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  • 1.
    Adelswärd, Viveka
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Den väsentliga vardagen2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 9-12Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 2.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute.
    Cekaite, Asta
    Linköping University, The Tema Institute.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Skolpraktiker och kamratsamtal i förskola och skola: Om lärande som social praktik2003In: Språk och lärande ASLA,2002, Uppsala: ASLA/FUMS , 2003, p. 282-Conference paper (Refereed)
  • 3.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    When education seeps into 'free play': How preschool children accomplish multilingual education2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1493-1518Article in journal (Refereed)
    Abstract [en]

    In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

  • 4.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Swedish National Road and Transport Research Institute (VTI).
    Showing where you're going: Instructing the accountable use of the indicator in live traffic2018In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This article takes an interest in how students at a driving school areinstructed how to make the car's behaviour intelligible (accountable)to other road users in traffic. Taking the indicator as an example,the analytic focus is on the ways in which the indicator'srelevance is instructed and its timely activation practiced, andhow activating the indicator is instructed as part of moreencompassing turning procedures. The indicator is one of the centralresources built into cars for displaying to others a driver'sintention about where to go next. Although indicating does not,in itself, affect the movement of the car, activating the indicatoris crucial for allowing others to anticipate a car's movement inspace, and coordinate themselves with it. The analysis showshow instructors manage trainee drivers' instructed actions duringdriving by providing descriptions of what using the indicatoraccomplishes before a directive to turn (a), after a directive to turn(b), and as accounts for initiating correction of trainee driver carcontrol activity (c).

  • 5.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Starting out as a driver: Progression in instructed pedal work2017In: Memory practices and learning: Interactional, institutional and sociocultural perspectives / [ed] Åsa Mäkitalo, Per Linell & Roger Säljö, Charlotte, N.C.: Information Age Publishing, 2017, p. 115-152Chapter in book (Refereed)
  • 6.
    Cekaite, Asta
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Lena
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Känslouttryck och samspel i flerspråkiga miljöer: Om affekt som social praktik2004In: Ett vardagsliv med flera språk / [ed] Jakob Cromdal och Ann-Carita Evaldsson, Stockholm: Liber , 2004, 1, p. 130-152Chapter in book (Other academic)
    Abstract [sv]

    Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften

  • 7.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Barns kodväxlingar i lek1998In: Nordiske sprog som andetsprog / [ed] Janus Møller, Köpenhamn: The Royal Danish School of Educational Studies , 1998, p. 77-89Chapter in book (Other academic)
  • 8.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bilingual and second language interactions: Views from Scandinavia2013In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, no 2, p. 121-131Article in journal (Other academic)
  • 9.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Bilingual order in collaborative word processing: On creating an English text in Swedish2005In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 37, no 3 SPEC.ISS., p. 329-353Article in journal (Refereed)
    Abstract [en]

    This paper explores the mutually oriented work involved in collaborative, computer-aided text production taking place in a bilingual 4th grade classroom at an English school in Sweden. It reports on an in-depth analysis of a 55-min videotaped session in which two students engage in the production of a written report of the past weeks' project work. The analysis focuses on the students' language alternation, showing how a specific bilingual conversational order is produced by their extensive use of the co-available languages. Specifically, the analysis highlights a distinct division of labor between the two languages in which English is used exclusively for the purpose of producing the text proper, while Swedish is used for other forms of interaction. The results are discussed in terms of the relation between social structure and local bilingual practices of meaning construction. More generally, the paper argues for an approach to social interaction that treats the issue of social order as, above all, a matter of participants' situated concerns. © 2004 Elsevier B.V. All rights reserved.

  • 10.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Bilingual text production as task and resource: Social interaction in task oriented student groups2003In: Nordlyd, ISSN 1503-8599, Vol. 31, no 5, p. 746-761Article in journal (Refereed)
    Abstract [en]

    The paper attempts to highlight the bilingual nature of social interaction in task-focused groups taking place in school environments where more than one language is readily available for the purpose of everyday social affairs. Specifically, the following analysis highlights three issues, central for our understanding of bilingual group work. These are: * the linguistic organization of task-oriented actions, which will lead us to specify a socially shared division of labor between the two languages * the use of code-switching and related bilingual practices in the pursuit of various interactional projects * the notion of pedagogic tasks as interactional resources, exploited by the participants for a range of practical purposes (clearly, this issue is not specific for bilingual groups) To illustrate the relevance of these matters, samples of bilingual talk-in-interaction from two different settings will be fleshed out in some detail, combining the task-oriented as well as interpersonal aspects of students- actions, and treating the issue of language choice (and alternation) as an integral part of their social conduct.

  • 11.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Building bilingual oppositions: Code-switching in children's disputes2004In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 33, no 1, p. 33-58Article in journal (Refereed)
    Abstract [en]

    This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising through code-switching displays and highlights the affective intensity of oppositional stances. Sequential analyses show how code-switching works to escalate social opposition, often to the peak of an argument, resulting in subsequent backdown or full termination of the dispute. Moreover, in certain participant constellations code-switching may be used to constrain opponents' opportunities to engage in further adversative interaction. Finally, it is argued that an approach to play discourse concerned with children's methods for accomplishing accountable actions allows for a view of bilingualism as socially distributed, that is, as an emergent and interactionally managed feature of discourse. (Bilingualism, child disputes, code-switching, social interaction)*.

  • 12.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Can I be with?: Negotiating play entry in a bilingual school2001In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 33, no 4, p. 515-543Article in journal (Refereed)
    Abstract [en]

    This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.

  • 13.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Childhood and social interaction in everyday life: Introduction to the special issue2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, p. 1473-1476Article in journal (Other academic)
  • 14.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish-English bilinguals1999In: Applied psycholinguistics., Vol. 20, no 1Article in journal (Refereed)
  • 15.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Code-switching for all practical purposes: Bilingual organization of children's play2000Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This study examines bilingual children's code-switching practices as they occur in multiparty play activities in an English school in Sweden. By focusing on the endogenous organization of play events, the study contributes to our understanding of bilingualism as both resource for and result of children's social conduct. The central questions are: what is the role of bilingual practices in children's mundane reflexive production of social order, and, specifically, what sort of interactional work may be accomplished through code-switching?

    Interpretive analyses of naturally occurring play episodes were conducted, broadly along the lines of interaction and conversation analytic research. The empirical data comprise over 20 hours of audio- and video-recorded play, taking place during recess. The analyses draw upon previous work on language alternation, which focuses on members' procedures for accomplishing locally meaningful interaction in bilingual conversation (Auer, 1984; Gumperz, 1982).

    The results are reported in four empirical studies, highlighting the following features: The children did not make use of a specialized play language. Rather, both English and Swedish were commonly spoken during recess activities. Further, the children's choice of language was locally sensitive and guided by a general preference for same language talk. In light of this preference, the linguistic contrast arising with code-switching served to contextualize children's actions. More specifically, the empirical studies demonstrate (i) how code-switching may be used to facilitate children's entry into ongoing play; (ii) how it may serve to bring about a shift in conversational footing; (iii) to highlight the oppositional nature of certain actions within dispute exchanges, and finally, (iv) to enhance, in certain sequential locations, children's competitive bids for the conversational floor.

    The present approach diverges from the monolingual perspective traditionally adopted in research on bilingualism, as well as the commonplace conceptualization of bilingualism as, above all, an aspect of the individual mind. Instead, bilingualism is viewed as a set of contingent practices within joint activities in play. Thus, the present study highlights the socially distributed nature of bilingualism, managed and accomplished within interactional exchanges.

    List of papers
    1. Can I be with?: Negotiating play entry in a bilingual school
    Open this publication in new window or tab >>Can I be with?: Negotiating play entry in a bilingual school
    2001 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 33, no 4, p. 515-543Article in journal (Refereed) Published
    Abstract [en]

    This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.

    Keyword
    Social interaction, Conversation analysis, Bilingualism, Children's play
    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-22879 (URN)10.1016/S0378-2166(99)00131-9 (DOI)2220 (Local ID)2220 (Archive number)2220 (OAI)
    Available from: 2009-10-07 Created: 2009-10-07 Last updated: 2018-01-13Bibliographically approved
    2. Footing in bilingual play
    Open this publication in new window or tab >>Footing in bilingual play
    2000 (English)In: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 4, no 3, p. 435-457Article in journal (Refereed) Published
    Abstract [en]

    In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.

    Keyword
    Bilingualism, Code-switching, Footing, Play dialogues
    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-22877 (URN)10.1111/1467-9481.00123 (DOI)2218 (Local ID)2218 (Archive number)2218 (OAI)
    Available from: 2009-10-07 Created: 2009-10-07 Last updated: 2018-01-13Bibliographically approved
    3. Building bilingual oppositions: Code-switching in children's disputes
    Open this publication in new window or tab >>Building bilingual oppositions: Code-switching in children's disputes
    2004 (English)In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 33, no 1, p. 33-58Article in journal (Refereed) Published
    Abstract [en]

    This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising through code-switching displays and highlights the affective intensity of oppositional stances. Sequential analyses show how code-switching works to escalate social opposition, often to the peak of an argument, resulting in subsequent backdown or full termination of the dispute. Moreover, in certain participant constellations code-switching may be used to constrain opponents' opportunities to engage in further adversative interaction. Finally, it is argued that an approach to play discourse concerned with children's methods for accomplishing accountable actions allows for a view of bilingualism as socially distributed, that is, as an emergent and interactionally managed feature of discourse. (Bilingualism, child disputes, code-switching, social interaction)*.

    Keyword
    bilingualism, child disputes, code-switching, social interaction
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-46304 (URN)10.1017/S0047404504031021 (DOI)
    Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2017-12-13Bibliographically approved
    4. Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
    Open this publication in new window or tab >>Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
    2001 (English)In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 34, no 4, p. 421-451Article in journal (Refereed) Published
    Abstract [en]

    This paper examines children's procedures for dealing with simultaneous bilingual speech as it anses in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Erceptions to tins may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' actions strive to gain exclusive rights to the floor, often resulting in stretched overlaps. Moreover, the sequential location of bilingual overlap onset proved relevant for its resolution: Whereas in onset paticipants would use different methods to deal with simultaneity, resulting in various outcomes of overlap negotiation, instances of overlapping turn baginnings occasioned by multiple self-selection were always resolved the same way, with the speaker diverging from the language of previous turns(s) keeping the floor. It is therefore suggested that the linguistic contrast arising with the code-switch may enhance second speakers' chances to acquire the floor and that the effectiveness of this "turn security device" is strongly dependent on its sequential placement.

    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-34392 (URN)10.1207/S15327973RLSI3404_02 (DOI)21400 (Local ID)21400 (Archive number)21400 (OAI)
    Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2018-01-13Bibliographically approved
  • 16.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Conversation analysis and emergency calls2013In: The Encyclopedia of Applied Linguistics / [ed] Carol A. Chapelle, Wiley-Blackwell, 2013, p. 982-985Chapter in book (Refereed)
    Abstract [en]

    Calls for emergency assistance are operated by a range of organizations across the world, including local police authorities, medical institutions, and dedicated dispatch centers.

  • 17.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Communications Studies.
    Creating a monolingual story in bilingual conversation2000In: Det er conversation 801 degil mi?: perspectives on the bilingualism of Turkish speaking children and adolescents in North Western Europe / [ed] Anne Holmen & J. N. Jørgensen, Köpenhamn: The Royal Danish School of Educational Studies , 2000, p. 57-75Chapter in book (Other academic)
    Abstract [en]

    With the publication of this volume we present some of the invaluable help which we have received from distinguished colleagues in our attempt to analyze and understand some of the data collected during our ten years of study of the linguistic development of successively bilingual Turkish-Danish grade school students. We gathered a group of interested scholars who have also worked with bilingual speakers of Turkish in North-Western Europe for at seminar at the University of Copenhagen in November 1999. The papers in this volume are the result of the discussions during our seminar, and subsequent discussions among the participants.

  • 18.
    Cromdal, Jakob
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Gender as a practical concern in children's management of play participation2011In: Conversation and Gender / [ed] Susan A. Speer & Elizabeth Stokoe, Cambridge: Cambridge University Press , 2011, 1, p. 294-309Chapter in book (Other academic)
    Abstract [en]

    Conversation analysts have begun to challenge long-cherished assumptions about the relationship between gender and language, asking new questions about the interactional study of gender and providing fresh insights into the ways it may be studied empirically. Drawing on a lively set of audio- and video-recorded materials of real-life interactions, including domestic telephone calls, children's play, mediation sessions, police-suspect interviews, psychiatric assessments and calls to telephone helplines, this volume is the first to showcase the latest thinking and cutting-edge research of an international group of scholars working on topics at the intersection of gender and conversation analysis. Theoretically, it pushes forward the boundaries of our understanding of the relationship between conversation and gender, charting new and exciting territory. Methodologically, it offers readers a clear, practical understanding of how to analyse gender using conversation analysis, by presenting detailed demonstrations of this method in use.

  • 19.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Handlingars konsekvens och tolkningars relevans: Om deltagarorientering inom konversationsanalys2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 39-73Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 20.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution2001In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 34, no 4, p. 421-451Article in journal (Refereed)
    Abstract [en]

    This paper examines children's procedures for dealing with simultaneous bilingual speech as it anses in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Erceptions to tins may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' actions strive to gain exclusive rights to the floor, often resulting in stretched overlaps. Moreover, the sequential location of bilingual overlap onset proved relevant for its resolution: Whereas in onset paticipants would use different methods to deal with simultaneity, resulting in various outcomes of overlap negotiation, instances of overlapping turn baginnings occasioned by multiple self-selection were always resolved the same way, with the speaker diverging from the language of previous turns(s) keeping the floor. It is therefore suggested that the linguistic contrast arising with the code-switch may enhance second speakers' chances to acquire the floor and that the effectiveness of this "turn security device" is strongly dependent on its sequential placement.

  • 21.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pragmatic skills and awareness in bilinguals: Children¿s directives in school contexts1996Report (Other academic)
    Abstract [en]

    Bearing in mind the vast amount of research within the field of second language leruning (see McLaughlin, 1985 for a review), surprisingly little attention has been given to the pragmatic development of young L2 leruners. As pragmatic skills constitute an important part of a person's communicative competence, this is somewhat unfortunate.

    The present work is an attempt to investigate pragmatic aspects of young bilinguals' communicative behavior. The following sections are merely intended to give the reader a brief introduction to the concepts used and perspectives considered in the study at hand, they do not provide an extensive overview of the field of research.

  • 22.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Review of A. Slotte-Lüttge: Ja vet int va de heter på svenska2006In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 10, no 2, p. 243-246Article, book review (Other academic)
  • 23.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Review of B. Ketteman & W. Wieden (eds.): Current issues in European second language acquisition research1999In: Applied psycholinguistics., Vol. 20, p. 159-165Article, book review (Other academic)
  • 24.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Review of I. Piller: Bilingual couples talk2004In: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 8, no 3, p. 470-473Article, book review (Other academic)
  • 25.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Review of M. Czyzewski, et al. (eds): Rytualny chaos2000In: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 4, p. 297-300Article, book review (Other academic)
  • 26.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Review of O. Kuure: Discovering traces of the past: Studies of bilingualism among school pupils in Finland and in Sweden.1999In: Applied Psycholinguistics, ISSN 0142-7164, E-ISSN 1469-1817, Vol. 20, no 4, p. 589-597Article, book review (Other academic)
  • 27.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Review of S. Hester & D. Francis (eds.): Local educational order2002In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 15, p. 127-128Article, book review (Other academic)
  • 28.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Socialization2006In: Encyclopedia of language and linguistics / [ed] Brown, Keith, North-Holland: Elsevier , 2006, 2, p. 462-466Chapter in book (Other academic)
    Abstract [en]

    The first edition of ELL (1993, Ron Asher, Editor) was hailed as "the field's standard reference work for a generation". Now the all-new second edition matches ELL's comprehensiveness and high quality, expanded for a new generation, while being the first encyclopedia to really exploit the multimedia potential of linguistics.* The most authoritative, up-to-date, comprehensive, and international reference source in its field* An entirely new work, with new editors, new authors, new topics and newly commissioned articles with a handful of classic articles* The first Encyclopedia to exploit the multimedia potential of linguistics through the online edition* Ground-breaking and International in scope and approach* Alphabetically arranged with extensive cross-referencing* Available in print and online, priced separately. The online version will include updates as subjects develop

  • 29.
    Cromdal, Jakob
    Linköping University, The Tema Institute.
    The creation and administration of social relations in bilingual group work2003In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 24, no 1-2, p. 56-75Article in journal (Refereed)
    Abstract [en]

    While recent studies of task-focused activities in bilingual groups of students focus on the social nature of knowledge construction as part of the (language) learning process, they sometimes leave out the role of such bilingual practices as language choice and alternation in the interactional accomplishment of social relations. The present study highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students engaged in creating a cartoon strip. In-depth analysis of a 45-minute session reveals some organisational features of the group's work. First, the construction of the cartoon is informed by a storyline, which is narratively produced throughout the best part of the session. Second, the narration of the storyline is in turn informed by a linguistic division of labour, specifying that narrative contributions are produced in Danish and leaving language choice open for other types of actions. Third, it is shown that participation in narrative activities may be exploited to regulate the group's work, and the analysis highlights participants' use of language choice and code-switching in forming alliances and opposing contestable actions in relation to story narration. Thus, to some extent, participation in the group's work is asymmetrically organised, and the analysis is discussed in terms of 'power' as an interactionally accomplished feature of the students' social conduct

  • 30.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    The creation and administration of social relations in bilingual group work2003In: Bilingualism and Social Change: Turkish Speakers in North-Western Europe / [ed] J. Normann Jørgensen, Clevedon: Multilingual Matters , 2003, p. 56-75Chapter in book (Other academic)
    Abstract [en]

    Studies of the multilingual practices of Turkish speaking adolescents in North Western Europe. The speakers use their different languages for a wide range of purposes: getting their way, creating a comfortable atmosphere, saving face, being polite, showing respect, showing disrespect, scolding, and in many other ways to administer their social relations. The skills demonstrated by the young speakers are almost never taken into account by the majority societies.

  • 31.
    Cromdal, Jakob
    Linköping University, The Tema Institute.
    Tvåspråkigt samspel2002In: Språkvård, ISSN 0038-8440, Vol. --, no 1, p. 4-9Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    --

  • 32.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aronsson-Ottosson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Footing in bilingual play2000In: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 4, no 3, p. 435-457Article in journal (Refereed)
    Abstract [en]

    In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.

  • 33.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Levin, Lena
    VTI, Linköping.
    Förarutbildning i praktiken: En studie av lärande i trafikförankrad interaktion2013Report (Other academic)
  • 34.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Danby, Susan
    Queensland University of Technology, Brisbane, Australia.
    Emmison, Michael
    University of Queensland, Brisbane, Australia.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Social Work.
    Cobb-More, Charlotte
    Queensland University of Technology, Brisbane, Australia.
    "Basically it's the Usual Whole Teen Girl Thing": Stage-of-Life Categories on a Children's and Young people's Helpline2018In: Symbolic interaction, ISSN 0195-6086, E-ISSN 1533-8665, Vol. 41, no 1, p. 25-44Article in journal (Refereed)
    Abstract [en]

    This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.

    The full text will be freely available from 2019-07-21 00:01
  • 35.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Communications Studies.
    Evaldsson, Ann-Carita
    Linköping University, Department of Thematic Studies.
    Ett vardagsliv med flera språk2004Book (Other academic)
    Abstract [sv]

    Denna nordiska antologi handlar om hur barn och ungdomar i flerspråkiga miljöer samspelar i skolan och visar därigenom hur flerspråkighet kan förstås som något människor använder i sin vardag för en rad olika syften. Boken framhäver ett kritiskt förhållningssätt till den enspråkiga världsåskådning där tvåspråkiga individer ses som "dubbelt enspråkiga".

    Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.

  • 36.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Evaldsson, Ann-Carita
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Flerspråkighet till vardags - en introduktion2004In: Ett vardagsliv med flera språk / [ed] Jakob Cromdal och Ann-Carita Evaldsson, Stockholm: Liber , 2004, 1, p. 11-43Chapter in book (Other academic)
    Abstract [sv]

    Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.

  • 37.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Landqvist, Håkan
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Finding out what’s happened: Two procedures for opening emergency calls2012In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 14, no 4, p. 371-397Article in journal (Refereed)
    Abstract [en]

    This article examines two corpora of telephone calls to the Swedish emergency services SOSAlarm. The focus of analysis is on the procedural consequentiality of the routine opening by theoperator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that endwith a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.

  • 38.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Managing and Exploiting Interruption in Multiparty Talk2006In: Advances in Communications and Media Research, New York: Nova Publishers , 2006, p. 103-127Chapter in book (Other academic)
    Abstract [en]

    In a society predicated on information, the media has a pervasive presence. From government policy to leisure television, the information age touches us all. The papers collected in this book constitute some of today's leading analyses of the information industry. Together, these essays represent a needed foundation for understanding the present state and future development of the mass media. Current trends in communications as well as media impact on public opinion are studied and reported on.

  • 39.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Working towards trouble: Some categorial resources for accomplishing disputes in a correctional youth facility2012In: Disputes in Everyday Life: Social and Moral Orders of Children and Young People / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, p. 141-163Chapter in book (Refereed)
    Abstract [en]

    Volume 15 of Sociological Studies of Children and Youth investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of childrens peer cultures to better understand and address the complex nature of children and young peoples everyday lives in todays society. 

  • 40.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Persson Thunqvist, Daniel
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Barn ringer 1122007In: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm, ISSN 1651-6958, no 2, p. 28-30Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Faculty of Arts and Sciences.
    Context that matters: Producing “thick-enough descriptions” in initial emergency reports2008In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 40, p. 927-959Article in journal (Refereed)
    Abstract [en]

    This article examines how troublesome events are described in children’s emergency calls. In focus forthe analysis are the procedures through which participants methodically deal with contextual informationconcerning the reported emergency event during the early phases of the call, i.e., up to the point where theoperator is able to set emergency priority. This choice is motivated by a set of institutional concerns thatsurface in the interaction typically, but not solely, through the operator’s ways of receiving and managing thecaller’s unfolding report. The initial phase of emergency calls thus offers a locus of order, a phenomenon initself, in addition to offering access to some of the finer details of sequential and categorical organisation ofinteraction in emergency calls. Applying Ryle’s (1968) distinction between ‘thin’ vs. ‘thick’ description(roughly, the description of an observed event vs. description of the meaning of an observed event) to thereporting of emergencies, we argue that determining the relevant level of ‘thickness’ is, above all, a task forthe participants themselves. Hence, our analysis shows that interaction during the early phases of emergencycalls is distinctively geared towards producing a ‘thick-enough’ description of the reported event. Thesefindings are discussed in terms of the methodological problem of how features of the context can enterinteraction analytic accounts of institutional exchanges. Specifically, we argue that relevant features ofcontext ‘brought along’ to emergency calls (to do, for instance, with operators’ institutional agendas orcallers’ situations) are also ‘brought about’ by the participants as part of the interactional work throughwhich one party’s observations are jointly transformed into descriptions that form accountable reports ofemergency events.

  • 42.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    ‘‘SOS 112 what has occurred?’’: Managing openings in children’s emergency calls2012In: Discourse, Context & Media, ISSN 2211-6958, Vol. 1, no 4, p. 183-202Article in journal (Refereed)
    Abstract [en]

    This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase “SOS one one two, what has occurred?”. Comparisons across three age groups – children, teenagers and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants' actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children's agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.

  • 43.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Uppsala University.
    Adelswärd, Viveka
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Några diskursanalytiska perspektiv på tal, text och bild2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 13-35Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 44.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Morality in professional practice2014In: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666, Vol. 9, no 2, p. 155-164Article in journal (Refereed)
  • 45.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Doing reluctance: Managing delivery of assessments in peer evaluation2007In: Discursive research in practice: New approaches to psychology and interaction / [ed] Alexa Hepburn, Sally Wiggins, Cambridge: Cambridge University Press , 2007, p. 203-222Chapter in book (Other academic)
    Abstract [en]

    Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional psychological and sociological conceptions. This distinctiveness is derived from a sophisticated analytic approach to social action which combines conversation analysis with the fresh treatment of epistemology, mind, cognition and personality developed in discursive psychology. This text is the first to showcase and promote this new method of discursive research in practice. Featuring contributions from a range of international academics, both pioneers in the field and exciting new researchers, this book illustrates an approach to social science issues that cuts across the traditional disciplinary divisions to provide a rich participant-based understanding of action.

  • 46.
    Danby, Susan
    et al.
    Queensland University of Technology, Australia.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rendle-Short, Johanna
    Australian National University, Australia.
    Butler, Carly
    Loughborough University, UK.
    Osvaldsson Cromdal, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Emmison, Michael
    University of Queensland, Australia.
    Parentification: Counselling talk on a helpline for children and young people2015In: The Palgrave Handbook of Child Mental Health / [ed] Michelle O'Reilly & Jessica Nina Lester, Palgrave Macmillan, 2015, p. 578-596Chapter in book (Refereed)
    Abstract [en]

    This Handbook illustrates the importance of examining child mental health from a different perspective, one that assumes that psychiatric categories are made real in and through both written and spoken language. It gathers a range of applied and theoretical analyses from leading scholars and clinicians in order to examine the conversational practices of children diagnosed with mental health disorders alongside those of their parents, families and practitioners. The contributors move away from viewing mental illness as an objective truth; instead reintroducing the relevance of language in constructing and deconstructing the assumptions that surround the diagnosis and treatment of childhood mental health disorders. Including chapters on ADHD, autism, depression, eating disorders and trauma, this collection addresses the diversity involved in discussing child mental health.Divided into six parts: the place of conversation/discourse analysis; critical approaches; social constructions of normal/abnormal; situating and exploring the difficulties involved; managing problem behaviour and discussing different practices involved; this Handbook presents a comprehensive overview of child mental health. It is an essential reference resource for all those involved or interested in child mental health.

  • 47.
    Huq, Rizwan-ul
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sparkling, wrinkling, softly tinkling: on poetry and word meaning in a bilingual primary classroom2017In: Children’s knowledge-in-interaction: studies in conversation analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer Science+Business Media B.V., 2017, p. 189-209Chapter in book (Refereed)
    Abstract [en]

    In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.

  • 48.
    Landqvist, Håkan
    et al.
    Mälardalen University, Sweden.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Om man frågar får man svar: Två öppningsrutiner för SOS-ärenden och deras konsekvenser för samtalens inledning2012In: Språk & Stil, ISSN 1101-1165, Vol. 22, no 2, p. 127-152Article in journal (Refereed)
    Abstract [en]

    This is a conversation analytic study examining how two ways of answering emergency calls have different implications and consequences for the ensuing interaction. In an older corpus of 22 calls to a Swedish emergency center, the calls were routinely answered with an identification phrase “ninety thousand” (i.e. the telephone number 90 000) or “SOS ninety thousand”, whereas the 52 calls in a recently collected corpus are routinely answered with an identification phrase followed by a question, taking the format “SOS 1-1-2, what has occurred?” The analysis shows how the different answering formats affect what is being brought up at different sequential positions during call beginnings, and also how the standardized relational pair of “help provider” and “help seeker”, each with its respective rights and obligations, is constructed. The article concludes with a discussion of the benefits of the latter way of answering emergency calls, arguing that it helps making the distribution of responsibilities among the interactants clear, and that it allows for a truncation of an unnecessary sequence. In this way, the latter format enhances topical progression and promotes institutional relevance.

  • 49.
    Levin, Lena
    et al.
    Swedish National Road and Transport Research Institute (VTI), Sweden.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Gazin, Ann-Danièle
    Utrecht University, the Netherlands.
    Haddington, Pentti
    University of Oulu, Finland.
    McIlvenny, Paul
    Aalborg University, Denmark.
    Melander, Helen
    Uppsala University, Sweden.
    Rauniomaa, Mirka
    University of Helsinki, Finland.
    Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training2017In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 38, p. 11-23Article in journal (Refereed)
    Abstract [en]

    This article deals with the organisation of correction in mobile instructional settings. Five sets of videodata (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles inreal life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as the unpacking of correction. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodologyand conversation analysis on teaching and learning as members’ phenomena.

  • 50.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pedagogiska praktiker och institutionell vardag på ett särskilt ungdomshem2007Report (Other academic)
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