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  • 1.
    Hållsten, Stina
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Eklund Heinonen, Maria
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Söderlundh, Hedda
    Individualization in vocational training for immigrants: Developing professionalism and language through feedback2022Inngår i: Migration and Inclusion in Work Life: The Role of VET / [ed] Lázaro Moreno Herrera; Marianne Teräs; Petros Gougoulakis; Janne Kontio, Stockholm: Bokförlaget Atlas, 2022, s. 267-306Kapittel i bok, del av antologi (Fagfellevurdert)
    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. 

    Fulltekst (pdf)
    fulltext
  • 2.
    Kahlin, Linda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Keevallik, Leelo
    Linköping University, Sweden.
    Söderlundh, Hedda
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Weidner, Matylda
    Kazimierz Wielki University, Poland.
    Translanguaging as a resource for meaning-making at multilingual construction sites2022Inngår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 41, nr 3, s. 261-280Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.

    Fulltekst (pdf)
    fulltext
  • 3.
    Söderlundh, Hedda
    Malmö University.
    Applying transnational strategies locally: English as a medium of instruction in Swedish higher education2013Inngår i: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 12, nr 1, s. 113-132Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Analysing student interaction at an international university in Sweden, this article investigates how the transnational strategy of using English as a medium of instruction can be (re)constructed by students in a local context. The analysis focuses on students’ expectations—or norms—for when it is appropriate to use English, and shows that English medium-instruction does not necessarily mean that students speak English all the time. The local language Swedish is used in connection to teaching and students establish local norms for when, how and with whom it is appropriate—or inappropriate—to speak English. A conclusion is that although language choice at the international university is influenced by global factors, it is still firmly a local construction.

  • 4.
    Söderlundh, Hedda
    Malmö University.
    Global Policies and Local Norms: Sociolinguistic Awareness and Language Choice at an International University2012Inngår i: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, nr 216, s. 87-109Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As part of the internationalization of higher education, more and more European university courses are being taught in English. Exchanges between universities have grown, and students from different parts of the world now often study together. What does this international environment look like in linguistic terms? Do students and teaching staff speak only the course language English, or are other languages also used, and if so, in what situations and contexts? These questions are discussed on the basis of an ethnographic study of an English-medium university course in Sweden. Extended examples of interaction show that participants adapt their use of languages to place-bound needs and conditions, giving rise to local norms. The national language Swedish holds a special position, as the first language of the majority and the lecturer. The course language English is dominant as a de facto lingua franca, but local social and linguistic needs and conditions leave room for other languages as well. Overall, course participants orient to three competing principles of language use: (a) English as a lingua franca, (b) the speaker's orientation to her or his own language and (c) the special position of Swedish, as the first language of the majority and the lecturer.

  • 5.
    Söderlundh, Hedda
    Uppsala universitet.
    Internationalisering i praktiken: språkbruk i två svenska utbildningsmiljöer2010Inngår i: Språkvård och språkpolitik: Svenska språknämndens forskningskonferens i Saltsjöbaden 2008 / [ed] Lars-Gunnar Andersson, Olle Josephson, Inger Lindberg, Mats Thelander, Stockholm: Norstedts Förlag, 2010, s. 252-268Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In Swedish language planning the position of English vis-à-vis Swedish is attracting attention. This is due to the concern that the growing use of English in certain domains may result in Swedish loosing ground. Surveys have shown that English is frequently used in fields with extensive international collaboration, such as higher education, business and politics. Yet, knowledge about actual language use and patterns of language choice in international contexts is poor and studies on how the involved parties themselves understand the situation are lacking. This paper draws on data from an ongoing PhD project on the use of Swedish in English medium university education and discusses students’ language choice patterns in two English medium lectures in Sweden: the one taken from a faculty of social sciences and the other from a faculty of science and technology. Findings show that the use of Swedish differs between the two lectures and that the usage can be characterized as spontaneous. Interestingly, students speak Swedish in a number of study activities associated with the lectures. Even though Swedish is seldom heard in class, it dominates in study activities outside class. The number of exchange students in combination with students’ and teachers’ attitudes impact on language choices. Existing local language plans, however, do not seem to influence actual language use.

  • 6.
    Söderlundh, Hedda
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Internationalization in the Higher Education Classroom: Local Policy Goals put into Practice2018Inngår i: Journal of Studies in International Education, ISSN 1028-3153, E-ISSN 1552-7808, Vol. 22, nr 4, s. 317-333Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.

  • 7.
    Söderlundh, Hedda
    Uppsala universitet.
    Internationella universitet – lokala språkval: Om bruket av talad svenska i engelskspråkiga kursmiljöer2010Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Avhandlingen handlar om hur svenska används i den muntliga interaktionen i sex engelskspråkiga universitetskurser i Sverige. Kurserna följs av både svenska och utländska studenter och engelska är det gemensamma språket i undervisningen. Undersökningen utgår från studenternas språkbruk och syftet är att beskriva och förstå särskilt studenters muntliga användande av svenska i den typ av språkmiljö som uppstår då engelska är undervisningsspråk.

    Språkbruket undersöks från tre infallsvinklar: den talade svenskans användning, svenskans funktioner i interaktionen samt deltagarnas attityder till dels svenska och engelska, dels valet av språk. Analysen utgår från observationer och inspelningar av naturligt förekommande samtal i undervisning inom ämnesområdena företagsekonomi, teknik och datavetenskap samt från intervjuer med studenter och lärare. Näranalyser av den talade svenskan kombineras med etnografisk kunskap om kursernas bredare sociala sammanhang, och i teori och metod kombineras forskningsfälten sociolingvistik och etnografi.

    Resultatet visar att svenska förekommer i alla undersökta kurser. Svenska används främst utanför helklassundervisningen i samtal där utländska studenter inte deltar. Språket talas både i samtal som rör studieämnet och i privata samtal. Att kurserna är nominellt engelskspråkiga betyder alltså inte att engelska är det enda språk som används i samband med undervisningen, också svenskan har en mer eller mindre framträdande plats. I avhandlingen förklaras attityder och språkvalsmönster med att kurserna till sin karaktär är nationella – i motsats till internationella – och att majoriteten studenter och lärare har erfarenhet och rutiner från svenskspråkiga utbildningar. De gamla rutinerna förs över till de nominellt engelska kurserna och ger svenskan en särställning och lokal prestige i miljöerna.

  • 8.
    Söderlundh, Hedda
    Malmö University.
    Language Choice and Linguistic Variation in Classes Nominally Taught in English2013Inngår i: Language Alternation, Language Choice and Language Encounter in International Tertiary Education / [ed] Hartmut Haberland, Dorte Lønsmann, Bent Preisler, Dordrecht: Springer Netherlands, 2013, s. 85-102Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter presents a study of the linguistic milieu that is generated when students from different parts of the world meet and interact in international university settings. The study is conducted in nominally English-medium courses at a Swedish university, and focuses on how students use Swedish and other non-authorised languages in addition to English. The multilingual characteristics of the milieu are exemplified and discussed, and it is demonstrated that the language of the surrounding society holds a special position. In the era of globalisation, universities are part of internationalisation processes, but yet situated in a local context marked by a certain history and specific linguistic resources.

  • 9.
    Söderlundh, Hedda
    Uppsala universitet.
    Talad svenska i engelskspråkiga universitetskurser: sammanfattning av ett forskningsprojekt2011Inngår i: Språk för framtiden: Rapport från ASLA:s höstsymposium, Falun, 12-13 november, 2010 / [ed] Ylikiiskilä, Antti; Westman, Maria, Uppsala: ASLA Svenska föreningen för tillämpad språkvetenskap , 2011, s. 199-210Konferansepaper (Annet vitenskapelig)
  • 10.
    Söderlundh, Hedda
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Zooming in on language practices in Swedish higher education: A discussion of five studies and their normative versus dynamic approach towards policy and practice2014Inngår i: English in Nordic Universities: Ideologies and Practices / [ed] Anna Kristina Hultgren, Frans Gregersen & Jacob Thøgersen, Amsterdam: John Benjamins Publishing Company, 2014, s. 111-126Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this chapter, five studies of language practice in Swedish higher education are compared and discussed with focus on how the policy of English-medium teaching is assumed to relate to practices ‘on the ground’. It is demonstrated that the earlier studies take a normative approach towards policy and practice, in the sense that practice is assumed to coincide with policy, while the later studies approach policy and practice from a dynamic point of view, assuming that other languages may be used in addition to the policy-prescribed medium. The underlying approach has implications for the studies’ design and focus, but also for their results concerning the use of Swedish and English in higher education in Sweden.

  • 11.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Eklund Heinonen, Maria
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    The Door You Can Walk Through to Society: Social Inclusion and Belonging in Vocational Programmes for Immigrants2023Inngår i: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 11, nr 4, s. 58-68Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 12.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Kahlin, Linda
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Betydelsen av svenska, engelska och andra språk för hantverkare som reser till Sverige för att arbeta: En nexusanalys av språk och arbete på den flerspråkiga byggarbetsplatsen2022Inngår i: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 32, s. 38-71Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we investigate the linguistic working life of manual workers who commute from Estonia for installation work at a large construction site in Sweden. Language use is analysed from the perspective of nexus analysis (Scollon & Scollon 2004), including the installers’ historical body, interaction order and discourses in place. The findings show that the workers have extensive experience of construction work in several countries and that they carry out their work without knowledge of Swedish. They are part of a professional Estonian team but work mainly alone and get all necessary instructions from their team leader in Estonian. The team leader coordinates their work but also functions as a language broker in the interactional order, using English as a lingua franca. Installation work is considered “language marginal”, and the dominating discourse in place assigns a higher value to the workers’ craftmanship, flexibility and efficiency than their competence in a specific language. The fact that work is carried out in a country where Swedish is the main language does not have any practical significance, neither for access to work nor for carrying out the work. Based on these findings, we conclude that the wide-spread metaphor “Swedish language as key to the labour market” relies upon a simplified understanding of language and labour market. 

    Fulltekst (pdf)
    Fulltext
  • 13.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Kahlin, Linda
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Weidner, Matylda
    Kazimierz Wielki University, Poland.
    Arbetsmigration och flerspråkig interaktion på byggarbetsplatser2020Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, E-ISSN 2535-3381, Vol. 4, nr 2, s. 93-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Labour mobility within the EU is particularly extensive in the construction sector, with sociolinguistic consequences for those working abroad and for the place of reception. In this article we analyze chains of directives at construction sites in Sweden, where Ukrainian, Polish and Swedish craftsmen work. The data consist of ethnographic observations and video-recorded conversations from two multilingual workplaces of different sizes. Conversation analysis is used for the analysis of particular instances of chains, and our observations allow for the discussion of the main characteristics of an institutional order for language choice based on interactional patterns that recur across time and space. The results demonstrate how chains contribute to an organization in which not everyone needs to talk to everyone else and where multilingual team leaders function as language brokers between project managers and workers. Interestingly, the institutional order of language choice is similar at the two workplaces, notwithstanding differences in size, temporality and spatiality.

    Fulltekst (pdf)
    fulltext
  • 14.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Keevallik, Leelo
    Linköping University, Sweden.
    Labour mobility across the Baltic Sea: Language brokering at a blue-collar workplace in Sweden.2023Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 52, nr 5, s. 783-804Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this case study we investigate the role of transnational networks and language brokering in labour migration within the European Union. By describing the working days of Estonians hired by a city maintenance company in Sweden, we demonstrate how language skills and network ties of a manager enable work migration in the local context. Most of the recruited workers belong to the manager's circle of family and friends. The manager is thus both capitalising on his social relationships and reinforcing a social support network in the receiving country for the individuals involved. The article promotes our understanding of the interface between migration, multilingualism, and language brokering in the understudied blue-collar workplaces and dissects the social and economic values of linguistic resources in work migration across the Baltic Sea. The data consist of ethnographic observations of daily work routines, video recordings of interaction, and interviews.

  • 15.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Lind, Therese
    Södertörns högskola, Södertörns högskolebibliotek.
    Nordström, Anders
    Södertörns högskola, Polisutbildningen.
    Hur får man en högskolepedagogisk satsning att leva vidare? Några reflektioner kring ämnesintegrering av akademiskt skrivande på Polisutbildningen2017Inngår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 7, nr 2, s. 35-39Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Den här texten handlar om ett högskolepedagogiskt samarbete som syftat till att skapa en ämnesintegrerad introduktion i akademiskt skrivande för polisstudenter vid Södertörns högskola. I texten beskrivs hur samarbetet har sett ut och vad som har fått introduktionen att leva kvar i programmet. Vi diskuterar utmaningar som uppstått och avslutar med några råd till den som vill genomföra liknande satsningar och samarbeten.

    Fulltekst (pdf)
    Hur får man en högskolepedagogisk satsning att leva vidare?
  • 16.
    Söderlundh, Hedda
    et al.
    Uppsala universitet, Institutionen för nordiska språk.
    Melander, Björn
    Uppsala universitet, Institutionen för nordiska språk.
    Language beyond English - A Reply to Ulla Paatola2008Inngår i: Multiethnica. Meddelande från Centrum för multietnisk forskning, Uppsala universitet, ISSN 0284-396X, Vol. 31, s. 29-30Artikkel i tidsskrift (Annet vitenskapelig)
  • 17.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Sörlin, Marie
    Umeå universitet.
    Myndighet och privatpersoner i dialog på Facebook: En analys av positioneringar och receptionsroller på Försäkringskassans Facebooksida Förälder2014Inngår i: Svenskans beskrivning 33: Förhandlingar vid Trettiotredje sammankomsten för svenskans beskrivning. Helsingfors den 15–17 maj 2013 / [ed] Jan Lindström, Sofie Henricson, Anna Huhtala, Pirjo Kukkonen, Hanna Lehti-Eklund & Camilla Lindholm, Helsingfors: Helsingfors universitet, 2014, Vol. 33, s. 459-469Konferansepaper (Annet vitenskapelig)
  • 18.
    Söderlundh, Hedda
    et al.
    Södertörns högskola, Institutionen för kommunikation, medier och it, Svenska.
    Sörlin, Marie
    Umeå universitet.
    Nyström Höög, Catharina
    Högskolan Dalarna.
    Myndigheterna har ordet.: Om kommunikation i skrift2012Bok (Annet vitenskapelig)
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