Seminarieserie ExLaLE

Becoming a person who reads in Swedish? Fiction reading practices of highly educated multilingual adults.

22nd of March 14.00-16.00

Flyer: ExLaLe – Wilinger Öppnas i nytt fönster.

Dr. Henriikka Wilinger holds a PhD in Swedish with a didactical orientation and works as associate senior lecturer at CAKL, Centre of Academic Learning, at Malmö University. She instructs in Swedish as a second language and in higher education studies, and her research areas include multilingualism, sociology of language, and literature didactics.

The seminar will revolve around Henriikka's dissertation project Länk till annan webbplats, öppnas i nytt fönster., which explores how and why adult migrants with academic backgrounds read literature. Two connected studies investigate second language learners' fiction reading practices in an advanced Swedish course at two universities, as well as in free time, several years after such a course. The method is qualitative, and the data consists of syllabuses, observations of an oral exam, as well as interviews with teachers, students, and multilingual individuals living in Sweden permanently. Due to the interdisciplinary nature of the thesis, the data is analyzed with a broad variety of theoretical tools, based on three cornerstones: literary education, second language learning and sociolinguistics.

Polycentricity in heritage language education: Insights from Sámi and Finnish.

Flyer ExLaLe Jonas Iversen Öppnas i nytt fönster.

Presenting this topic is Dr. Jonas Yassin Iversen, who holds a PhD in education from Inland Norway University of Applied Sciences. He is currently a postdoctoral research fellow at the same institution. His research interests include minoritised language education, multilingual education, and multilingualism in teacher education. The seminar will discuss the following:

Research from heritage language (HL) education in Scandinavia has found that this form of education constitutes a transnational space where teachers and students negotiate complex relations between competing imaginations of the homeland, diverse diaspora communities across the globe and their current locality (Daugaard, 2020; Straszer et al., 2020). Thus, HL education entails a wide range of competing centres the teacher can reference (e.g. Blommaert, 2010). The teacher can choose to teach the HL with reference to a particular ‘imagined homeland’ or towards an ‘imagined locality’, meaning the teacher’s perception of the students’ current locations, or anywhere on this continuum. In a diasporic context, teachers and students may also experience a sense of peripherality in relation to the imagined centre. This might lead some students to orient towards other centres than their teacher. In this presentation, I discuss how two Sámi HL teachers in Norway and one Finnish HL teacher in Sweden navigated this complexity through their HL teaching.

23 feb 14:00-15:30
Join us via Zoom: https://stockholmuniversity.zoom.us/j/68795001700

Polycentricity in heritage language education: Insights from Sámi and Finnish.

Flyer ExLaLe Jonas Iversen Öppnas i nytt fönster.

Presenting this topic is Dr. Jonas Yassin Iversen, who holds a PhD in education from Inland Norway University of Applied Sciences. He is currently a postdoctoral research fellow at the same institution. His research interests include minoritised language education, multilingual education, and multilingualism in teacher education. The seminar will discuss the following:

Research from heritage language (HL) education in Scandinavia has found that this form of education constitutes a transnational space where teachers and students negotiate complex relations between competing imaginations of the homeland, diverse diaspora communities across the globe and their current locality (Daugaard, 2020; Straszer et al., 2020). Thus, HL education entails a wide range of competing centres the teacher can reference (e.g. Blommaert, 2010). The teacher can choose to teach the HL with reference to a particular ‘imagined homeland’ or towards an ‘imagined locality’, meaning the teacher’s perception of the students’ current locations, or anywhere on this continuum. In a diasporic context, teachers and students may also experience a sense of peripherality in relation to the imagined centre. This might lead some students to orient towards other centres than their teacher. In this presentation, I discuss how two Sámi HL teachers in Norway and one Finnish HL teacher in Sweden navigated this complexity through their HL teaching.

23 feb 14:00-15:30
Join us via Zoom: https://stockholmuniversity.zoom.us/j/68795001700