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  • 101.
    Olsson, Alexander Rolf Emanuel
    Södertörn University, School of Culture and Education.
    Rätt ska va' rätt: En analys över svensklärares bedömningspraxis av elevtexter2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following analysis is based on a survey of 14 respondents and intends to make visible what Swedish teachers in the subject of Swedish focus on in their assessments of student texts, in Stockholm's upper high schools. The result shows that the communicative qualities of the texts and language functions are emphasized while the textual form, its linguistic correctness aspects, are given less focus. It also emerges that the advanced texts get more precise assessment, while poorer text compositions may be critiqued more generally. The essay’s analytical chapter confronts how these aspects are practiced, specified and utilized according to formative assessments based on Lev Vygotsky's theories. Then follows a discussion on how assessment practices affects teaching and what consequences one may expect from such an assessment culture.

  • 102.
    Prytz, Johanna
    Södertörn University, School of Culture and Education, Swedish Language.
    Optionella objekt och gränsen mellan transitiva och intransitiva verb2019In: Svenskans beskrivning 36: Förhandlingar vid trettiosjätte sammankomsten. Uppsala 25–27 oktober 2017. / [ed] Marco Bianchi, David Håkansson, Björn Melander, Linda Pfister, Maria Westman & Carin Östman, Uppsala: Uppsala universitet, 2019, p. 243-254Conference paper (Refereed)
  • 103.
    Rehnberg, Hanna Sofia
    Södertörn University, School of Culture and Education, Swedish Language.
    PISA-press: Svenska och finländska mediekonstruktioner av ”världens största elevstudie”2019Report (Other academic)
    Abstract [sv]

    PISA-chock, PISA-kris, Pisa-effekt. En typ av ord som blivit så etablerade i medierna att vi knappt höjer på ögonbrynen längre. Möjligen är detta anledning nog att skärskåda dem?

    Den ekonomiska samarbetsorganisationen OECD, som står bakom den internationella elevstudien PISA, är beroende av medierna för att nå ut med sitt budskap. Samtidigt är medierna beroende av PISA som nyhetskälla. Och på en mer grundläggande nivå är både OECD och medierna beroende av språket.

    I denna rapport undersöks mediekonstruktioner av PISA i artiklar publicerade under ett års tid i två svenska och två finländska tidningar. De vägledande frågorna är: På vilka sätt framställs och används PISA – och hur görs det rent språkligt?

  • 104.
    Ryttermalm, Karin
    Södertörn University College, School of Language and Culture.
    The weak voice of the witches: A comparison of adjectives between male and female characters in Harry Potter and the Philosopher’s Stone and Harry Potter and the Half-Blood Prince.2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 105.
    Sandlund, Erica
    et al.
    Karlstads universitet.
    Sundqvist, Pia
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Research-based professional development workshops for EFL teachers: Focus on oral test interaction2016In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 4, no 1, p. 24-48Article in journal (Refereed)
    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.

  • 106.
    Sandlund, Erica
    et al.
    Karlstads universitet.
    Sundqvist, Pia
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Testing L2 Talk: A Review of Empirical Studies on Second-Language Oral Proficiency Testing2016In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, no 1, p. 14-29Article in journal (Refereed)
    Abstract [en]

    In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oral proficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests. Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peer tests as an organizing principle for the studies examined, recent developments in L2 oral proficiency testing research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collections indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired and group tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment, validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.

  • 107.
    Sandomirskaja, Irina
    Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Jazyk-Stalin: "Marksizm i voprosy jazykoznanija" kak lingvisticeskij povorot vo vselennoj SSSR2006In: Landslide of the Norm: Language Culture in Post-Soviet Russia / [ed] Ingunn Lunde & Tine Roesen, Bergen: Dept. of Russian Studies , 2006, p. 263-291Chapter in book (Other academic)
  • 108.
    Seiler Brylla, Charlotta
    et al.
    Stockholms universitet.
    Westberg, Gustav
    Södertörn University, School of Culture and Education, Swedish Language.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    C som i kritik: Kritiska perspektiv inom text- och diskursstudier2018In: Kritiska text- och diskursstudier / [ed] Daniel Wojahn, Charlotta Seiler Brylla, Gustav Westberg, Huddinge: Södertörns högskola, 2018, no 6, p. 9-36Chapter in book (Refereed)
    Abstract [en]

    This article deals with the concept of critique by discussing and tracing theoretical definitions and epistemological implications of critique within three influential fields of discourse studies: Critical Linguistics, Critical Discourse Studies and Discourse Linguistics (Diskurslingvistik). The intention of the article stems from an observation regarding how discourse studies – at least in a Swedish context – tend to align with a critical perspective, yet without explicating it. Consequently, the article examines the following questions: What does it mean to conduct critical studies as a linguist? What traditions and theoretical contexts are the understandings of critique anchored in? What critical traditions have inspired discourse studies in Sweden? Drawing on the conceptual conflict between postmodern notions of knowledge on the one hand and populist and post-truth views on the other, the article concludes by arguing for the contemporary importance of linguistic critique. 

  • 109.
    Sey, Famata
    Södertörn University College, Lärarutbildningen.
    Na Nga Def, Sumole or How are You?: A Field Study Regarding Language of Instruction in the Gambia 2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A field study was conducted in order to enquire which languages the teachers and the students were using, both during lessons and on breaks, and if and how several languages were used to instruct. Since colonialism, the  Gambia has experienced many European influences, which has led to English as the official language and also the language of instruction. This means that the teachers have to teach in a language which is not their own, nor their students’ native language. The phenomenon is called submersion, which has been proved to be a less successive practice. Hence, the government of today is struggling against many obstacles in order to meet the Education for All-policy, and ensure high quality education in the Gambia. However, the low achievements among the students, should not be considered solely an effect of the language of instruction, but also the methods used for teaching.

  • 110.
    Stenersjö, Martina
    Södertörn University, School of Culture and Education.
    "Det är så MYCKET att få ett barn": En kritisk diskursanalys av hur föräldraskap konstrueras i handboken Leva med barn2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka hur föräldraskap konstrueras i första och sista upplagan av föräldrahandboken Leva med barn. Närmare bestämt undersöks vilka normföreställningar som finns om föräldraskap i två texter från inledningskapitlet ur respektive upplaga. Dessa texter har rubrikerna Att bli mamma (1983) och Att bli förälder (2013). Uppsatsens är således diakron. Syftet ska ses mot bakgrund av att boken Leva med barn delas ut gratis till många nyblivna föräldrar, vilket gör att den får ett stort spridningsområde. Uppsatsen är språkvetenskaplig vars teoretiska ansatser utgörs av socialkonstruktivism, kritisk diskursanalys samt feministisk diskursanalys. Metoderna för analysen baseras delvis på den systemiska funktionella grammatiken, vari metoder ur den ideationella metafunktionen samt den interpersonella metafunktionen används. Benämningar blir även en viktig metod för analysen. Analysen av benämningar visar att visar att texterna skiljer sig åt i hur föräldrar benämns vid en del tillfällen men förefaller lika vid andra tillfällen. Föreställningar om kön i texten Att bli mamma (1983) visar sig vara mer betydelsefull för vilken föräldraroll som kan sägas ha det huvudsakliga och självklara ansvaret för barnet. I texten Att bli förälder (2013) är detta inte lika tydligt. Med användningen av generiskt man, som förekommer frekvent i båda texterna går det dock att se hur texterna producerar och reproducerar normativa föreställningar om föräldrarollerna. De normativa föreställningarna blir även tydligt i analysen av språkhandlingar och modalitet (den interpersonella metafunktionen). De språkliga konstruktionerna av barnet visar sig skilja sig åt mellan texterna. Benämningarna av utomstående visar sig ha betydelse för konstruktionen av föräldraskap i förhållande till social bakgrund. Analysen av förstadeltagare (den ideationella metafunktionen) visar texternas höga abstraktionsnivå och skriver fram föräldrarna som passiva snarare än aktiva i föräldraskapet. I Slutdiskussionen förs ett argumenterande för att de analyserade texterna i upplagorna av Leva med barn reproducerar heteronormativa föreställningar om föräldraskap. Vidare vad den historiska synen på föräldraskap och familj har för betydelse i texternas konstruktion av föräldraskap.

  • 111.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    Gyldenstolpe, Carl (Creator)
    Gyldenstolpe, Gustav (Creator)
    En frånvarandes samtal med en frånvarande: Bröderna Daniel, Carl och Gustav Gyldenstolpes brev till Nils Gyldenstolpe 1660–1679: Utgåva av latinsk text i urval, översättning samt inledning av Annika Ström2017Collection (editor) (Refereed)
    Abstract [sv]

    Denna bok innehåller en utgåva med svensk översättning av 114 brev, skrivna på latin under den andra hälften av 1600-talet. Breven är författade av de tre bröderna Daniel, Carl och Gustav Gyldenstolpe och riktar sig med några få undantag till deras äldre bror Nils som flyttat från hemmet i Åbo till Stockholm för att göra ämbetsmannakarriär.

    I breven erbjuds vi många glimtar av dåtidens samhälle, av det skånska kriget där en av bröderna deltog, om privata händelser och av de vardagliga problem som ofta handlade om att hålla samman familjen under kärva förhållanden. Vi informeras även om de verksamheter som bedrevs av jurister och ämbetsmän i stormaktstidens svenska statsförvaltning med förgreningar kring hela Östersjön.

    Förutom sitt värde som historiska källor ger breven inblickar i dåtidens utbildningsväsen med ett särskilt fokus på inlärningen av latin och retorik. De visar också på den höga latinkompetens som individer besatt under tidigmodern tid i Sverige samt hur detta nylatin var ett kommunikationsmedel som smidigt kunde utnyttjas för alla förekommande sociala behov.

  • 112.
    Sundqvist, Pia
    et al.
    Karlstads universitet.
    Wikstrom, Peter
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    The teacher as examiner of L2 oral tests: A challenge to standardization2018In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, Vol. 35, no 2, p. 217-238Article in journal (Refereed)
    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, ninth-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.

  • 113.
    Søvik, Margrethe
    Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Who am I?: Perceptions of Language and Identity Among Students in Kharkiv2006In: Contemporary Change in Ukraine / [ed] Rindzeviciute, Egle, Huddinge: Center for Baltic & East European Studies , 2006, p. 59-83Chapter in book (Other academic)
  • 114.
    Thomasson, Sophie
    Södertörn University College, School of Discourse Studies.
    Se men inte höra2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 115.
    Trolin Ulfeldt, Johannes
    Södertörn University, School of Culture and Education.
    Att konstruera en världsmästare: En semantisk studie i konstruktionen av professionell dam- och herrboxning i kvällspressens sportsektioner2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka hur sportsektionen i två stora svenska kvällstidningar konstruerar två framgångsrika svenska boxare, Mikaela Laurén och Badou Jack, som vann varsin världsmästartitel mellan hösten 2014 och våren 2015. De frågor som undersökningen försöker svara på är 1: hur den professionella boxningen konstrueras som verksamhet i samband med vinsten av en världsmästartitel, 2: hur den manliga respektive kvinnliga boxaren konstrueras inom denna verksamhet, och 3: huruvida dessa konstruktioner framställer herrboxningen som norm gentemot damboxningen. Materialet består av totalt fyra artiklar som publicerades i samband med respektive boxares vinst. Två artiklar är hämtade från Aftonbladet och två är hämtade från Expressen. Frågorna besvaras genom en analys av den ideationella metafunktionen ur systemisk funktionell grammatik (SFG). Undersökningen utgår från en analys av det semantiska skiktet i texterna för att blottlägga det kontextuella skiktet och därmed få insyn vilken typ av verksamhet som konstrueras. Resultatet visar att den profesionella boxningen konstrueras som en högst individualistisk och prestations- och statusinriktad verksamhet där vinnaren realiseras som den viktigaste deltagaren. Det visar även att den manliga boxaren och hans vinst konstrueras inom en historiskt och karriärmässigt viktig kontext och att den kvinnliga boxaren och hennes vinst konstrueras inom en främst personligt viktig kontext. Slutligen så visar analysen även på drag i den manliga boxarens text som kan tolkas som normerande för herrboxningen gentemot damboxningen, och detta utan att damboxningen nödvändigtvis förminskas.

  • 116. Tryggvason, Marja
    et al.
    De Geer, Boel
    Södertörn University College, Avdelning 3, Swedish language.
    Eliciting talk as language socialization in Finnish, SwedishFinnish and Swedish families: a look at syntactic structures2002In: Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 21, no 4, p. 345-369Article in journal (Refereed)
  • 117.
    Tulviste, Tiia
    et al.
    Södertörn University, School of Discourse Studies, Swedish language. University of Tartu, Tartu, Estonia.
    Mizera, Luule
    De Geer, Boel
    Södertörn University, School of Discourse Studies, Swedish language.
    Expressing communicative intents in Estonian, Finnish and Swedish mother-adolescent interactions2004In: Journal of Child Language, ISSN 0305-0009, E-ISSN 1469-7602, Vol. 31, no 4, p. 801-819Article in journal (Refereed)
  • 118.
    Tulviste, Tiia
    et al.
    Södertörn University College, School of Discourse Studies, Swedish language.
    Mizera, Luule
    De Geer, Boel
    Södertörn University College, School of Discourse Studies, Swedish language.
    Teenagers' contribution to family mealtime conversations in Estonia, Sweden and the USA2006In: Advances in Psychology Research: Vol. 45 / [ed] Alexandra Columbus, New York: Nova Science Publisher , 2006, p. 159-180Chapter in book (Other academic)
  • 119.
    Tulviste, Tiia
    et al.
    Södertörn University, Avdelning 3, Swedish language.
    Mizera, Luule
    De Geer, Boel
    Södertörn University, Avdelning 3, Swedish language.
    Tryggvason, Marja
    A silent Finn, a silent Finno-Ugric, or a silent Nordic?: A comparative study of Estonian, Finnish, and Swedish mother-adolescent interactions2003In: Applied Psycholinguistics, ISSN 0142-7164, E-ISSN 1469-1817, Vol. 24, no 2, p. 249-265Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to compare some verbal characteristics of family interaction in the stereotypically tongue-tied Nordic region of the Western world. To this end we compared mothers' and early adolescents' talkativeness and monologuing and mothers' conversational dominance emerging in real-life video recordings in Estonian, Finnish, and Swedish mono- and bilingual families. All these nations have been characterized by previous research as "silent" and less talkative than other nations. The present study found that the Swedish mothers living in Sweden were talkative, as were the adolescents from Swedish monolingual and Swedish-Estonian bilingual families. In all measures of the amount of speech the mothers and adolescents from monolingual Estonian and Finnish families did not differ. According to our results, little talk seems to be characteristic of Finno-Ugric people, and the rate may be decreasing over time under the influence of a more talk-oriented cultural context.

  • 120. Tulviste, Tiia
    et al.
    Mizera, Luule
    De Geer, Boel
    Södertörn University, Avdelning 3, Swedish language.
    Tryggvason, Marja
    Verbal comments as tools of family socialization: A comparison of Estonian, Swedish and Finnish mealtime interaction2002In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 31, no 5, p. 655-678Article in journal (Refereed)
  • 121.
    Wallin, Nadia
    Södertörn University, School of Culture and Education.
    The Power of Language - Persuading Addicts to Change their Lifestyle on TV: A conversation analysis of the documentary show "Intervention Canada", 15p2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Intervention is a successful method for families and friends in which they encourage addicts to change their lifestyles together with a professional interventionist. This study is a qualitative investigation on how language was used in televised interventions from the documentary show “Intervention Canada”. The focus of the study was to look into the intentional persuasion of the interventionist and trace patterns of the addict’s emotional driven response by using conversation analysis. The findings revealed that the interventionists used empathic- tone and body language, strategic pauses before and after voicing important information, and powerful words in short sentences when talking. Thus, even though they shared strategies, each situation required them to be flexible. Additionally, similar reactions among the addicts’ talk-in-interaction were indicated, where silence and ambiguous utterances were a sign of hesitation when responding the interventionist. 

  • 122. Wiklund, Malin
    LoveNepal: En kvalitativ undersökning om hur en hjälporganisation skapar engagemang i sociala medier2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to analyse how LoveNepal, a non-governmental organization, communicates to create engagement among their audience on Facebook. The theoretical framework is obtained from multimodal and sociosemiotics theory, with focus on different semiotic resources that LoveNepal communicate to engage their receivers.

    The results show that LoveNepal use different semiotics resources in images and texts to create proximity and relationship to their receivers. LoveNepal use visual and linguistic resources that can arouse deeper feelings like compassion and empathy, but also a feeling of credibility and trust in the organization. The study also shows that LoveNepal often combine different semiotics resources, that balances and reinforce each other – this is also a way for the organization to engage their audience and make feel that they want to join LoveNepal and save more lives. 

  • 123.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, Charlotta
    Stockholms universitet.
    Westberg, Gustav
    Södertörn University, School of Culture and Education, Swedish Language.
    Förord2018In: Kritiska text- och diskursstudier / [ed] Daniel Wojahn, Charlotta Seiler Brylla, Gustav Westberg, Huddinge: Södertörns högskola , 2018, p. 5-7Chapter in book (Other academic)
  • 124.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, CharlottaWestberg, GustavSödertörn University, School of Culture and Education, Swedish Language.
    Kritiska text- och diskursstudier2018Collection (editor) (Refereed)
    Abstract [sv]

    Hur kan kritik förstås i ett språkvetenskapligt sammanhang? Vad innebär det att inta en kritisk forskarposition som språkvetare? Vad kan man som text- och diskursanalytiker rikta sin kritik mot?

    Denna antologi tar ett samlat och bredare grepp om konceptet kritik inom språkvetenskaplig text- och diskursanalys med ett särskilt fokus på en svenskspråkig kontext. Boken innehåller såväl teoretiska diskussioner av kritikbegreppet som kritiska empiriska analyser. De teoretiska diskussionerna tar sig an kritikbegreppets innebörd, dess historia och vetenskapliga implikationer. Här bidrar bokens artiklar också med teoretiska utvecklingar av kritikbegreppet i relation till exempelvis genre, motdiskurser, tystnad och frånvaro. I de empiriska bidragen analyseras sociala och samhällsrelevanta fenomen såsom feminism, nyliberalism, rasism och propaganda utifrån kritiska perspektiv. De empiriska analyserna bygger på vitt skilda skriftspråkliga såväl som multimodala material. Bland annat presenteras kritiska analyser av nationella prov för gymnasiet, reklam för banker, IKEA-kataloger, vårdprogram för ätstörningar och synen på samiska barns språkundervisning. Boken ger en samlad bild av aktuell kritisk text- och diskursanalytisk forskning och avser även att bidra till den teoretiska utvecklingen av fältet.

  • 125. Wärnestål, Pontus
    et al.
    Degerstedt, Lars
    Jönsson, Arne
    Interview and Delivery: Dialogue Strategies for Conversational Recommender Systems2007In: Proceedings of the 16th Nordic Conference of Computational Linguistics NODALIDA-2007 / [ed] Joakim Nivre, Heiki-Jaan Kaalep, Kadri Muischnek, Mare Koit, Tartu: University of Tartu , 2007, p. 199-204Conference paper (Other academic)
  • 126.
    Åkerström, Johanna
    Södertörn University, School of Culture and Education, Swedish Language.
    Visuella och språkliga resurser för relationsbyggande i reklam: En multimodal analys av träningsannonsers komposition2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Advertising and commercials is a big part of our everyday life, advertising has become part of the cultural scene. The methods of convincing the reader gets more advanced by the second. In this paper I have analyzed ads published in two different fitness magazines, one that targets women and one that targets men. I have looked at how the composition and the colors affect the message of the ad by doing multimodal analysis. I have also looked at how the companies appeals to the reader in the ad and how a relationship between these two are built through language. My result showed that a direct address of the reader is very common in ads to build something similar to a close relationship. The results also showed that the color compositions were different depending on if the target group where women or men. The ad’s version of the world from a female perspective is portrayed as simplified and optimistic, as from the male perspective the world is portrayed as tougher and more realistic.

  • 127.
    Ånmark, Joakim
    Södertörn University, Teacher Education.
    Descriptions of Gender in Swedish EFL-textbooks: A Linguistic Study on Adjectives, Adverbs and Social Roles Used to Describe Women and Men in Two EFL Textbooks2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In light of recent surveys on gender equality and English proficiency in Sweden, this study examines the adjectives and adverbs which describe the women and men in two EFL-textbooks for English 6 in the upper secondary school, namely Blueprint: Version 2.0 B and WWE: World Wide English. Textbooks are often integral for language learning, and considering that students of Swedish upper secondary school are required to take English 6, the exposure of EFL-textbooks are significant. Thus, it becomes relevant to analyse how the language of EFL-textbooks depicts women and men. The actions, social roles and occupations of the female and male characters are analysed to find any discrepancies in how women and men are portrayed and whether these agree with the guidelines of the Swedish National Agency for Education. These guidelines require teaching to be carried out with consideration to fundamental democratic rights and should strive to promote equality between groups.

    In addition, the study builds upon previous research within the field of linguistics as well as social sciences carried out by Fairclough, Foucault, Lucy, Butler and others which concerns discourse, linguistic relativism, gender theory etc. The hypothesis of this study is that there is still a discrepancy in how women and men are depicted in EFL-textbooks. By employing a mixed method approach which includes quantitative data and statistics and qualitative discourse analysis which highlights indications of unequal description of gender, it can be concluded that women and men are described differently, and often in terms of dichotomies, with adjectives, adverbs and the social roles that they are assigned. These descriptions may consequently result in that students that use these textbooks as part of their learning process may adopt these values. Thus, some descriptions violates the goals and guidelines for gender equality, prescribed by the Swedish National Agency for Education (Skolverket).

  • 128.
    Österman, Elin
    Södertörn University, School of Culture and Education, Swedish Language.
    Att uppmana till handling: En kritisk diskurs- och genreanalys av debattartiklar om #MeToo2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to critical investigate genre and discourses in six debate articles connected to the hashtag #MeToo. The study intends to identify common generic structures in the articles, followed by a discourse analysis with a feminist theoretical perspective to reveal ideological positions that forms the article and its content. The debate articles were all published in well- known Swedish newspapers and their topics are all the debate that came with the hashtag #MeToo, which purpose was to illustrate the width of the problem with sexual harassment and discrimination against women during the fall of 2017. The questions that the study aims to answer is if generic differences in the articles can be connected to ideological contextual factors or the writer’s opinion. The genre analysis identified five common schematic structures, or structural moves, one of which was further analyzed in the discourse analysis. The result showed that different ideological discourses was identified depending on how the writer strategically chosen to implement the structural move, and who it is intended to affect. The main differences between the articles was depending on who was produced as the actor, and what he or she should do next. The articles that invited a change in opinion was realized through a rhetorical question or a summering sentence and mainly directed to women, while the articles that invited the reader to take action and work for change was realized in a list or an instruction and was mainly directed to men. The difference in the communicative strategies used by the authors seems to be depending on who you’re writing for, the perspective you have on gender and #MeToo and the problems in society connected to it. 

  • 129.
    Özmen, Magdalena
    Södertörn University College, Lärarutbildningen.
    Hur arbetar man med tvåspråkiga barns språkutveckling i en mångkulturell skola?2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children.

    The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.

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