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  • 1.
    Juvonen, Päivi
    et al.
    Linnaeus University.
    Eisenchlas, Susana A.
    Griffith University, AUS.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Researching social and affective factors in home language maintenance: A methodology overview2020In: Handbook of home language maintenance and development: Social and Affective Factors / [ed] Andrea C. Schalley; Susana A. Eisenchlas, New York and Berlin: Mouton de Gruyter, 2020, 1, p. 38-58Chapter in book (Refereed)
  • 2.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roberts, TimKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).Sandlund, EricaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).Sundqvist, PiaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Universitetet i Oslo.
    Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 20182019Conference 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.

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  • 3.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    A Questionnaire Based Study of Family Language Policy in Swedish-English Bilingual Families2019Conference paper (Refereed)
    Abstract [en]

    This study draws on data from a questionnaire which was distributed nationwide in Sweden in 2018. The informants were parents in families in which one parent is a native English speaker and one parent is a native Swedish speaker. The questionnaire, completed by over 300 informants, was an online questionnaire consisting of twenty questions. Five of these questions related to language policies in and outside of the home, namely, the language(s) the informant uses outside of the home, the language(s) the informant uses with the other parent, the language(s) the informant uses with their children, the language(s) the other parent uses with their children, and the language(s) the children use together (if applicable). In this study, the responses to these five questions form outcome variables, while the responses to the other questions form predictor variables. Data were analysed using inferential statistics.

    The predictor variables I use are grounded in current Family Language Policy research which suggests that economic, political, socio-cultural, and linguistic factors influence language use amongst family members (Curdt-Christiansen, 2009:355). In this study, I discuss correlations between language policies and factors such as the father versus the mother as the minority language parent, rural versus urban contexts, parental education level, parental employment status, current relationship status between parents, the ages of children in a family, and the number of children in a family. I also discuss the extent to which the Swedish societal context in particular may mediate the findings presented, and whether these findings might be able to help us understand Family Language Policy more generally.

  • 4.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Conceptualising Family Language Policy as a Rhizomatic Structure2021Conference paper (Refereed)
    Abstract [en]

    A broad corpus of research on the field of family language policy (FLP) has highlighted the entanglement between socioeconomic, sociopolitical, sociocultural, and sociolinguistic factors with interactional practices in the home domain (Curdt-Christiansen, 2018; Curdt-Christiansen and Huang, 2020; Soler and Roberts, 2019 etc.) Attempting to holistically understand the relationship between a FLP and its many constitutive parts can therefore be a challenging process. In this presentation, I discuss how this evident complexity might be brought together through the implementation of a rhizomatic approach (Deleuze and Guattari, 1987; Pietikäinen, 2015). The metaphor of the rhizome articulates a view of the world as a complex and non-hierarchical network; it rejects essentialist categorisations such as languages existing as predefined systems, and sees social life as fluid and enmeshed with the environment. I believe that conceptualising family language policy in this way allows for a more comprehensive framing and understanding of how a FLP is formed at a certain time and space through the intra-action of family members and their socio-material worlds.

    I aim to exemplify some of the possibilities of this approach using data from my doctoral project on the language practices of Swedish-English families. The project draws on family-recorded videos of their everyday lives, interviews, and retrospective analyses through stimulated recall procedures. The setting is relatively novel from a FLP perspective as the Swedish sociolinguistic milieu in which these families find themselves makes for a context where traditional majority versus minority language dynamics differ from many other international settings (e.g. in contexts where a ‘foreign’ language does not have parity in terms of prestige with the local language) and is therefore a unique site for examining the relationship between societal forces and their influence on home language regimes.

  • 5.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Uppsala University, Sweden.
    Family language policy in Swedish-English families: Rhizomatic conceptualisations2023In: EUROPEAN JOURNAL OF APPLIED LINGUISTICS, ISSN 2192-9521, Vol. 11, no 2, p. 312-340Article in journal (Refereed)
    Abstract [en]

    Although past research has established that family language policies are composed of numerous complex, entangled, heterogenous elements, as of yet, most works grounded within this research paradigm do not attempt to fully embrace this complexity. This article argues that the complexity can be more fully engaged with by conceptualising a family language policy as a rhizomatic system which consists of a multiplicity of temporary assemblages. Drawing on video recordings, interviews, and stimulated recall protocols from a project on the dimensions of language in Swedish-English families, this article aims to consider how interactional episodes within these families can be viewed as an assemblage of material elements, experiences, agential forces, and conceptual discourses. It is argued that through the analysis of multiple assemblages, and through the consideration of the connectivity between such assemblages, that a holistic picture of the rhizomatic structure that is a family language policy begins to be built.

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  • 6.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Homework in a bi-national family: The mobilisation of others in resolving language-related epistemic issues2022In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 69, p. 101034-101034, article id 101034Article in journal (Refereed)
    Abstract [en]

    This study adopts a conversation analytic approach to present a close analysis of the sequential organisa-tion of a parent-child homework activity in a Swedish-English bi-national family. Families formed withinmigration contexts are increasingly common in an ever-globalised world, but current research has notfully investigated how parent-child homework practices are affected by parents who possess differinglevels of expertise in the societal language. This article examines a number of episodes where the pro-gressivity of a homework activity is halted due to language-related epistemic issues. More specifically,these halts in progressivity are caused due to the homework tasks being written in Swedish in combina-tion with the English mother’s lack of language expertise in Swedish. The episodes exemplify how theseepistemic deadlocks are resolved through the mobilisation of a more knowledgeable party, the Swedishfather, who orients to translation as a trouble resolution tool which facilitates epistemic progression andthe progressivity of the homework activity.

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  • 7.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Homework in a transnational family: Mobilizing others to resolve language-related epistemic issues2021Conference paper (Refereed)
    Abstract [en]

    This paper adopts a conversation analytic approach and presents two excerpts from a detailed analysis of the sequential organization of a parent-child homework activity in a Swedish-English transnational family. The data analyzed come from participant-recorded videos, which are part of a larger ethnographic project on language practices in bilingual families in Sweden. An implicit policy in Sweden exists in which parents are expected to assist with their children’s homework (Forsberg, 2007), but the knowledge required for this assistance is not necessarily possessed in full by parents in transnational families. Drawing upon work on epistemics in interaction (Heritage, 2012), a number of sequences are examined where the progressivity of the homework activity is halted due to languagerelated epistemic issues. More specifically, these halts in progressivity are caused due to the homework tasks being written in Swedish in combination with the English mother’s lack of language expertise in Swedish. The sequences exemplify how these epistemic deadlocks are resolved through the mobilization of a more knowledgeable party (Betz, Taleghani-Nikazm, & Golato, 2020), the Swedish father. Upon his mobilization, the Swedish father orients to translation as a trouble resolution tool which facilitates epistemic progression and the progressivity of the homework activity. The presentation addresses how such mobilizations are dependent on participants’ monitoring of the local epistemic ecology, as well as the larger activity trajectory, and how both of these are intimately connected with co-participants’ linguistic abilities.

  • 8.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Homework in a transnational family: Mobilizing others to resolve language-related epistemic issues2022Conference paper (Refereed)
    Abstract [en]

    This presentation adopts a conversation analytic approach and presents excerpts from a detailed analysis of the sequential organization of a parent-child homework activity in a Swedish-English transnational family. The data analyzed come from participant-recorded videos, which are part of a larger ethnographic project on language practices in bilingual families in Sweden. An implicit policy in Sweden exists in which parents are expected to assist with their children’s homework (Forsberg, 2007), but the knowledge required for this assistance is not necessarily possessed in full by parents in transnational families. Such families are increasingly common in an ever-globalized world, but current research has not fully investigated how parent-child homework practices are affected by parents who possess differing levels of expertise in the societal language. Drawing upon work on epistemics in interaction (Heritage, 2012), a number of sequences are examined where the progressivity of the homework activity is halted due to language-related epistemic issues. More specifically, these halts in progressivity are caused due to the homework tasks being written in Swedish in combination with the English mother’s lack of language expertise in Swedish. The sequences exemplify how these epistemic deadlocks are resolved through the mobilization of a more knowledgeable party (Betz, Taleghani-Nikazm, & Golato, 2020), the Swedish father. Upon his mobilization, the Swedish father orients to translation as a trouble resolution tool which facilitates epistemic progression and the progressivity of the homework activity. The presentation addresses how such mobilizations are dependent on participants’ monitoring of the local epistemic ecology, as well as the larger activity trajectory, and how both of these are intimately connected with co-participants’ linguistic abilities. Furthermore, the presentation comments on how the close analyses of bilingual parent-child homework sequences can reveal educational inequalities which may otherwise remain hidden.

  • 9.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Interaction orders in bilingual families and their connection to lived experiences of language.2021Conference paper (Other academic)
    Abstract [en]

    Drawing on ethnographic data from two projects on the home language practices of bilingual families living in Sweden, I aim to show how these practices are intimately connected with the family members’ historical bodies (Scollon & Scollon, 2004), in particular, their lived experiences of language (Busch, 2017). I consider how such past lived experiences impact family members’ current interpretation of conceptual discourses in place, as well as their language ideologies, which in turn influence their enacted linguistic repertoires. I further consider how family members’ shifting chronotopic identities (Blommaert & De Fina, 2016), can be traced to lived experiences with language at specific points in space and time. Although often considered in relation to the individual, I also aim to highlight how within the family context, lived experiences with language are frequently co-constructed between family members due to the parallel, intimately connected life trajectories that are often seen within members of the same family.

  • 10.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Language, identity, and the body in relation to others: Sensemaking in a new migratory space2023In: Dynamics of multilingualism: Spatialised repertoires and representations in unstable times / [ed] Maria Kuteeva & Caroline Kerfoot, Palgrave Macmillan, 2023Chapter in book (Refereed)
    Abstract [en]

    This study considers how linguistic and spatial repertoires are experienced and understood by English-origin adults who now reside in Sweden. These individuals come from a space where they are familiar with the social rules and language practices but have entered a new space where this is not the case. Particular focus is given to the role that lived experiences of language play in the construction of participants’ repertoires, and most importantly, how lived experiences moderate the availability and accessibility of an individual’s acquired repertoire. The study locates itself within the phenomenological tradition that draws on the idea of the intersubjective nature of perception and aims to uncover how an individual perceives and makes sense of language and identity in this context. Equally relevant, and also borrowed from phenomenology, is the notion of the ‘body image’, which is seen as being formed from the social, relational, and inter-human interactions of a subject, and importantly for this study is the idea that the body image is key in understanding current interactional practices as well as expectations of interaction and wider ideologies of communication. In order to access participants’ experiences, I draw on biographical interviews in which participants elaborate on their past and present lives. The findings show that participants consistently compare their body-in-relation-to-others that they come into contact with in the new space. In order to do this, participants construct homogenous groups of ‘Swedes’ and ‘immigrants’, who in turn become enregistered with specific ideologies of communication. Additionally, participants construct spaces of potentialities regarding how they desire for their children to embody ‘Britishness’, which is closely linked to managing their children’s linguistic repertoires, and spaces of constraint, where participants consider how the local environment restricts their ability to deploy their entire communicative repertoire.

  • 11.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Language practices in Swedish-English families2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation examines the family language practices of Swedish-English families using an interdisciplinary and mixed-method approach. The principal aim is to empirically document what these practices are, as well as how practices interact with various ideological, conceptual, and contextual factors.

    The dissertation is composed of four empirical studies and a comprehensive summary with seven chapters. In order to engage with the complex, multidimensional nature of bilingual family language practices, the empirical studies adopt four different theoretical and methodological frameworks. Study I uses a large-scale quantitative approach to investigate the connection between declared family language practices and macro societal factors. Study II adopts a conversation analytic approach to examine the local sequential context of family language practices. Study III uses a rhizomatic discourse analytic approach, which considers how family language practices can be conceptualised as an assemblage of semiotic resources, objects, space, and time. Finally, Study IV focuses on the affective and psychological dimensions of language practices by adopting an interpretative phenomenological approach that explores participants’ thoughts, feelings, and their lived experiences with language.

    The chapters of the comprehensive summary discuss the four empirical studies in relation to an expanded theoretical framework and in relation to each other. Although the epistemological and theoretical perspectives adopted in the four studies are different, they all consider how language practices are fundamentally situated in the local context of occurrence. Each study illuminates a portion of this local context, which, when triangulated, leads to a richer understanding of language practices than would be obtained with a single approach alone. In addition, the findings emphasise and exemplify how the context-sensitive dimensions of agency, identity, and emotion are inherently connected to language practices in bilingual families.

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  • 12.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Linguistic trajectories, ideologies and repertoires of multilingual families in Sweden2017Conference paper (Other academic)
  • 13.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). SULF Association of Doctoral Candidates.
    The language barrier excludes foreign doctoral candidates: Universities need to do more to include non-Swedish speaking colleagues2020Other (Other (popular science, discussion, etc.))
  • 14.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    The Social Underpinnings of Language Practices in Swedish-English Families2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 1, p. 155-193Article in journal (Refereed)
    Abstract [en]

    By means of a large-scale quantitative approach, this study examines the declared family language practices of Swedish-English bilingual families living in Sweden, and how an array of family-external and family-internal social factors correlate with divergences in these practices. For the purpose of this study, a Swedish-English bilingual family consists of two parents, one of which is an L1 English speaker, and the other is an L1 Swedish speaker, as well as their children. The data comes from a digital questionnaire completed by 438 families, which was analysed using non-parametric statistics. The results show that despite a preference for English amongst the parents in these families, their children are more likely to use Swedish in sibling interaction, which can be regarded as an indication of the influence of wider society on home language practices. The results also show that a number of social factors correlated with a divergence in declared language practices in these families, namely, parental occupation, the migratory history of the family, parent’s marital status, family involvement in parent-child English speaking groups, and whether the mother or the father was the L1 English speaker. Other typically cited social factors, such as parental education level, showed no significant correlation with declared language practices in these families. The study comments on raising bilingual children in a context where both languages are valued in society, and the implications for this internationally. The study also exemplifies the complex, context sensitive situation that is encountered when attempting to fully understand family language policies more generally.

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    Roberts 2021
  • 15.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Understanding Complexity in The Family Language Policy of Swedish-British Families2021Conference paper (Refereed)
    Abstract [en]

    Family Language Policy (FLP), the explicit planning as well as the implicit, covert and unarticulated measures regarding management of languages in the family domain, has received increased scholarly attention in the last decade. Many past studies draw on Spolsky’s (2004) tripartite model of language policy, which views language policy as the culmination of language practices, language ideologies, and language management. Others have drawn on Curdt-Christiansen’s (2009) model of FLP, which considers socioeconomic, sociopolitical, sociocultural, and sociolinguistic factors and their influence on FLPs. Despite this, most past studies do not attempt to fully integrate all of these areas into their analyses. In this presentation, I propose adopting assemblage theory (Deleuze & Guattari, 1987) as a means for analysing and combining these complex, ongoing and intertwined processes, which ultimately combine to create a FLP. I draw on video-ethnographic and interview data from Swedish-British families in order to show how key moments from the data can be understood as the assemblage of diverse elements. In keeping with the theme of the conference, I pay particular attention to how recent global developments such as Brexit play a mediating role in these assemblages, and thus in the FLPs of Swedish-British families.

  • 16.
    Roberts, Tim
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Soler, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    Language practice and ideology in trans-national multilingual families: Focus on English2016Conference paper (Refereed)
    Abstract [en]

    Past research into English as a lingua franca (ELF) has primarily focused on the domains of academia and business (e.g. Kankaanranta and Louhiala-Salminen 2010; Mauranen 2012), with little focus on the use of ELF in the family context (see, however, Pietikäinen 2014). In parallel to that, Family Language Policy (FLP) has emerged as a field of interest bridging the areas of language acquisition and language management (e.g. King et al. 2008; Schwartz 2010). However, in the majority of the cases, research on FLP has been concerned with the maintenance of migrant or minority languages. As a consequence, the lingua franca use of English in multilingual families has not featured prominently in FLP research.

    In this presentation we consider ELF in the family context and present preliminary findings from a series of semi-structured interviews taken from our study focusing on transnational intermarried couples who reside in Sweden. We examine the role that ELF and other languages play in the lives of these families with regards to intrafamilial and extrafamilial language use. The results highlight the complex multilingual lives of the informants and give insight into how different language ideologies manifest themselves in the family context. Furthermore, we relate our findings to Blommaert & Backus (2011) and consider what it means to ‘know’ a language in the context of enhanced complexity, superdiversity and transnational mobility.

  • 17.
    Soler, Josep
    et al.
    Stockholm University.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Parents’ and grandparents’ views on home language regimes: Language ideologies and trajectories of two multilingual families in Sweden2019In: Critical inquiry In Language Studies, ISSN 1542-7587, E-ISSN 1542-7595, Vol. 16, no 4, p. 249-270Article in journal (Refereed)
    Abstract [en]

    The authors investigate the sociolinguistic dynamics in multilingual families from the point of view of speakers’ linguistic trajectories, ideologies, and repertoires. Drawing on interview data from intermarried couples of different generational and linguistic profiles of two families in Sweden, the authors examine how speakers’ lived experience with different languages shapes their stance toward bi- and multilingualism and how that particular stance in turn produces a series of effects and helps constructing specific language ideological frameworks from where speakers in that given context operate. From our analysis, it appears that an ideology of the native speaker as the legitimate and authoritative type of speaker is strongly present; the native speaker is in turn the one responsible for transmitting his or her language to the children. This is problematized by the reported language mixing that occurs in the home environment and the resulting nonobservance of the one person–one language strategy. More important than that, we argue that speakers’ ideological viewpoint in a social environment takes place dialogically and discursively. This has important consequences individually, for the speakers involved in that context, and collectively, for the type of framework that emerges.

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    Soler2019
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