examining the original apologies in their sequential and discursive contexts (e.g. Robinson, 2004; Drew et al, 2016), and contrasting their composition and delivery with the grounds for rejection brought forth in reactions, the study aims to enhance our understanding of the social delicacy of public apologizing and the selective recontextualization of such apologies in receipts and rejections.

National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-70319 (URN)
Conference
Nordisco, The Nordic Interdisciplinary Conference on Discourse and Interaction, Aarhus, 21-23 November 2018
Available from: 2018-11-28 Created: 2018-11-28 Last updated: 2018-12-06Bibliographically 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
Tengberg, M., Borgström, E., Lötmarker, L., Sandlund, E., Skar, G. B., Sundqvist, P., . . . Wikberg, K. (2017). Likvärdig bedömning av elevers språkförmågor: Preliminära resultat från ett ämnesdidaktiskt forskningsprojekt. Karlstads universitet
Open this publication in new window or tab >>Likvärdig bedömning av elevers språkförmågor: Preliminära resultat från ett ämnesdidaktiskt forskningsprojekt
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2017 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Karlstads universitet, 2017
Keywords
bedömning, betyg, svenska, engelska, yngre barn, bedömarträning
National Category
Specific Languages Didactics Pedagogical Work
Research subject
English; Swedish
Identifiers
urn:nbn:se:kau:diva-48160 (URN)
Projects
Likvärdig bedömning
Available from: 2017-03-15 Created: 2017-03-15 Last updated: 2019-07-12Bibliographically approved
Sundqvist, P., Wikström, P., Sandlund, E. & Nyroos, L. (2017). The teacher as examiner of L2 oral tests: A challenge to standardization.. Language Testing, 1-22
Open this publication in new window or tab >>The teacher as examiner of L2 oral tests: A challenge to standardization.
2017 (English)In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, p. 1-22Article in journal (Refereed) Published
Abstract [en]

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
standardized testing; L2 interaction; assessment; EFL; teacher practice; oral tests; ESL; speaking tests; standardization
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-47586 (URN)10.1177/0265532217690782 (DOI)
Projects
Testing Talk
Funder
Swedish Research Council, 2012-4129
Available from: 2017-01-05 Created: 2017-01-05 Last updated: 2019-06-10Bibliographically 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
Sandlund, E., Sundqvist, P. & Nyroos, L. (2016). Research-based professional development workshops for EFL teachers: Focus on oral test interaction. Nordic Journal of Modern Language Methodology, 4(1), 24-48
Open this publication in new window or tab >>Research-based professional development workshops for EFL teachers: Focus on oral test interaction
2016 (English)In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 4, no 1, p. 24-48Article in journal (Refereed) Published
Abstract [en]

In this paper, we address language teachers’ continuing professional development (CPD) and engagement with research by demonstrating how research on English as a foreign language (EFL) speaking tests can be applied in professional training workshops on oral test interaction and assessment. Data were drawn from an ongoing research project targeting 9th-grade national English speaking tests in Sweden. Authentic test recordings analysed in a previous study (Sandlund & Sundqvist, 2013) formed the basis for workshops designed to initiate discussions on testing and assessing EFL oral proficiency. The two-fold aim of the study is to implement a research-based workshop model for increasing teachers’ awareness of interaction in speaking tests, and to analyse teachers’ self-reported insights from workshop participation with regard to conducting speaking tests and assessing oral proficiency. Workshop experiences were followed up with questionnaires. Findings reveal some noteworthy pedagogical implications of collaborative work with test recordings and assessment.

Keywords
continuous professional development; EFL; teachers; conversation analysis
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63816 (URN)
Projects
Testing Talk
Funder
Swedish Research Council, 2012-4129
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2019-06-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7286-1577

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