Learner autonomy, self-regulation skills and self-efficacy beliefs - How can students’ academic writing skills be supported?

Peer reviewe

Anpassning i språkkontakt : Morfologisk och ortografisk anpassning av engelska lånord i svenskan

The study investigates the formal integration of English loanwords into the Swedish language system. The aim has been to analyse and describe the morphological/morphosyntactic and the orthographical integration of the loanwords. I have studied how the foreign language elements get accommodated to Swedish and which factors are relevant in the integration. The material for the study consists of Swedish newspapers published in Sweden and Finland in paper format (with a focus on the years 1975 and 2000) and newspapers in digital format on the net. The theoretical frame for the study is contact linguistics. The study is based on a sociolinguistic, structural and language political perspective on what language is, and what language contact is. The method used is usage-based linguistic analysis. In the morphological study of the loanwords, I have made both a quantitative and a qualitative study. I have analysed the extent to which loanwords show some indication of integration in Swedish, and to what extent they show no signs of integration at all. I have also analysed integration in relation to word classes i.e., how nouns, adjectives and verbs integrate and which factors are relevant for the result of the integration. The result shows that most loanwords (36 %) do not show any signs of being formally integrated in Swedish. They undergo neither inflectional, nor derivational changes. One fifth of the loanwords are inflected according to the rules of Swedish grammar. Nouns are generally more often than verbs placed in positions in the sentence where no formal adaption is needed. Almost all of the verbs in the material are inflected according to Swedish rules of grammar. Only 3 % of the loanwords are inflected according to English rules or are placed in an ungrammatical position in the sentence. The orthographical study shows that English loanwords very seldom get adapted to Swedish orthography. Some English vowel and consonant graphemes are replaced with Swedish ones, for example a, ay and ai are replaced with aj or ej (mail → mejl). The study also indicates that morphological integration is related to orthographical integration: loanwords that are inflected according to Swedish grammar are more likely to be orthographical integrated than loanwords that are inflected according to English grammar. The results also shows that the integration of loanwords are affected by mostly language structural factors and language political factors.Studien behandlar engelska lånord och deras formella anpassning till svenskan. Syftet är att analysera och förklara den morfologiska/morfosyntaktiska samt den ortografiska anpassningen av lånorden. Studien undersöker hur de främmande elementen inordnar sig i det svenska språksystemet samt vilka faktorer som påverkar anpassningen av de engelska lånorden i svenskan. Forskningsmaterialet består av sverigesvenska och finlandssvenska dagstidningar från 1975 och 2000. Materialet har kompletterats med undersökningar av dagstidningskorpusar på nätet. Studien har sin utgångspunkt i kontaktlingvistiken som teoretiskt fält. Den baserar sig dels på en sociolingvistisk och språkstrukturell syn på språk och språk i kontakt, och dels på en språkpolitisk syn. Metoden är bruksbaserad språkanalys. När det gäller morfologin har jag studerat lånorden ur både ett kvantitativt och ett kvalitativt perspektiv. Inom det kvantitativa perspektivet har jag analyserat hur stor del av lånorden i materialet som är anpassade och icke anpassade och på vilket sätt. I den kvalitativa analysen har jag beskrivit anpassningen utgående från de enskilda ordklasserna substantiv, verb och adjektiv, och studerat vilka faktorer som påverkar hur anpassningen sker. Resultatet visar att en stor del (36 %) av lånorden i materialet består av lexem som inte uppvisar någon typ av morfologisk anpassning till svenskan, dvs. varken böjning eller avledning. Dessa står i s.k. naken form i satsen. En femtedel av lånorden böjs och avleds enligt svenska böjnings- och avledningsregler. Substantiv står oftare i naken form i satsen än verb, eftersom det syntaktiska kravet på morfologisk anpassning till svenskan inte är lika stort hos substantiv som hos verb. Verben uppvisar en nästan hundraprocentig anpassning till svenskan. En mycket liten andel av lånorden (3 %) uppvisar främmande böjning/avledning eller bryter mot reglerna för svensk grammatik. I studien framkommer också att engelska lånord sällan anpassas ortografiskt till svenskan. Vissa vokal- och konsonantgrafem i vissa lånord anpassas dock; de engelska grafemen i, a, ay och ai anpassas till aj eller ej (t.ex. mail → mejl). Studien visar också att det finns ett klart samband mellan ortografisk och morfologisk anpassning lånord som böjs enligt svenska böjningsregler anpassas oftare ortografiskt till svenskan än lånord som böjs enligt främmande/engelsk modell. Resultatet visar att anpassningen påverkas av språkstrukturella, sociokulturella och språkpolitiska faktorer i ett komplicerat samspel, där den typologiska och strukturella närheten mellan svenskan och engelskan samt den språkpolitiska öppenheten kan sägas spela den största rollen

Preparing for the modern multilingual workplace

For the 21st-century workplace, one language simply isn’t enough. That’s the idea behind the University of Helsinki’s bilingual Bachelor’s degree programmes, which since 2010 have been giving graduates a linguistic edge over the global competition

Towards bilingual expertise - evaluating translanguaging pedagogy in bilingual degrees at the university level

A great deal of effort has been made in recent years to promote multilingual values in academia and society. This was one reason why the University of Helsinki introduced the Bilingual Bachelor's programme (TvEx) in 2010 to guarantee a sufficient number of bilingual professionals in Finnish society. The aim of this study is to explore students' reflections on the (learning) challenges they face in becoming bilingual experts. The data consist of lecture observations and 13 semi-structured retrospective interviews with 14 students conducted during 2018-2019. The results show that emerging bilingual students need to build a sense of belonging with both language groups in order to develop bilingual expertise. From the students' point of view, teaching is experienced as satisfactory in terms of both language and content learning, especially in smaller teaching groups in which students feel safe to ask questions and where they are given individual support. It thus seems that learning in terms of both language and disciplinary content could be improved if teachers were to raise language awareness by explicitly addressing the language agenda of the class at the beginning of each course. They could, for example, initiate a discussion on the language situation(s) in the classroom in order to negotiate a functional set of teaching practices that would suit all students present in the class. Our findings also imply that teachers need to develop more student-centred approaches through which they can help their students to deepen content knowledge and to improve language skills.Peer reviewe

Bringing clarity to the leadership of teaching and learning in higher education : A systematic review

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Plattvändare, styrspak och fransk potatisErsättningsord i svenskan

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Vad händer med e-mail i svenskan?Om anpassning av importord i svenskan

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Finlandssvensk språknormering

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