sh.sePublications
Change search
Refine search result
1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Eklund Heinonen, Maria
    Södertörn University, School of Culture and Education, Swedish Language.
    Andraspråksbehärskning i tal och skrift: Sker den grammatiska inlärningen parallellt?2013In: Svenskans beskrivning 32: Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning, Karlstad den 13-14 oktober 2011 / [ed] Björn Bihl, Peter Andersson & Lena Lötmarker, Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet , 2013, p. 104-117Conference paper (Refereed)
  • 2.
    Eklund Heinonen, Maria
    Uppsala universitet.
    Bedömning av muntlig språkfärdighet och processbarhet: Grammatisk förmåga i ett muntligt språktest2008In: Språkinlärning, språkdidaktik och teknologi: Rapport från ASLA:s höstsymposium i Lund, 8-9 november 2007 / [ed] Jonas Granfeldt, Gisela Håkansson, Marie Källkvist & Suzanne Schlyter, Uppsala: ASLA , 2008, p. 49-62Conference paper (Other academic)
  • 3.
    Eklund Heinonen, Maria
    Uppsala universitet.
    Fokus på identitet i andraspråkssamtal i högskolemiljö2015In: Språk och identitet: Rapport från ASLA:s symposium, Södertörns högskola 8–9 maj 2014 / [ed] Linda Kahlin, Mats Landqvist och Ingela Tykesson, Huddinge: Södertörns högskola, 2015, p. 11-22Conference paper (Other academic)
    Download full text (pdf)
    Fokus på identitet i andraspråkssamtal i högskolemiljö
  • 4.
    Eklund Heinonen, Maria
    Uppsala universitet.
    Hur pratar man egentligen på ett seminarium?: Att stötta studenter i seminariets muntliga diskurs2015In: Seminariet i högre utbildning: Erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, p. 135-154Chapter in book (Other academic)
  • 5.
    Eklund Heinonen, Maria
    Uppsala universitet.
    Processbarhet på prov: Bedömning av muntlig språkfärdighet hos vuxna andraspråskinlärare2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation concerns oral language tests from a grammatical perspective. Tests today are usually assessed based on a communicative approach to language, so it is interesting to see how great a significance the level of grammatical development of test takers has for their communicative competence in general.

    The data in the investigation consist of recorded test conversations from a Swedish national language proficiency test, Tisus (test in Swedish for university and university college studies). The general aim of the study is to investigate whether there is a difference between the test takers who passed and those who failed in terms of their level of grammatical development. This is investigated in one main study and two smaller follow-up studies.

    The theoretical basis for this work is comprised of theories on second language learning and theories on language testing. For the grammatical analysis, Pienemann’s processability theory (PT) is applied. This theory posits that learners acquire certain morpho-syntactic structures in a particular order, something that produces a hierarchy consisting of five levels.

    In the main study, a quantitative analysis is made of the test takers’ level of grammatical development relative to their TISUS results. The results show a clear correlation between grammatical level and test results. There also seems to be a kind of watershed at level 4, given that most of the test takers who passed have command of this level in the PT hierarchy, whereas those who failed, as a rule, only make it to level 3.

    The first follow-up study is more qualitative in nature and is focused on the test takers who deviate from the general pattern of results in the main study: those who failed despite their high grammatical level and those who passed despite their low grammatical level. One result of this follow-up study is that, in these cases, it appears communicative competence was critical. Being able to orient oneself to the special conversational situation represented by the test conversation is considered to be particularly important. In a second follow-up study, the problems of applying PT to morphology and syntax are examined.

    The results of the dissertation suggest that there is a correlation between grammatical competence and communicative competence in general. This means that the grammatical levels in the PT hierarchy may constitute a useful basis of analysis in oral assessments, as a complement to other assessment tools.

  • 6.
    Eklund Heinonen, Maria
    Uppsala universitet.
    Strategisk kompetens i ett muntligt språktest inför högskolestudier2016In: Svenskans beskrivning 34: Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning, Lund den 22-24 oktober 2014 / [ed] Anna W. Gustafsson, Lisa Holm, Katarina Lundin, Henrik Rahm & Mechtild Tronnier, Lund: Lunds universitet , 2016, p. 159-172Conference paper (Refereed)
  • 7.
    Eklund Heinonen, Maria
    Södertörn University, School of Culture and Education, Swedish Language.
    The role of grammatical development in oral assessment2019In: Widening Contexts for Processability Theory: Theories and issues / [ed] Anke Lenzing; Howard Nicholas; Jana Roos, Amsterdam: John Benjamins Publishing Company, 2019, p. 371-390Chapter in book (Refereed)
    Abstract [en]

    Tests today are usually based on a communicative view of language, with less focus on grammar. In this chapter, a study is presented that investigates whether there is a difference in terms of grammatical development between a group of test-takers who passed and a group who failed an oral language test. The study addresses theories of SLA and language testing, i.e., Processability Theory and the model of Communicative Language Ability, the construct of the test. Data from learners' test performances were analysed using PT in order to see whether there was a consistent relationship between the PT stage analysis and the results derived from the test. The comparison shows a clear difference between the test-takers who passed and those who failed in terms of grammatical development. This implies a correlation between grammatical development and communicative competence in general which may indicate that PT constitutes a useful basis for oral assessment.

  • 8.
    Eklund Heinonen, Maria
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Jorum, Ika
    Södertörn University, Södertörn University Library.
    Introduction to Academic Writing from an Academic Literacies Approach2014In: ICED 2014 Educational Development in a Changing World: [on line] proceedings, 2014, p. -10Conference paper (Other academic)
    Abstract [en]

    In our paper we present a pilot project were we introduce new students to read, write and search for academic texts. We assume an ‘academic literacies’ approach, where these activities are seen as social practices that have to be practically acquired in authentic, meaningful contexts within the disciplines, rather than in separate courses and other support structures.

    Download full text (pdf)
    fulltext
  • 9.
    Eklund Heinonen, Maria
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Lennartson-Hokkanen, Ingrid
    Uppsala universitet.
    Scaffolding strategies: Enhancing L2 students' participation in discussions about academic texts2015In: Journal of Academic Writing, E-ISSN 2225-8973, Vol. 5, no 1, p. 42-51Article in journal (Refereed)
    Abstract [en]

    Widening participation in higher education (HE) in recent decades has brought new challenges for both teachers and students. One growing group of students are L2 students who often report a lack of confidence in expressing themselves verbally in academic settings. Systematically scaffolding students into developing not only written but also spoken academic discourse is therefore an increasingly important challenge. In Sweden, L2 students are offered a qualifying course in Swedish to enable them to meet HE entry requirements. This paper reports a study carried out on the academic writing module of this course. Course activities include writing a short paper and participating in a critical discussion of peer papers, from which our data was collected. The study has a socioculturally based framework which suggests that learning takes place through social interaction. The purpose is to identify scaffolding strategies by means of a qualitative, interactional analysis. The findings indicate that different types of strategies, such as open-ended, follow-up and multi-unit questions, can help students to deliver more substantial and elaborate answers. Other useful strategies are to create reflective spaces and to focus on students’ identities as academic writers to achieve inclusive and empowering learning situations.

  • 10.
    Eklund Heinonen, Maria
    et al.
    Uppsala universitet.
    Lennartson-Hokkanen, Ingrid
    Uppsala universitet.
    Nord, Andreas
    Uppsala universitet.
    ”Mer än bara text och ord”: Akademiskt skrivande i utbildningar i socialt arbete och sociologi2018Report (Other academic)
    Abstract [en]

    This report was initiated by the Department of Sociology at Uppsala University and aims to investigate how the department helps its students to develop academic literacies. Another aim is to provide suggestions on how the department can develop teaching practices in order to integrate writing within its courses. In the report, we have examined course designs, learning outcomes and writing instructions. In addition, we have interviewed teachers and analyzed students’ texts. The report is concluded by some general suggestions on how the department can continue to support the students’ academic literacies.

  • 11.
    Eklund Heinonen, Maria
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Nyroos, Lina
    Södertörn University, School of Culture and Education, Swedish Language.
    Respons i fokus: Lärares normer och attityder till andraspråksdrag i studenttexter2023In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 3, p. 14-28Article in journal (Refereed)
    Abstract [en]

    For two decades, it has been a statutory provision in the Higher Education Act to strive for widening participation. This has led to new and more diverse student groups, one of which being students with a mother tongue other than Swedish. Recurrently, their writing ability tends to be focused in the debate. In the field of Academic Literacies, writing is considered to be a socio-culturally rooted practice, in which teachers’ attitudes strongly impact the writing process. This article presents a study of teachers’ attitudes towards second language students’ writing, aiming to shed light on norms and conditions surrounding L2 students’ academic writing. Teachers’ written feedback concerning linguistic features has been analysed based on theories on feedback practices. The same teachers have also been interviewed regarding their feed-back, using stimulated recall-technique. The results show that the teachers’ feedback reflect different perspectives on the writing process, as well as their own role in the education system. In sum, the study shows that the lack of collegial consensus allows for parallel norms to exist, which results in the students within the same educational program being exposed to a wide range of expectations regarding how texts ought to be written.

  • 12.
    Eklund Heinonen, Maria
    et al.
    Uppsala universitet.
    Sköldvall, Kajsa
    Södertörn University, School of Culture and Education, Swedish Language.
    Nu har vi ett gemensamt språk: Om ämnesintegrerad undervisning i akademiskt skrivande2015In: Högre Utbildning, E-ISSN 2000-7558, Vol. 5, no 2, p. 133-138Article in journal (Refereed)
    Abstract [sv]

    I denna artikel presenterar vi ett högskolepedagogiskt projekt som syftar till en ämnesinte-grerad introduktion i akademiskt skrivande, med utgångspunkt i forskningsfältet academic literacies. Vi delar med oss av våra erfarenheter samt redovisar några viktiga lärdomar inför liknande projekt.

  • 13.
    Hjalmarsson, Jan
    et al.
    Södertörn University, Södertörn University Library.
    Nikolaidou, Zoe
    Södertörn University, School of Culture and Education, Swedish Language.
    Sköldvall, Kajsa
    Södertörn University, School of Culture and Education, Swedish Language.
    Eklund Heinonen, Maria
    Uppsala universitet.
    "Fan va grymma vi är" - effekter av ämnesintegrerad undervisning i akademiskt skrivande- effekter av ämnesintegrerad undervisning i akademiskt skrivande2017In: Språk och norm. Language and norms: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016. Papers from the ASLA Symposium at Uppsala University 21-22 April, 2016 / [ed] Saga Bendegard; Ulla Melander Marttala; Maria Westman, Uppsala: ASLA: Svenska föreningen för tillämpad språkvetenskap , 2017, p. 37-44Conference paper (Refereed)
    Download full text (pdf)
    "Fan va grymma vi är" - effekter av ämnesintegrerad undervisning i akademiskt skrivande
  • 14.
    Hållsten, Stina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Eklund Heinonen, Maria
    Södertörn University, School of Culture and Education, Swedish Language.
    Söderlundh, Hedda
    Individualization in vocational training for immigrants: Developing professionalism and language through feedback2022In: Migration and Inclusion in Work Life: The Role of VET / [ed] Lázaro Moreno Herrera; Marianne Teräs; Petros Gougoulakis; Janne Kontio, Stockholm: Bokförlaget Atlas, 2022, p. 267-306Chapter in book (Refereed)
    Abstract [en]

    This chapter addresses vocationally adjusted language courses in Swedish for adult immigrants. We focus on individualisation, which is stipulated in the curriculum and other syllabus documents, and argue that individually adapted feedback could be considered a tool (out of several potential tools) for “doing” individualisation in a pedagogical practice. We discuss different understandings of individualisation in policy documents and research literature, and define individualisation as an educational practice in teaching, carried through in dialogue. In an empirical study, we apply the definition by analysing feedback sequences in video recordings from two vocational courses (designed for outdoor maintenance workers and medical doctors, respectively) using the linguistic method of interaction analysis. We demonstrate (1) how individualisation in terms of feedback is managed in interaction involving teacher and students, and (2) the vocational and linguistic skills that materialise as important for the individual students in these feedback sequences. Our results demonstrate that feedback is a functional educational tool for individualisation, providing learning opportunities for both language acquisition and professional knowledge. However, this requires authentic assignments that are designed to promote opportunities for more developed dialogues. Another conclusion is that a professional experienced teacher who can provide feedback on both professional skills and language use is particularly important. 

    Download full text (pdf)
    fulltext
  • 15.
    Nyroos, Lina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Eklund Heinonen, Maria
    Södertörn University, School of Culture and Education, Swedish Language.
    Förväntan, förståelse och förvåning: Om lärares attityder till andraspråksstudenters skrivande ihögre utbildning2023In: Språk i praktiken - i en föränderlig värld: Rapport från ASLA-symposiet, Stockholms universitet, 7-8 april 2022 / [ed] Marie Nelson; Mårten Michanek; Maria Rydell; Susan Sayehli; Klara Skogmyr; Marian Gunlög Sundberg, Stockholm: ASLA, Svenska föreningen för tillämpad språkvetenskap , 2023, Vol. 30, p. 330-348Conference paper (Refereed)
    Abstract [sv]

    Studier som fokuserar på det akademiska skrivandets sociala sammanhang har påvisat ett glapp mellan lärarnas förväntningar på studenternas skrivande och studenternas tolkningar av lärarnas krav. En studentgrupp vars skrivande särskilt har hamnat i fokus är flerspråkiga studenter, vilket kanske kan förklaras med att lärarna ofta är ovana vid dessa studenters förutsättningar. I syfte att rikta ljuset mot glappet undersöker vi hur högskolelärare reflekterar muntligt kring sin bedömning av flerspråkiga studenters texter vilka uppvisar tydliga andraspråksdrag. Materialet utgörs av retrospektiva intervjuer kring lärarnas respons på studenttexter, och för undersökningen tillämpas det sociokulturella ramverket Academic Literacies, i kombination med Membership Categorization Analysis (MCA). Genom att undersöka hur kategoriseringar konstrueras interaktionellt bidrar studien till att belysa hur normer och förväntningar kopplade till bedömningspraktiken uttrycks. Resultaten pekar på variation gällande attityder till andraspråksdrag, och MCA bidrar till att fånga hur dessa attityder uttrycks genom kategoriseringar och positioneringar. Å ena sidan konstrueras klassiska akademiska ideal, där lärare och student positioneras med stort avstånd till varandra gällande kompetenser och resurser. Å andra sidan uttrycks också ett mer dynamiskt förhållningssätt mellan lärare och student, vilket representerar ett perspektiv rotat i Academic Literacies.

    Download full text (pdf)
    fulltext
  • 16.
    Söderlundh, Hedda
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Eklund Heinonen, Maria
    Södertörn University, School of Culture and Education, Swedish Language.
    The Door You Can Walk Through to Society: Social Inclusion and Belonging in Vocational Programmes for Immigrants2023In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 11, no 4, p. 58-68Article in journal (Refereed)
    Abstract [en]

    This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate languageinstruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to socialcapital. Proficiency in the national language is considered key for employment and fast integration into working life hasbecome a primary goal in Swedish migration policies. This article examines the two programmes from the perspectiveof inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors,recognising the need for research. Data consists of interviews with students and teachers, observations, and videorecordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants areassumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributesto knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotesan understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professionalCoP.

    Download full text (pdf)
    fulltext
1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf