Studier i språk och litteratur från Umeå universitet

Redaktör för skriftserien: Maria Lindgren Leavenworth

Böcker publicerade i serien säljs via eddy.se.

53. David Kroik. The Construction of Spaces for Saami Langauge Use: Language Revitalisation in Educational Contexts. 2023. Avhandling i språkdidaktik/Dissertation in language teaching and learning

In this dissertation, the construction of spaces for Saami language use is explored. The spaces involve learning and use of South Saami, an Indigenous language in Saepmie in Norway and Sweden. Four separate studies shed light on various aspects of these spaces, how they are constructed, how they are used, by whom and for what purposes. Against the backdrop of colonisation of the Saami and a long trend of assimilation by means of e.g. schooling, contemporary spaces for Saami language use in formal educational contexts are explored. The spaces are investigated and theorised upon from an insider position by a researcher/practitioner drawing upon a collaborative approach to the production of knowledge. The insider gaze through the lens of the theoretical concepts spaces for Saami language use and Indigenous efflorescence analyses South Saami language teaching, learning and revitalisation as part of a global trend; Indigenous peoples reclaim, revitalise and restore their continuous their languages. 

52. Juanita Vélez Olivera, Traducción y creación. Tres poetas traductores colombianos del siglo XX: Jaime Tello, José Manuel Arango y Harold Alvarado Tenorio. 2023. Avhandling i de moderna språkens litteratur, med inriktning mot spanska/Dissertation in Spanish literature

Este trabajo realiza un análisis crítico de las elecciones traductivas —elecciones del poeta traductor en su re-poetización— de tres poetas traductores colombianos de mediados del siglo XX. El objetivo de esta tesis es analizar las poéticas de la traducción de Jaime Tello, José Manuel Arango y Harold Alvarado Tenorio, con el fin de contribuir a la historiografía de la traducción de poesía en Colombia. Propongo, con base en la concepción de la traducción de poesía como una creación, que las prácticas traductivas de cada poeta traductor constituyen un momento particular en las concepciones de la traducción y reafirmo que la práctica de la traducción, como el de la crítica de la traducción, son siempre una labor inacabada e incompleta (Hewson, 2011, p. 257). Así pues, las cuestiones a tratarse en esta tesis pueden resumirse en tres preguntas básicas sobre las poéticas de la traducción: ¿cómo conciben los traductores poetas sus prácticas?, ¿qué hacen?, ¿qué revelan las elecciones traductivas acerca de las poéticas de la traducción de cada poeta traductor?

This work carries out a critical analysis of the translational choices —the choices of the poet-translator in the re-poetization— process, focusing on three Colombian poet-translators from the mid-twentieth century. The aim of this thesis is to analyze the poetics of translation, in regards to Jaime Tello, José Manuel Arango and Harold Alvarado Tenorio, in order to contribute to the historiography of poetry translation in Colombia. I propose, based on the conception of poetry translation as a creation, that the translation practices of each poet-translator constitute a particular moment in the conceptions of translation and reaffirm that the practice of translation, like that of translation criticism, is always an unfinished and incomplete work (Hewson, 2011, p. 257). Thus, the issues to be addressed in this thesis can be summarized in three basic questions about the poetics of translation: how do poet-translators conceive of their practices; what do they do; what do the translational choices reveal about the poetics of translation of each poet-translator; and what do the translational choices reveal about the poetics of translation of each poet-translator?

51. Andreas Nuottaniemi, Flerspråkighetens gränser: Språkdidaktik på (o)jämlik grund i migrationernas tid. 2023. Avhandling i språkdidaktik/Dissertation in language teaching and learning

Avhandlingen är utgiven av bokförlaget h:ström—läs mer här./The dissertation is publihed by h:ström publishers—you can read more here.

The aim of this thesis is to critically examine opportunities and obstacles to develop teaching in Swedish as a second language on equal ground. This is done by ethnographically exploring a group of students’ and their teachers’ lived experiences of language and teaching practices in a school and society in northern Sweden’s peripheralized interior. In the different chapters focus is on how Swedish and other named languages are socially constructed in relation to the students, and how this process affects (and is affected by) their conditions to produce lived multilingual spaces (cf. Lefebvre 1991) and to take place as legitimate speakers (Bourdieu 1991b) of Swedish. 

50. Ej utkommen/Not published.

49. Erika Sturk, Writing across the Curriculum in Compulsory School in Sweden. 2022[MLL1]. Avhandling i språkdidaktik/Dissertation in language teaching and learning

We live in a mass writing society (Brandt, 2015) with high demands on the citizens’ abilities to write for full participation, and effective teaching of writing  is important. This thesis explores how writing is taught in Swedish compulsory school across the curriculum, investigating both how teachers talk about and teach writing. The aim of the doctoral project is to explore how writing is taught across the curriculum in Swedish compulsory school. Two main questions are raised: What discourses of writing can be identified among teachers across the curriculum? How do teachers use writing for pedagogical purposes across the curriculum? These questions are investigated in three studies based on different empirical data. In the first, 60 teachers in Swedish as L1 in school years 1–9 described their teaching of writing in a questionnaire. In the second study, teachers’ interactions about the teaching of writing were explored in an extended staffroom on Facebook for teachers in both Swedish as L1 and as L2 in school years 1–9. In the third study, the teaching of writing in school practice across the curriculum was observed in school years 4–6.

48. Daniel Kjellander, Ambiguity at Work: Lexical Blends in an American English Web News Context. 2022. Avhandling i språkvetenskap/Dissertation in linguistics

The present study investigates the word formation process of lexical blending in the context of written US web news between January 2010–March 2018. The study has two interrelated aims. First, it aims to develop a transparent, rigid, and replicable method of data collection. This is motivated by a lack of systematicity of data collection procedures in previous research. Second, it aims to identify the characteristics of the retrieved blends; both generally and with a special focus on how ambiguity is realized. The data were collected from an offline version of the NOW corpus (News On the Web). A strict algorithm was devised to organize the data and to identify lexical blends among a large body of systematically collected word forms. Both automatic and manual procedures were employed in these tasks. The study is conducted within the framework of Cognitive Linguistics (CL). Semantic analysis is foregrounded in CL and language is considered perspectival, dynamic, non-autonomous, and experience-based. Furthermore, a Langackerian view on meaning is adopted in that symbolic potential is acknowledged in all resources and manifestations of language. Categorization is approached in accordance with the tenets of prototype theory, which acknowledges fuzzy category boundaries and gradual distribution of attributes.

Publicerade av Institutionen för språkstudier, Umeå universitet/Published by the Department of Language Studies, Umeå University

47. Justin Zelime, Contrasting Language-in-Education Policy Intentions, Perceptions and Practice: The Use of English and Kreol Seselwa in the Seychelles. Diss. 2022.

46. Baran Johansson, Two Languages, Two Scripts: Bilingual and Biscriptal Children with and without Reading Difficulties Read and Write in Persian (L1) and Swedish (L2). Diss. 2022.

45. Elena Glotova, Soundscapes in Nineteenth-Century Gothic Short Stories. Diss. 2021.

44. Spoke Wintersparv, Teaching the Reading Experience: Upper Secondary Teachers’ Perspectives on Aesthetic Aspects of Literature Teaching. Diss. 2021.

43. Nuno Marques, Atmospheric and Geological Entanglements: North American Ecopoetry and the Anthropocene. Diss. 2020.

42. Ej utkommen/Not published.

41. Moa Sandström, Dekoloniseringskonst. Artivism i 2010-talets Sápmi. Diss. 2020.

40. Kristina Belančić, Language Policy and Sámi Education in Sweden: Ideological and Implementational Spaces for Sámi Language Use. Diss. 2020.

39. Monica Egelström, Samma lärare – olika praktiker? En studie av literacy och meningsskapande i grundskolans tidiga ämnes­undervisning. Diss. 2019.

38. Anita Malmqvist & Asbjörg Westum (red.), Nya familjekonstellationer – nya benämningar? Familjen och dess medlemmar i finskan, ryskan, svenskan och tyskan. 2019.

37. Elena Rassokhina, Shakespeare’s Sonnets in Russian: The Challenge of Translation. Diss. 2017.

36. Yvonne Knospe, Writing in a Third Language. A Study of Upper Secondary Students’ Texts, Writing Processes and Metacognition. Diss. 2017.

35. Parvin Gheitasi, Say It Fast, Fluent and Flawless: Formulaicity in the Oral Language Production of Young Foreign Language Learners. Diss. 2017.

34. Mai Trang Vu, Logics and Politics of Professionalism: The Case of University English Language Teachers in Vietnam. Diss. 2017.

33. Sergej Ivanov, A Transnational Study of Criticality in the History Learning Environment. Diss. 2016.

32. Godelinde Perk, Julian, God, and the Art of Storytelling: A Narrative Analysis of the Works of Julian of Norwich. Diss. 2016.

31. Karyn Sandström, Peer Review Practices of L2 Doctoral Students in the Natural Sciences. Diss. 2016.

30. Berit Aronsson, Efectos pragmáticos de transferencias prosódicas del sueco al español L2: Implicaciones para la clase de español lengua extranjera. Diss. 2015.

29. Hilda Härgestam Strandberg, Articulable Humanity: Narrative Ethics in Nuruddin Farah’s Trilogies. Diss. 2016.

28. James Barrett, The Ergodic Revisited: Spatiality as a Governing Principle of Digital Literature. Diss. 2015.

27. Hanna Outakoski, Multilingual Literacy Among Young Learners of North Sámi: Contexts, Complexity and Writing in Sápmi. Diss. 2015.

26. Eva Lindgren & Janet Enever (eds.), Språkdidaktik: Researching Language Teaching and Learning. 2015.

25. Janet Enever, Eva Lindgren & Sergej Ivanov (eds.), Conference Pro­ceedings from Early Language Learning: Theory and Practice. 2014.

24. Maria Levlin, Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår – en undersökning av 44 elever i årskurs 2 till 3. Diss. 2014.

23. Anna Maria Hipkiss, Klassrummets semiotiska resurser. En språk­didaktisk studie av skolämnena hem- och konsumentkunskap, kemi och biologi. Diss. 2014.

22. Moa Matthis, “Take a Taste”: Selling Isak Dinesen’s Seven Gothic Tales in 1934. Diss. 2014.

21. Ingalill Gustafsson, www.lektion.se – din kollega på nätet. En studie av lärares lektionsförslag i skolämnet svenska (skrivande)[MLL2] [MLL3] . Lic. 2013.

20. Katarina Kärnebro, Plugga stenhårt eller vara rolig? Normer om språk, kön och skolarbete i identitetsskapande språkpraktiker på fordons­programmet. Diss. 2013.

19. Helena Eckeskog, Varför knackar han inte bara på? En studie om arbete med läsförståelse i åk 1–2. Lic. 2013.

18. Tove Solander, “Creating the Senses”: Sensation in the Work of Shelley Jackson. Diss. 2013.

17. Misuzu Shimotori, Conceptual Contrasts: A Comparative Semantic Study of Dimensional Adjectives in Japanese and Swedish. Diss. 2013.

16. Stephanie Fayth Hendrick, Beyond the Blog. Diss. 2012.

15. Nicklas Hållén, Travelling Objects: Modernity and Materiality in British Colonial Travel Literature about Africa. Diss. 2011.

14. Mareike Jendis, Anita Malmqvist & Ingela Valfridsson (Hrsg.), Text im Kontext 9. Beiträge zur 9. Arbeitstagung schwedischer Germanisten, 7.–8. Mai 2010, Umeå. 2011.

13. Anette Svensson, A Translation of Worlds: Aspects of Cultural Translation and Australian Migration Literature. Diss. 2010.

12. Heidi Hansson, Maria Lindgren Leavenworth & Lennart Pettersson (red.), Regionernas bilder. Estetiska uttryck från och om periferin. 2010.

11. Van Leavenworth, The Gothic in Contemporary Interactive Fictions. Diss. 2010.

10. Niklas Torstensson, Judging the Immigrant: Accents and Attitudes. Diss. 2010.

9. Maria Lindgren Leavenworth, The Second Journey: Travelling in Literary Footsteps. 2010.

8. Gregor von der Heiden, Gespräche in einer Krise. Analyse von Telefonaten mit einem RAF-Mitglied während der Okkupation der westdeutschen Botschaft in Stockholm 1975. Diss. 2009.

7. Therese Örnberg Berglund, Making Sense Digitally: Conversational Coherence in Online and Mixed-Mode Contexts. Diss. 2009.

6. Per Ambrosiani (ed.), Swedish Contributions to the Fourteenth International Congress of Slavists (Ohrid, 10–16 September 2008). 2009.

5. Ingela Valfridsson, Nebensätze in Büchern und Köpfen. Zur Bedeutung der Begriffsvorstellungen beim Fremdsprachenerwerb. Diss. 2009.

4. Dan Olsson, „Davon sagen die Herren kein Wort“. Zum pädagogischen, grammatischen, und dialektologischen Schaffen Max Wilhelm Götzingers (1799–1856). Diss. 2009.

3. Dorothea Liebel, Tageslichtfreude und Buchstabenangst. Zu Harry Martinsons dichterischen Wortbildungen als Übersetzungsproblematik. Diss. 2009.

2. Julian Vasquez (ed.), Actas del Simposio Internacional “Suecia y León de Greiff (1895–1976)”. 2008.

1. Elena Lindholm Narváez, ‘Ese terrible espejo’. Autorrepresentación en la narra­tiva sobre el exilio del Cono Sur en Suecia. Diss. 2008.