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  • 201.
    Linke, Angelika
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Wie man Wissen teilt - oder: Vom Glück der Kommunikation.2009In: Universitäres Wissen teilen: Forschende im Dialog / [ed] Rüegger, Hans-Ulrich/Arioli, Martina/Murer, Heini, Zürich: vdf , 2009, 1, p. 33-46Chapter in book (Other (popular science, discussion, etc.))
  • 202.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Deppermann, Arnulf
    Sprache intermedial: Stimme und Schrift, Bild und Ton2010Collection (editor) (Other academic)
    Abstract [en]

    In our modern society with its increasing differentiation in culture and media, language and speech are also confronted with new demands and contexts for their use. In the new media, text and image become increasingly closely interwoven, and what were traditionally thought to be firm boundaries between the material forms of language - between speech and writing - appear as increasingly fluid. The volume deals with the diversity of manifestations of our language and its intermedial relations with other forms of communication, including images, body language, sounds, and music.

  • 203.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Deppermann, Arnulf
    IDS - Institut für Deutsche Sprache, Germany.
    Feilke, Helmuth
    Universität Giessen, Germany.
    Sprachliche und kommunikative Praktiken: Eine Annäherung aus linguistischer Sicht2016In: Sprachliche und kommunikative Praktiken / [ed] Deppermann, Arnulf; Feilke, Helmuth; Linke, Angelika, Berlin: Walter de Gruyter, 2016, 1, p. 1-24Chapter in book (Other academic)
  • 204.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Deppermann, ArnulfIDS - Institut für Deutsche Sprache, Germany.Feilke, HelmuthUniversität Giessen, Germany.
    Sprachliche und kommunikative Praktiken: Jahrbuch des Instituts für Deutsche Sprache 20152016Conference proceedings (editor) (Refereed)
    Abstract [en]

    For the first time, this volume shows the benefits of a praxeological approach to linguistics. It conceives of language, text, behavior, and communication as “practices.” A focus is placed on processuality, materiality, embodiment, and social routines. Instead of regarding language as an autonomous system, the contributions look at how actors use language in the context of embodied practices as shaped by social and cultural history.

  • 205.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Feilke, Helmuth
    Oberfläche und Performanz - Zur Einleitung2009In: Oberfläche und Performanz: Untersuchungen zur Sprache als dynamische Gestalt / [ed] Feilke, Helmuth/Linke, Angelika, Tübingen: Niemeyer , 2009, 1, p. 3-17Chapter in book (Other academic)
    Abstract [de]

    With "surface" and "performance", this collected volume places two concepts centre-stage that can be regarded as key terms for the object of linguistics. At the same time, they delineate the field which the papers in the volume sound out both theoretically and in empirical studies.

  • 206.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Feilke, Helmuth
    Oberfläche und Performanz.: Untersuchungen zur Sprache als dynamische Gestalt.2009Collection (editor) (Other academic)
    Abstract [de]

    Erfolgreiches Sprechen ist keine Wiederholung am grünen Tisch entworfener Muster. Sprachlich Bedeutsames entsteht erst aus einem offenen Zusammenspiel der Beteiligten, das vielfältige Ressourcen nutzt. Das ist die Performanz. Sie ist aber keineswegs beliebig. So wie man am Gesicht die Person wiedererkennt, erkennt man an der routinierten Oberfläche des Sprechens Handlungen und kulturelle Bedeutungszusammenhänge - auch dann, wenn sie nicht direkt benannt werden.

  • 207.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Forrer, Thomas
    University of Lucerne, Switzerland.
    Wo ist Kultur?2014In: Wo ist Kultur?: Perspektiven der Kulturanalyse / [ed] Forrer, Thomas/Linke, Angelika, Zurich: vdf Hochschulverlag AG an der ETH Zürich, 2014, p. 7-13Chapter in book (Other academic)
  • 208.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Forrer, ThomasUniversity of Lucerne, Switzerland.
    Wo ist Kultur?: Perspektiven der Kulturanalyse2014Collection (editor) (Other academic)
    Abstract [de]

    Wo ist Kultur? Was meinen wir, wenn wir "Kultur" sagen? Im 19. Jahrhundert hatte "Kultur" ihren Hort in Europa, ihre Heimat war das antike Griechenland und die sie tragende Schicht das Bürgertum. Die Umbrüche des 20. Jahrhunderts lassen keine feste Verortung von "Kultur" mehr zu. Dennoch (oder gerade deshalb?) ist "Kultur" in gegenwärtigen Debatten ein Schlüsselwort. Die komplexe Dynamik sozialer, wirtschaftlicher und medialer Prozesse erscheint letztlich nur "kulturell" erklärbar – ein Diskurs, der aktuell unterschiedlichste Positionen herausfordert.

    Der Band dokumentiert die interdisziplinäre Ringvorlesung von Universität und ETH Zürich, die der Frage nach dem Ort von Kultur nachgeht.

  • 209.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Runte, Maren
    ZHAW.
    Alterseuphemismen. Reden wir das Alter schön?: Angelika Linke und Maren Runte im Interview mit Hans Rudolf Schelling2016In: Angewandte Gerontologie appliquée, ISSN 2297-5160, Vol. 1, no 3, p. 1-3Article in journal (Other (popular science, discussion, etc.))
  • 210.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Runte, Maren
    Alterseuphemismen. Reden wir das Alter schön?: Angelika Linke und Maren Runte im Interview mit Hans Rudolf Schelling2016In: Angewandte Gerontologie appliquée, ISSN 2297-5160, Vol. 1, no 3, p. 1-3Article in journal (Other (popular science, discussion, etc.))
  • 211.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Scharloth, Joachim
    Der Zürcher Sommer 1968: Ein Vorwort zu Buch und digitaler Edition.2008In: Der Zürcher Sommer 1968:: Zwischen Krawall, Utopie und Bürgersinn. / [ed] Linke, Angelika/Scharloth, Joachim, Zürich: NZZ Libro , 2008, 1, p. 7-10Chapter in book (Other academic)
    Abstract [de]

    Im Sommer 1968 bringen der Traum von der Weltrevolution und die Forderung nach einem autonomen Jugendzentrum eine Stadt in Bewegung. Vierzig Jahre nach den denkwürdigen Ereignissen dieses magischen Jahres wird ein bislang ungeschriebenes Kapitel der Zürcher Stadtgeschichte in diesem Buch lebendig. Auf der beiliegenden DVD werden erstmals rund tausend Zeitdokumente publiziert, welche die Ereignisse des Zürcher Sommers in Text und Bild spiegeln. Darunter einmalige Quellen wie die Wandzeitungen des Zürcher Manifests und die Staatsschutzakten der Zürcher Stadtpolizei. Buch und DVD zeigen, wie sich Popkultur, Politik und ein neues Selbstbewusstsein der Jugend zum Signum einer Protestbewegung verbinden, deren Folgen bis heute kontrovers diskutiert werden.Der Zürcher Sommer 1968: Das waren Globuskrawall und Zürcher Manifest, Jimi Hendrix und Karl Marx, der Traum von einer globalen Revolte und der ganz konkrete Wunsch nach einem autonomen Jugendzentrum. Das reich bebilderte Buch dokumentiert die phantasievollen Protestformen, gibt Einblick in die alternativen Lebensentwürfe der Akteure und fragt nach den Ursachen der gewalttätigen Ausschreitungen. Die dem Buch beiliegende DVD bietet eine Chronologie der Ereignisse des Zürcher Sommers. Rund tausend faksimilierte Zeitdokumente – Flugblätter, Plakate, Wandzeitungen, Zeitungsberichte, Polizeiakten – zeigen die Dynamik und Ästhetik des Protests, aber auch die Reaktionen des Establishments. Die Brennpunkte der politischen Auseinandersetzungen illustriert ein interaktiver Stadtplan, der die Stadt Zürich als Protestraum lebendig werden lässt. Die Ereignisse von 1968 werden damit nicht nur aus der Perspektive der protestierenden Jugend erzählt. Es zeigt sich, dass für die Dynamik des Zürcher Sommers 1968 und seine Folgen auch das Handeln der Stadtregierung, die Reaktionen der Presse, das Agieren der Stadtpolizei und die Intervention des engagierten Stadtbürgertums von entscheidender Bedeutung sind. Buch und digitale Edition illustrieren, dass die Protestereignisse in der Limmatstadt mehr waren als nur das Nachbeben einer europäischen Erschütterung mit Epizentren in Berlin, Paris und Prag. Sie zeigen vielmehr die lokalen Besonderheiten des Zürcher Sommers 1968 zwischen Krawall, Utopie und Bürgersinn.

  • 212.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Schröter, Juliane
    Institut für Germanistik an der Universität Wien, Austria.
    Diskurslinguistik und Transsemiotizität2018In: Handbuch Diskurs / [ed] Ingo. H. Warnke, Berlin/Munich/Boston: Walter de Gruyter, 2018, 1, p. 449-469Chapter in book (Refereed)
    Abstract [en]

    Der Handbuchartikel skizziert die Möglichkeiten, das Konzept des Diskurses, wie es im Anschluss an Foucault in die Linguistik aufgenommen worden ist, für die Analyse von Aussagen- und Wissenszusammenhängen fruchtbar zu machen, die nicht allein zwischen sprachlichen Äußerungen, sondern auch zwischen diesen und semiotischen Phänomenen unterschiedlichster Art bestehen bzw. zu vermuten sind. Damit wird ein transsemiotisches Diskurskonzept konturiert, das insbesondere im Rahmen einer kulturanalytischen Linguistik, d. h. für diskurslinguistische Untersuchungen, die nach der sozialen und kulturellen Bedingtheit und Wirkmächtigkeit von Sprache und Zeichen, Sprachgebrauch und Zeichengebrauch fragen, hilfreich erscheint. Darüber hinaus könnte es auch jenseits der Linguistik für diskursanalytische Studien des kulturellen Zusammenhangs, der kulturellen Voraussetzungen und Konsequenzen von Ensembles zeichenhafter Prozesse und Produkte ganz verschiedener Materialitäten bzw. Modalitäten verwendet werden.

  • 213.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Schröter, JulianeUniversity of Zurich, Switzerland.
    Sprache und Beziehung2017Collection (editor) (Other academic)
  • 214.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Schröter, Juliane
    University of Zurich.
    Bubenhofer, Noah
    Institut für Deusche Sprache, Mannheim.
    »Ich als Linguist«: Eine empirische Studie zur Einschätzung und Verwendung des generischen Maskulinums2012In: Genderlinguistik. Sprachliche Konstruktionen von Geschlechtsidentität: Sprachliche Konstruktionen von Geschlechtsidentität / [ed] Günthner, Susanne/Hüpper, Dagmar/Spieß, Constanze, Berlin, Boston: Walter de Gruyter, 2012, 1, p. 359-379Chapter in book (Refereed)
    Abstract [de]

    Der Sammelband zur Genderlinguistik zeigt Praktiken der sprachlichen Konstruktion von Geschlechteridentitäten aus diversen Blickwinkeln auf. Die Beiträge präsentieren aktuelle methodische und theoretische Zugänge zur Analyse des Zusammenhangs von Sprache und Geschlecht, diskutieren aktuelle Fragestellungen und skizzieren neue Perspektiven zur sprachlichen Geschlechterkonstruktion in medialen Kontexten, in Face-to-Face-Interaktionen und im Zusammenspiel von Sprachsystem und -gebrauch.

  • 215.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Schüller, Larissa
    Universität Zürich.
    Weihnachten Erzählen2016In: Sprachreport, ISSN 0178-644X, Vol. 4, no 32, p. 1-11Article in journal (Refereed)
  • 216.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Tanner, Jakob
    Einleitung.: Amerika als "gigantischer Bildschirm Europas".2006In: Attraktion und Abwehr.: Die Amerikanisierung der Alltagskultur in Europa. / [ed] Tanner, Jakob/Linke, Angelika, Köln/Weimar/Wien: Böhlau , 2006, 1, p. 1-33Chapter in book (Other academic)
    Abstract [de]

    Zweifelsohne kann man das 20. Jahrhundert aus heutiger Sicht alsein »amerikanisches Jahrhundert« bezeichnen. In der Zeit des ErstenWeltkriegs kam der zunächst positiv geprägte Begriff der Amerikanisierung auf, der jedoch zunehmend benutzt wurde, umamerikanische Einflüsse auf die gesellschaftliche Entwicklung in anderen Ländern zu problematisieren. Seit den 1950er Jahren durchdringt der »American Way of Life« auch in Europa alle Bereiche des Lebens.»Amerika« wird zur Metapher, die gleichermaßen Attraktion wie Abwehr spiegelt, während die Amerikanisierung oftmals unzutreffend alspositiver Wert oder als Schuldzuweisung verwendet wird. Aus der Perspektive verschiedener kulturwissenschaftlicher Disziplinen versuchen die hier versammelten Beiträge allzu einfachen Deutungen dieses ambivalenten Phänomens entgegenzuwirken. Anhand vielfältiger Aspekte werden die komplexen Mechanismen von Anregung, Austausch und Rückkopplung aufgezeigt, die zwischen amerikanischer und europäischer Alltagskultur spielen und Amerika als »gigantischen Bildschirm Europas« erscheinen lassen.

  • 217.
    Linke, Angelika
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Tanner, Jakob
    Zürich 1968.: Die Stadt als Protestraum.2008In: Der Zürcher Sommer 1968:: Zwischen Krawall, Utopie und Bürgersinn. / [ed] Linke, Angelika/Scharloth, Joachim, Zürich: NZZ Libro , 2008, 1, p. 11-22Chapter in book (Other academic)
    Abstract [de]

    Im Sommer 1968 bringen der Traum von der Weltrevolution und die Forderung nach einem autonomen Jugendzentrum eine Stadt in Bewegung. Vierzig Jahre nach den denkwürdigen Ereignissen dieses magischen Jahres wird ein bislang ungeschriebenes Kapitel der Zürcher Stadtgeschichte in diesem Buch lebendig. Auf der beiliegenden DVD werden erstmals rund tausend Zeitdokumente publiziert, welche die Ereignisse des Zürcher Sommers in Text und Bild spiegeln. Darunter einmalige Quellen wie die Wandzeitungen des Zürcher Manifests und die Staatsschutzakten der Zürcher Stadtpolizei. Buch und DVD zeigen, wie sich Popkultur, Politik und ein neues Selbstbewusstsein der Jugend zum Signum einer Protestbewegung verbinden, deren Folgen bis heute kontrovers diskutiert werden.Der Zürcher Sommer 1968: Das waren Globuskrawall und Zürcher Manifest, Jimi Hendrix und Karl Marx, der Traum von einer globalen Revolte und der ganz konkrete Wunsch nach einem autonomen Jugendzentrum. Das reich bebilderte Buch dokumentiert die phantasievollen Protestformen, gibt Einblick in die alternativen Lebensentwürfe der Akteure und fragt nach den Ursachen der gewalttätigen Ausschreitungen. Die dem Buch beiliegende DVD bietet eine Chronologie der Ereignisse des Zürcher Sommers. Rund tausend faksimilierte Zeitdokumente – Flugblätter, Plakate, Wandzeitungen, Zeitungsberichte, Polizeiakten – zeigen die Dynamik und Ästhetik des Protests, aber auch die Reaktionen des Establishments. Die Brennpunkte der politischen Auseinandersetzungen illustriert ein interaktiver Stadtplan, der die Stadt Zürich als Protestraum lebendig werden lässt. Die Ereignisse von 1968 werden damit nicht nur aus der Perspektive der protestierenden Jugend erzählt. Es zeigt sich, dass für die Dynamik des Zürcher Sommers 1968 und seine Folgen auch das Handeln der Stadtregierung, die Reaktionen der Presse, das Agieren der Stadtpolizei und die Intervention des engagierten Stadtbürgertums von entscheidender Bedeutung sind. Buch und digitale Edition illustrieren, dass die Protestereignisse in der Limmatstadt mehr waren als nur das Nachbeben einer europäischen Erschütterung mit Epizentren in Berlin, Paris und Prag. Sie zeigen vielmehr die lokalen Besonderheiten des Zürcher Sommers 1968 zwischen Krawall, Utopie und Bürgersinn.

  • 218.
    Lome, Ragnild
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Det farlige allmediet: Dystopi og usikker agens i Nils Leijers Miniput (1968).2016In: Sensorium Journal, ISSN 2002-3030Article in journal (Other academic)
  • 219.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Learning by doing: stance-taking in an interdisciplinary cancer assessment team2012Conference paper (Other academic)
  • 220.
    Lundgren, Charlotte
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature.
    Longitudinal development of stance-taking in an interdisciplinary cancer assessment team2012In: COMET 2012 Trondheim: The 10th conference on Communication, Medicine and Ethics / [ed] Thomassen, Göril, Trondheim, 2012Conference paper (Refereed)
  • 221.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Modaliteter i dressyrträning2016Conference paper (Other academic)
  • 222. Order onlineBuy this publication >>
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Samarbete genom samtal: En samtalsanalytisk studie av multiprofessionella teamkonferenser inom smärtrehabilitering2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis investigates team talk and team collaboration from a dialogical perspec­tive, and is based on video recordings of 15 multi­professional team conferences involving a pain rehabilitation team. The analyses also draw upon a vast material of interviews, field notes and documents collected during almost a year of fieldwork at the clinic. The main purpose of the thesis is to shed light on some of the distinguish­ing linguistic features of such team confe­ren­ces and on the pragmatic strategies deployed by the team members in order to bring into play the variety of professional perspectives represented in the team. Ana­lyses of their lexical choices and interaction show three areas of responsibility: professional, overlapping and shared. Analyses of phases, activities and participant structures show how the team conferences can be understood as a specific type of institutional interaction, a communicative activity type that makes it possible both to share information and to reach a shared understanding of the patients’ problems. A deeper interactional analysis reveals pragmatic strategies enhancing the team’s multiprofessional com­munication: the identification and sorting of information, in-depth discussions of specific problems and decision-making procedures. The results illustrate central aspects of what is often called interprofessional competence within the field of health care, i.e. the ability to make the most of multiprofessional collabo­ration. The thesis adds to our understanding of team conferences as a communi­ca­tive activity type and increases our understanding of how participants can offer their perspec­tive through conversation, thereby making it possible for the others to adopt this perspective – in short, to achieve what is often referred to as a democratic dialogue.

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    Samarbete genom samtal : En samtalsanalytisk studie av multiprofessionella teamkonferenser inom smärtrehabilitering
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  • 223.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Arts and Sciences.
    Testing the waters: Raising problematic issues in an interprofessional pain rehabilitation team2009Conference paper (Other academic)
    Abstract [en]

    Måseide (2007) indicates that politeness and carefulness are important aspects of successful intraprofessional negotiations in health care. In this presentation, I will argue that face work (Goffman 1959) is vital to the success also of interprofessional collaboration. Based on analyses of discursive practices in a pain rehabilitation team (see also Lundgren 2009), the presentation focuses on a pragmatic strategy used by the team members, which appears to be one of the keys to the successful collaboration in this particular team.

    The strategy, which I call “testing the waters”, is based on a specific five part construction: 1) announcement, 2) response, 3) elaboration, 4) initiation of discussion and 5) conclusion. It may be initiated in three different ways: by a) indicating a lack of certainty, b) making a reflection or c) sending out a feeler. The first three parts of the construction is similar both to Maynard’s description of the beginning of news delivery sequences in physician-patient interaction (Maynard 2003) as well as to the questioning sequences in workplace meetings described by Ford (Ford 2008). However, there are also important differences which will be addressed in the presentation.

    By “testing the waters”, any team member can raise a potentially problematic issue at virtually any point of the team conference. Simultaneously, “testing the waters” enables discussions that may be sensitive, without threatening the face of the colleagues (or of the team member raising the issue). The discussions often lead to a review of previously made decisions, or a decision about a previously undiscussed point. According to the team members, these discussions can be understood as the team’s raison d’être, since they allow them to make the most of the variety of professional perspectives represented in the team and thereby to reach a genuinely shared understanding of the patient’s problems.

    The results are based on discourse analyses of 15 video recordings of team conferences in the pain rehabilitation team.

    References:- Ford, C. E. 2008. Women Speaking up. Getting and using turns in workplace meetings. New York: Palgrave. - Goffman, E. 1959. The Presentation of Self in Everyday Life. New York: Doubleday. - Lundgren, C. 2009. Samarbete genom samtal. En samtalsanalytisk studie av multiprofessionella teamkonferenser inom smärtrehabilitering. [Team Talk: Collaboration through Communication in Meetings of a Multiprofessional Pain Rehabilitation Care Team] Linköping Studies in Arts and Science 483. Linköping: Linköping University. - Maynard, D. W. 2003. Bad News, Good News: Conversational order in everyday talk and clinical settings. Chicago: Chicago University Press. - Måseide, P. 2007. Discourses of collaborative medical work. Text and Talk, 27 (5/6): 611-632.

  • 224.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    The Horse’s Voice: How Trainers and Riders Make the Horse’s Needs Relevant in Dressage Training2016Conference paper (Other academic)
  • 225.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    The Horse’s Voice: How Trainers and Riders Make the Horse’s Needs Relevant in Dressage Training2016Conference paper (Other academic)
  • 226.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    "Tvärvetenskaplig följeforskning inom försöksverksamheten med patientfokuserad och sammanhållen cancervård"2011Conference paper (Other academic)
  • 227.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Unlocking the Black Box of Interprofessional and Interdisciplinary Team Work2013Conference paper (Other academic)
  • 228.
    Lundgren, Charlotte
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature.
    Lagerfelt, Marie
    Östergötlands Läns Landsting, Centre for Surgery, Orthopaedics and Cancer Treatment, Department of Surgery UHL.
    Kommunikation och lärande i multidisciplinärt samarbete: exemplet CUUS2012Conference paper (Other academic)
  • 229.
    Lundgren, Charlotte
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Molander, Carl
    Institutionen för neurovetenskap, Uppsala universitet.
    Teamarbete i medicinsk rehabiltering2008 (ed. 1)Book (Other academic)
    Abstract [sv]

    Inom medicinsk rehabilitering har behovet av nära samarbete mellan olika personalkategorier ökat starkt. Denna bok ger grundläggande kunskaper för ett fungerande multiprofessionellt teamarbete inom medicinsk rehabilitering. Den vänder sig till såväl vårdpersonal som till administrativ personal och beslutsfattare inom sjukvården.Läs merBoken tecknar inledningsvis teamarbetets och rehabiliteringsmedicinens utveckling fram till dagens situation. Den belyser vidare olika sätt att organisera teamet och fördela arbetsuppgifterna och ansvaret. Skapandet och vården av ett team samt faktorer som påverkar teamarbetet är andra ämnen. I texten finns invävt exempel på varianter av teamarbete med de förutsättningar som gäller inom primärvård, företagshälsovård och kommunal rehabilitering. Den teoretiska framställningen kompletteras med fallbeskrivningar från bland annat smärtrehabilitering.

  • 230.
    Lundgren, Charlotte
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Blokhuis, Mari
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    ‘The left hand has to go back a bit more, like this’: Interaction analyses of communicative strategies in dressage coaching2015Conference paper (Other academic)
  • 231.
    Majlesi, Ali Reza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet2014In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 64, p. 35-51Article in journal (Refereed)
    Abstract [en]

    This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an ‘awareness’ to produce a linguistic construct ‘grammatically correct’ is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967, 2002). Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

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  • 232. Order onlineBuy this publication >>
    Majlesi, Ali Reza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Learnables in Action: The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in sidesequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

    List of papers
    1. Emergent learnables in second language classroom interaction
    Open this publication in new window or tab >>Emergent learnables in second language classroom interaction
    2012 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 193-207Article in journal (Refereed) Published
    Abstract [en]

    This paper studies how unplanned learnablesemerge in classroom interaction. A learnableis defined as whatever is interactively established as relevant and developed to become a shared pedagogical focus. A learnable can thus be related to any social practice. In the context that we are studying, a Swedish as a second language classroom, we show how interactive processes constructing something as a learnable may originate not only in the use of an unknown Swedish word whose meaning is then asked for (which amounts to a verbal source for a learnable), but also in an unknown name for an object (a material source for a learnable) or an unknown meaning of a gesture (a gestural source for a learnable). These last two sources have not been much described in the existing literature on objects of learning. Through detailed analyses of video recorded classroom interaction, focusing on the ways in which participants gradually accomplish learnables, we show how learnables can arise, step by step, in and for the relevant needs of an emergent learning project that may be quite different from the teacher's pedagogical agenda.

    Place, publisher, year, edition, pages
    Elsevier, 2012
    National Category
    Pedagogical Work Learning Social Anthropology General Language Studies and Linguistics
    Identifiers
    urn:nbn:se:liu:diva-86980 (URN)10.1016/j.lcsi.2012.08.004 (DOI)000209033900004 ()
    Available from: 2013-01-11 Created: 2013-01-08 Last updated: 2018-07-18Bibliographically approved
    2. Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet
    Open this publication in new window or tab >>Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet
    2014 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 64, p. 35-51Article in journal (Refereed) Published
    Abstract [en]

    This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an ‘awareness’ to produce a linguistic construct ‘grammatically correct’ is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967, 2002). Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

    Keywords
    Instructed vision, Instructing grammar, Interactive scaffolding, Pointing gestures, Conversation analysis, Ethnomethodology, Multimodal interaction analysis
    National Category
    Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-104917 (URN)10.1016/j.pragma.2014.01.003 (DOI)000335281100003 ()
    Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
    3. Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
    Open this publication in new window or tab >>Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
    2015 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 76, no 1, p. 30-45Article in journal (Refereed) Published
    Abstract [en]

    This study is about teachers’ responsive matching gestures in small instructing/learning projects in Swedish as a second language classes. Matching gestures are those gestures that are similar, if not identical, to those in the prior turns-at-talk. The focus of this study is on the repeated gestures, which are used, among other practical purposes, as teaching devices. They are examined in different sequence types such as correction, reformulation and explanation sequences. The data used for this study is a collection of excerpts extracted from the video recordings of teacher-student conversations. An ethnomethodological / conversation analytic framework is adapted for examining the phenomenon. The multimodal analysis of the excerpts shows that matching gestures in language learning situations have a double function. They are used for maintaining and sustaining intersubjectivity, and also for constructing teachable moments as well as learning opportunities. They are used as tying devices to connect teachers’ actions to the students’ prior actions, and are resources for the display of interactive coengagements and strong co-participations. Moreover, matching gestures are used as teaching devices indicating lapses in the competence of the students demonstrated in their verbal productions. The teachers employ matching gestures along with some  verbal affiliates, when the matching gestures are crucial parts of the teachers’ contributions foregrounding the verbal forms as substitutes or remedial proposal for (enhancing) the students’ utterances. That is, matching gestures are used in second language learning situations for proffering learnables through highlighting an alternative way of telling and exhibiting in that language.

    Place, publisher, year, edition, pages
    Elsevier, 2015
    Keywords
    Conversation Analysis, Ethnomethodology, Multimodal interaction analysis, Matching gestures, Second language learning, Students’ gestures, Teachers’ responses, Jämförande språkvetenskap och lingvistik Tvärvetenskapliga studier Lärande
    National Category
    Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-104918 (URN)10.1016/j.pragma.2014.11.006 (DOI)000349268900003 ()
    Note

    On the day of the defence date the status of this article was Manuscript.

    Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
    4. The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivities
    Open this publication in new window or tab >>The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivities
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The question that this article is concerned with is the following: When training new members of a community, for example, in novice-professional, trainer-trainee, or teacher-student activities, what is it that is being learned? What is it that is offered as something to learn, and how do teachers and students make sense of things as learnables? If one assumes that the issue of learning is always the issue of learning something, this article is about that something, and the resources and consequences of its emergence and existence in learning activities. I shall use the term ‘learnable’ about evolving or emergent objects of learning in social activities. Based on the phenomenological-sociological view on intersubjectivity developed by Husserl (1983, 1989; see also Schutz, 1932/1967, 1975), I will argue for a praxeological (Garfinkel & Sacks, 1970/1986) and dialogical (Bakhtin 1981, 1986; Linell, 2009) investigation of learnables as objects of any sort, whose objective reality is accomplished in the social activity at hand. In language learning classroom interactivities, that are this article’s concern, the phenomena we are talking about are  linguistic expressions, their forms, and their functions. It will be argued that their objective reality is an accomplished reality, and their rationale is an achievable phenomenon in social activities.

    Keywords
    Phenomenology, Dialogical theory, Conversation Analysis, Ethnomethodology, Multimodal interaction, Learnables, Language learning
    National Category
    Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-104919 (URN)
    Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
    Download full text (pdf)
    Learnables in Action: The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms
    Download (pdf)
    omslag
  • 233.
    Majlesi, Ali Reza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Linguistics Violence: A study on the oral discourse in the high schools of Tehran2008Conference paper (Other academic)
    Abstract [en]

    In this paper I endeavor to define what is meant by Linguistic Violence then as an empirical study,I try to take some elements as representatives of violence in language and descriptively demonstrate theirexistence in the oral discourse in high schools. The existence of linguistic violence is a prime question thatis put forth in this study then proposed as a hypothesis, it will be tried to test with measurable elements ifthere are any possible correlations between linguistic violence and gender and also between linguisticviolence and socio-economic status in a sample population. This research was done in 9 schools in 5 areasof Tehran, Capital of Iran, on 325 students between 15 to 18 years old whose first language was Farsi.

  • 234.
    Majlesi, Ali Reza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms2015In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 76, no 1, p. 30-45Article in journal (Refereed)
    Abstract [en]

    This study is about teachers’ responsive matching gestures in small instructing/learning projects in Swedish as a second language classes. Matching gestures are those gestures that are similar, if not identical, to those in the prior turns-at-talk. The focus of this study is on the repeated gestures, which are used, among other practical purposes, as teaching devices. They are examined in different sequence types such as correction, reformulation and explanation sequences. The data used for this study is a collection of excerpts extracted from the video recordings of teacher-student conversations. An ethnomethodological / conversation analytic framework is adapted for examining the phenomenon. The multimodal analysis of the excerpts shows that matching gestures in language learning situations have a double function. They are used for maintaining and sustaining intersubjectivity, and also for constructing teachable moments as well as learning opportunities. They are used as tying devices to connect teachers’ actions to the students’ prior actions, and are resources for the display of interactive coengagements and strong co-participations. Moreover, matching gestures are used as teaching devices indicating lapses in the competence of the students demonstrated in their verbal productions. The teachers employ matching gestures along with some  verbal affiliates, when the matching gestures are crucial parts of the teachers’ contributions foregrounding the verbal forms as substitutes or remedial proposal for (enhancing) the students’ utterances. That is, matching gestures are used in second language learning situations for proffering learnables through highlighting an alternative way of telling and exhibiting in that language.

  • 235.
    Majlesi, Ali Reza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivitiesManuscript (preprint) (Other academic)
    Abstract [en]

    The question that this article is concerned with is the following: When training new members of a community, for example, in novice-professional, trainer-trainee, or teacher-student activities, what is it that is being learned? What is it that is offered as something to learn, and how do teachers and students make sense of things as learnables? If one assumes that the issue of learning is always the issue of learning something, this article is about that something, and the resources and consequences of its emergence and existence in learning activities. I shall use the term ‘learnable’ about evolving or emergent objects of learning in social activities. Based on the phenomenological-sociological view on intersubjectivity developed by Husserl (1983, 1989; see also Schutz, 1932/1967, 1975), I will argue for a praxeological (Garfinkel & Sacks, 1970/1986) and dialogical (Bakhtin 1981, 1986; Linell, 2009) investigation of learnables as objects of any sort, whose objective reality is accomplished in the social activity at hand. In language learning classroom interactivities, that are this article’s concern, the phenomena we are talking about are  linguistic expressions, their forms, and their functions. It will be argued that their objective reality is an accomplished reality, and their rationale is an achievable phenomenon in social activities.

  • 236.
    Majlesi, Ali Reza
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Emergent learnables in second language classroom interaction2012In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 193-207Article in journal (Refereed)
    Abstract [en]

    This paper studies how unplanned learnablesemerge in classroom interaction. A learnableis defined as whatever is interactively established as relevant and developed to become a shared pedagogical focus. A learnable can thus be related to any social practice. In the context that we are studying, a Swedish as a second language classroom, we show how interactive processes constructing something as a learnable may originate not only in the use of an unknown Swedish word whose meaning is then asked for (which amounts to a verbal source for a learnable), but also in an unknown name for an object (a material source for a learnable) or an unknown meaning of a gesture (a gestural source for a learnable). These last two sources have not been much described in the existing literature on objects of learning. Through detailed analyses of video recorded classroom interaction, focusing on the ways in which participants gradually accomplish learnables, we show how learnables can arise, step by step, in and for the relevant needs of an emergent learning project that may be quite different from the teacher's pedagogical agenda.

  • 237.
    Majlesi, Ali Reza
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Charlotta, Plejert
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Interpreter-mediated dementia evaluations: On the use of artifacts in tests of cognitive functioning2014Conference paper (Refereed)
    Abstract [en]

    Interpreter-mediated demenƟa evaluaƟons: On the use of artefacts in tests ofcogniƟve funcƟoningThe current paper presents results from an invesƟgaƟon of interpreter-mediated interacƟon between clinical staff andethnic minority paƟents during demenƟa assessment in a Swedish memory clinic. More specifically, the study deals withthe part of the assessment in which tests of cogniƟve funcƟoning are carried out. Within such tests, various artefacts areused, such as pen, paper, pictures and other objects (e.g. a torch, a comb etc.). The use of these artefacts is constrainedby the formal nature of the test, i.e. quesƟons are to be asked in a specific way in order for test answers to count as valid.However, due to mulƟlingual and mulƟcultural aspects of the context, and the fact that the interacƟon between clinicianand paƟent is mediated by an interpreter, parƟcipants are faced with many challenges. In the current presentaƟon,we will demonstrate, by means of mulƟmodal interacƟon analysis, how parƟcipants orient to problems related to thefact that the test is neither adapted to the language and culture of the paƟent, nor to paƟents with limited readingand wriƟng skills. The paƟent's unfamiliarity with an object or picture may, for example, lead to extensive repair-workbetween paƟent and interpreter, which in turn, negaƟvely affects the administraƟon (and validity) of the test and testanswers.The results presented are supported by current research and reports from clinicians that state that European memoryclinics are generally unprepared for a rapidly growing number of immigrants, that there is a lack of clinical rouƟnes forthis kind of interacƟonal encounter, and that test materials are not adapted to the needs of these clients (Nielsen, 2011;Nielsen et al., 2011).

  • 238.
    Maschler, Yael
    et al.
    University of Haifa, Israel.
    Pekarek Doehler, Simona
    University of Neuchâtel, Switzerland.
    Lindström, Jan
    University of Helsinki, Finland.
    Keevallik, Leelo
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Emergent Syntax for Conversation: Clausal Patterns and the Organization of Action2020 (ed. 1)Book (Refereed)
    Abstract [en]

    This volume explores how emergent patterns of complex syntax – that is, syntactic structures beyond a simple clause – relate to the local contingencies of action formation in social interaction. It examines both the on-line emergence of clause-combining patterns as they are ‘patched together’ on the fly, as well as their routinization and sedimentation into new grammatical patterns across a range of languages – English, Estonian, Finnish, French, German, Hebrew, Italian, Mandarin, and Swedish. The chapters investigate how the real-time organization of complex syntax relates to the unfolding of turns and actions, focusing on: (i) how complex syntactic patterns, or routinized fragments of ‘canonical’ patterns, serve as resources for projection, (ii) how complex syntactic patterns emerge incrementally, moment-by-moment, out of the real-time trajectories of action, (iii) how formal variants of such patterns relate to social action, and (iv) how all of these play out within the multimodal ecologies of action formation.The empirical findings presented in this volume lend support to a conception of syntax as fundamentally temporal, emergent, dialogic, sensitive to local interactional contingencies, and interwoven with other semiotic resources.

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    presentationsbild
  • 239.
    McAllister, Anita
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. CLINTEC, Karolinska Institute, Stockholm, Sweden.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    An acoustic analysis of the cattle call “kulning”,performed outdoors at Säter, Dalarna, Sweden2015In: Proceedings from Fonetik 2015. Working Papers 55/2015, 8–10 June 2015, Centre for Languages and Literature, General Linguistics/Phonetics, Lund University, Lund, Sweden, Lund, Sweden: Lund University , 2015, p. 81-84Conference paper (Other academic)
    Abstract [en]

    This paper summarizes recent research on ‘kulning’, a surprisingly understudiedSwedish cattle call singing style. In a previous study (Eklund, McAllister & Pehrson, 2013), we compared kulning and head voice (‘falsetto’) as recorded in a normal room and in an anechoic chamber. This paper reports from an analysisof the same “kulning” song recorded outdoors on location in Säter, Dalarna (Sweden), close to the singer’s home, which makes the data more ecologically validand allows comparisons between “clean” indoor recordings and more authentic outdoor recordings. Several recordings were made, but the present article analysesrecordings made simultaneously at 1 meter and 11 meters from the singer. Results indicate that for the vowels [a] and [u] partials in kulning, as compared to head voice, are visible at both higher frequencies and at a longer distance, which provides an acoustic rationale for the development of the singing style, intended to be heard at a long distance.

    Download full text (pdf)
    Fulltext
  • 240.
    McIlvenny, Paul
    et al.
    Aalborgs universitet, Aalborg University.
    Broth, MathiasLinköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.Haddington, PenttiOulu universitet, University of Oulu.
    Communicating place, space and mobility2009Collection (editor) (Refereed)
  • 241.
    McIlvenny, Paul
    et al.
    University of Aalborg, Denmark.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Haddington, Pentti
    University of Oulu, Finland.
    Communicating place, space and mobility: Editorial in JOURNAL OF PRAGMATICS, vol 41, issue 10, pp 1879-18862009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 10, p. 1879-1886Article in journal (Other academic)
    Abstract [en]

    n/a

  • 242.
    McIlvenny, Paul
    et al.
    Aalborg University, Denmark .
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Haddington, Pentti
    University of Oulu, Finland .
    Moving Together: Mobile Formations in Interaction2014In: Space and Culture, ISSN 1206-3312, E-ISSN 1552-8308, Vol. 17, no 2, p. 104-106Article in journal (Other academic)
  • 243.
    Mondada, Lorenza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Ethics in Action: Anonymization as a Participants Concern and a Participants Practice2014In: Human Studies, ISSN 0163-8548, E-ISSN 1572-851X, Vol. 37, no 2, p. 179-209Article in journal (Refereed)
    Abstract [en]

    Ethical issues are often discussed in a normative, prescriptive, generic way, within methodological recommendations and ethical guidelines. Within social sciences dealing with social interaction, these ethical issues concern the approach of participants during fieldwork, the recordings of audio-video data, their transcription, and their analysis. This paper offers a respecification (in an ethnomethodological sense) of these issues by addressing them in a double perspective: as a topic for research-and not just as a methodological resource-; as a members concern and not as (only) a researchers problem. In order to do so, the paper focuses on a particular ethical problem, which has not yet been submitted to analytical scrutiny: the anonymization of the participants. It studies the way in which participants treat their recorded actions as "delicate," and therefore as having to be "anonymized"; as well as the way in which participants implement their practical solutions for the anonymization-by "erasing" or anonymizing themselves the recording within the course of their situated action. Adopting the perspective of conversation analysis and ethnomethodology, the paper explores these issues through a sequential analysis identifying the particular moments within social interaction in which problems are pointed at by the participants and the way in which they are locally managed by them.

  • 244.
    Mondada, Lorenza
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Video analysis and the temporality of inscriptions within social interaction: the case of architects at work2012In: Qualitative Research, ISSN 1468-7941, E-ISSN 1741-3109, Vol. 12, no 3, p. 304-333Article in journal (Refereed)
    Abstract [en]

    This article shows how artefacts - and more specifically documents and visualizations such as images, maps and plans - can be analysed in detail within an ethnomethodological and conversation analytic perspective focusing on the way in which they are manipulated within social activities. The aim is double. On the one hand, the article deals with the way in which the temporal and interactional feature of inscriptions in interaction can be preserved and analysed on the basis of video data, highlighting some of the challenges of producing adequate video recordings and video transcriptions of these phenomena. On the other hand, the article offers an empirical study of a professional activity in which participants manipulate texts, plans and other visualizations. Thus, it analyses in detail a meeting video recorded in an architectural office, in which three architects read, discuss, and draw plans, as well as explore and discover ideas by formulating, gesticulating, and sketching them.

  • 245.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Att spåra andraspråkslärande i en internetstödd frågesport2011In: Lärande och minnande: som social praktik / [ed] Roger Säljö, Stockholm: Norstedts Förlag, 2011, p. 181-206Chapter in book (Other academic)
    Abstract [sv]

    Minnesfunktioner är något som det forskas intensivt om. Flera traditioner existerar parallellt. När det gäller minne i kombination med lärande är idag det socialpsykologiska perspektivet på frammarsch. Det går i korthet ut på att inget lärande sker som något isolerat utan alltid i samspel med andra människor och det sker också i samspel med allehanda hjälpmedel eller artefakter. Hur går lärande och minnande till? Vad är det egentligen? Det är detta denna bok försöker besvara. För att förstå det har en tvärvetenskaplig grupp samlats under Roger Säljös ledning för att utforska lärande och minnande. Varför är det viktigt att veta? Den nya kunskap som presenteras i denna bok får konsekvenser för framtida undervisning, för utformande av kommunikation av varierande slag och av artefakter. Vad är "minnande"? Det är en aktiv form av att minnas, minnande är något man lär sig, alltså ingen statisk förmåga. Det sker i samspel med andra människor och artefakter. Minnande är en del av lärandet och vice versa. Man kan inte lära något om man inte samtidigt minns. När man lär något sker ett minnande. Dessa tankar om minnande och lärande grundar sig alla medverkande författare på när de berättar om sina respektive forskningsprojekt. Deras berättelser spänner över många mänskliga områden, från hur tolvåringar arbetar med naturvetenskapliga experiment via dataspelande till polisförhör och från specialpedagogik via kontroverser till minnande och lärande i arkitektur.

  • 246.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Avoiding the Target Language with the Help of Google: Managing Language Choices in Gathering Information for EFL Project Work2014In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 48, no 1, p. 110-135Article in journal (Refereed)
    Abstract [en]

    The integration of translation tools into the Google search engine has led to a huge increase in the visibility and accessibility of such tools, with potentially far-reaching implications for the English language classroom. Although these translation tools are the focus of this study, using them is in fact only one way in which English language learners can exercise their language preferences, especially when working more autonomously. By acting upon these preferences and opting to read in their first language, learners effectively adopt an avoidance strategy—that of avoiding the target language. This qualitative study highlights several ways in which pupils can and do exercise their language choices in their computer-assisted project work using (Swedish) Google. More specifically, after mapping out the trajectories of pupils' Internet searches and their gathering of resources, conversation analysis is used to zoom in on key moves that are jointly negotiated at the interface with Google, where different language options are made available and even flagged. By making incremental choices that avoid English (or favour Swedish), the visibility of English can diminish radically, if not altogether. The negative implications of avoidance are discussed as well as the practicalities of solutions using Google itself.

  • 247.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Bilingualisms-in-Practice at the Meso Level. An Example from a Bilingual School in Wales.2010In: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, Vol. 202, p. 41-62Article in journal (Refereed)
    Abstract [en]

    Bilingualism is to be seen as dynamic bilingualisms-in-practice, which are continually being ‘‘performed,’’ that is, shaped, valued, and constituted, both through discourses which (re)contextualize the notion, as well as through the everyday language practices of bilinguals. To shed light on bilingualisms-in-practice, primarily in the context of one bilingual school in Wales, a range of data is examined to identify prevalent discourses on bilingualism. It is argued here that the meso level of society, especially educational institutions, constitute a key site for the recontextualization of these discourses and thereby play an important mediating role between the micro and macro levels of society.

  • 248.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Code-switching and code-mixing in Welsh bilinguals' talk: Confirming or refuting the maintenance of language boundaries?2010In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, no 3, p. 179-197Article in journal (Refereed)
    Abstract [en]

    This article closely examines the bilingual talk emerging from informal discussions among young people attending a bilingual school in Wales. In contrast to the common focus on issues of bilinguals' linguistic competence in the literature, this paper advocates a speaker's perspective and considers bilingualism to be the sedimentation of social and linguistic practices of bilinguals, where code-alternation is often prevalent. Using a conversation analytic approach to code-switching, I distinguish between two different kinds of code-alternation: unmarked code-mixing and marked code-switching on the basis of speakers' own orientations. When these bilinguals speak Welsh, for most of the time the language boundary between Welsh and English is only loosely maintained. However, on occasion code-switching is used as a meaning-making resource, e.g. for the purpose of quoting others. It is this marked code-switching that requires bilinguals to separate and distinguish between the two language mediums, and thereby also maintain the language boundary. At the same time, these findings disclose a gap between informal language practices and the ideological insistence on maintaining strict language boundaries, for example, in educational contexts.

  • 249.
    Musk, Nigel John
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Identitet som dynamisk process: Exemplet tvåspråkiga ungdomar i Wales2010In: Flerspråkighet, identitet och lärande / [ed] Nigel Musk, Åsa Wedin, Lund: Studentlitteratur , 2010, p. 55-77Chapter in book (Other academic)
    Abstract [sv]

    Det här kapitlet avvisar synen på identitet som något man har och som återspeglas i individens handlingar. I stället framställs identiteten som en följd av en mängd handlingar som sker i socialt samspel med andra.

    Kapitlet börjar med en redogörelse av begreppet identitet och den teoretiska ramen. Efter en kort bakgrund till den walesiska kontexten, följer flera exempel på identitetsskapande handlingar i tvåspråkiga elevers samtal. I den avslutande diskussionen jämförs den tvåspråkiga skolmodell som gäller i Wales med den i Sverige och det diskuteras hur den svenska modellen eventuellt kan begränsa ungdomars två- eller flerspråkiga identitetsutveckling.

  • 250.
    Musk, Nigel
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Wedin, ÅsaHumUS-akademin, Örebro universitet.
    Flerspråkighet, identitet och lärande2010Collection (editor) (Other academic)
    Abstract [sv]

    Dagens samhälle karakteriseras av ökad språklig, etnisk och kulturell mångfald. Takten i dessa förändringar har medfört nya krav på skolan att möta barn med olika bakgrund på ett professionellt sätt. Det visar sig ofta att invanda föreställningar om elevernas förkunskaper inte alls stämmer.

    I mötet med heterogena klasser ställs lärare ofta inför utmaningar av annat slag än dem de utbildats för. Detta blir särskilt tydligt när eleverna ännu inte hunnit utveckla sin svenska i den utsträckning som krävs i skolan. I det här läget blir det lätt att se på barnens språkbakgrund som innehållande olika brister och problem snarare än resurser och möjligheter.

    I den här antologin ifrågasätter författarna gängse synsätt och ger en mer nyanserad bild av flerspråkighet. Genom olika exempel från aktuell svensk forskning om elevers vardag belyser de olika aspekter av flerspråkighet i skolsammanhang och problematiserar begrepp som etnicitet, identitet, lärande och makt.

    Boken riktar sig till blivande och verksamma lärare i grundskola och gymnasium samt till dem som arbetar med skolutveckling och frågor som rör flerspråkighet.

234567 201 - 250 of 333
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