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  • 1.
    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.

  • 2.
    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.

  • 3.
    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)
  • 4.
    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.

  • 5.
    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 1542-7595Article 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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