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  • 1.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Förskolebarns motivation att lära sig svenska som andraspråk2024Ingår i: Mångfaldens Möten: Interkulturalitet, utbildning och lärande / [ed] Disa Berghner, Henrik Nilsson, Åsa Trulsson, Charlotte Silander, Växjö: Linnaeus University Press, 2024, s. 159-176Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    För att barn ska kunna följa med i undervisningen i förskola och senare i skola behöver de behärska det svenska skolspråket. I dagens förskolor med stor mångfald finns det grupper av barn som av olika skäl inte är motiverade att lära sig svenska som andraspråk (SvA), utan i stället visar hög motivation för att lära sig engelska. Den låga motivationen för SvA gör det svårt för förskolans personal att säkerställa att barnen får de förutsättningar de behöver för att senare kunna lära sig på svenska i skolan. I detta kapitel ger vi en kort bakgrund om motivation och språkinlärning, och presenterar därefter resultaten från ett digitalt frågeformulär med fokus på SvA och motivation. Målet med kapitlet är att väcka lärarstuderandes intresse för olika aspekter av och motivationen till svenska som andraspråk. 

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    Förskolebarns motivation att lära sig svenska som andraspråk - fulltext
  • 2.
    Waldmann, Christian
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Levlin, Maria
    Umeå University, Sweden.
    Reading profiles in secondary school: concurrent language and cognitive abilities, and retrospective and prospective reading skills2024Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, artikel-id 1287134Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction: We examined the concurrent language and cognitive abilities in a group of Swedish students with di􀀀erent reading profiles in secondary school, and the retrospective (primary school) and prospective (upper-secondary school) reading skills of each reading profile.

    Methods: Seventy-nine students participated in data collections in primary (grade 2: age 8), secondary (grade 8: age 14) and upper-secondary school (year 2: age 17). Independent variables included measures of word recognition, and vocabulary and text comprehension in secondary school. Dependent variables included measures of phonemic awareness, verbal fluency, listening comprehension, spelling, verbal working memory and nonverbal reasoning skills in secondary school, and word recognition and reading comprehension in primary and upper-secondary school.

    Results: When exploring the concurrent language and cognitive abilities of the reading profiles in secondary school, spelling emerged as a weakness and listening comprehension as a strength for students with poor decoding. Students with poor comprehension experienced weaknesses in spelling, and non-verbal reasoning. Students with both poor decoding and comprehension displayed a multi-deficit profile in language and cognition. As regards the retrospective and prospective reading skills, the relative ranking of the reading profiles was rather consistent in both primary and upper-secondary school.

    Discussion: The findings suggest that limitations in phonological awareness may not be a prominent feature of secondary school students with poor decoding in more transparent orthographies. From an educational perspective, spoken sources may support learning among students with poor decoding, whereas students with poor comprehension or combined difficulties in decoding and comprehension need support when learning from both spoken and written sources.

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  • 3.
    Lindfors, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Hansson, Kristina
    Lund University, Sweden.
    Pakulak, Eric
    Stockholm University, Sweden.
    Cohn, Neil
    Tilburg University, Netherlands.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Semantic processing of verbal narratives compared to semantic processing of visual narratives: an ERP study of school-aged children2024Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, artikel-id 1253509Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a misconception that pictures are easy to comprehend, which is problematic in pedagogical practices that include pictures. For example, if a child has difficulties with verbal narration to picture sequences, it may be interpreted as specific to spoken language even though the child may have additional difficulties with comprehension of visual narratives in the form of picture sequences. The purpose of the present study was therefore to increase our understanding of semantic processing in the pictorial domain in relation to semantic processing in the verbal domain, focusing on 9–13 years-old children with typical language development. To this end, we measured electrical brain responses (event related potentials, ERPs) in 17 children to (i) pictures (panels) that were predicted versus unpredicted in sequences of panels that conveyed visual narratives and (ii) words that were predicted versus unpredicted in sentences that conveyed verbal narratives. Results demonstrated similarities as there were no significant difference in the magnitude of the N400 effect across domains. The only difference between domains was the predicted difference in distribution, that is, a more posterior N400 effect in the verbal domain than in the pictorial domain. The study contributes to an increased understanding of the complexity of processing of visual narratives and its shared features with processing of verbal narratives, which should be considered in pedagogical practices. 

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  • 4.
    Åsberg Johnels, Jakob
    et al.
    University of Gothenburg, Sweden.
    Waldmann, Christian
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Levlin, Maria
    Umeå University, Sweden.
    Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school2024Ingår i: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 47, nr 2, s. 117-131Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.

    Methods: A group of Swedish speaking children were assessed on phonological recoding (phonological choice-task), orthographic knowledge (choice-task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.

    Results: Test scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time-points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.

    Conclusions: This study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.

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  • 5.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Sanders, Lisa D.
    University of Massachusetts, USA.
    Coch, Donna
    Dartmouth College, USA.
    Auditory pseudoword rhyming effects in bilingual children reflect second language proficiency: An ERP study2023Ingår i: Brain and Language, ISSN 0093-934X, E-ISSN 1090-2155, Vol. 240, artikel-id 105265Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated second language (L2-English) phonological processing in 31 Spanish-English bilingual, 6- to 8-year-old schoolchildren in an event-related potential (ERP) auditory pseudoword rhyming paradigm. In addition, associations between ERP effects and L2 proficiency as measured by standardized tests of receptive language and receptive vocabulary were explored. We found a classic posterior ERP rhyming effect that was more widely distributed in children with higher L2 proficiency in group analyses and was larger for children with better L2 proficiency in correlation analyses. In contrast, the amplitude of an early (75–125 ms) auditory pos- itivity was larger in children with lower L2 proficiency. This pattern suggests differential use of early and late auditory/phonological processing resources in the pseudoword rhyme task associated with L2 proficiency, which is consistent with the predictions of the lexical restructuring model in a bilingual context. 

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  • 6.
    Farshchi, Sara
    et al.
    Lund University, Sweden.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    van de Weijer, Joost
    Lund University, Sweden.
    Paradis, Carita
    Lund University, Sweden.
    Brain responses to negated and affirmative meanings in the auditory modality2023Ingår i: Frontiers in Human Neuroscience, E-ISSN 1662-5161, Vol. 17, artikel-id 1079493Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Negation is frequently used in natural language, yet relatively little is known about its processing. More importantly, what is known regarding the neurophysiological processing of negation is mostly based on results of studies using written stimuli (the word-by-word paradigm). While the results of these studies have suggested processing costs in connection to negation (increased negativities in brain responses), it is difficult to know how this translates into processing of spoken language. We therefore developed an auditory paradigm based on a previous visual study investigating processing of affirmatives, sentential negation (not), and prefixal negation (un-). The findings of processing costs were replicated but differed in the details. Importantly, the pattern of ERP effects suggested less effortful processing for auditorily presented negated forms (restricted to increased anterior and posterior positivities) in comparison to visually presented negated forms. We suggest that the natural flow of spoken language reduces variability in processing and therefore results in clearer ERP patterns.

     

  • 7.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    At the heart of democracy is being able to be a part of the society at large which requires sharing the dominant language. In recent years, we have lectured on language learning and specifically second language learning and multilingualism for teachers in Sweden, from Malmö in the south to Umeå in the north. While teachers at all levels need to have knowledge of second language acquisition and learning it becomes apparent in discussions that teachers often meet children who are not motivated to learn Swedish. As a result, the children have not acquired the language used in, for instance the preschool curriculum, nor do they have the necessary skills in Swedish to acquire new knowledge when they start school. 

    This means that the research we present to our teacher students and to practicing teachers is relevant to language learning but cannot fully address the challenges faced by the profession. Further knowledge and research are needed on how to work with Swedish as a second language, such as in the preschool context where 25% of children have another language besides Swedish as their first language (SCB, 2021) and, crucially, their motivation to learn the language is low. Language proficiency in preschool predicts subsequent grades in school in for instance math and reading (Murphy et al., 2016; Pace et al., 2019). Therefore, knowledge about how to motivate children (and parents) is a prerequisite for making a linguistic intervention so that children's Swedish skills are sufficient to absorb the education in preschool and later knowledge acquisition in school which is important for being a part of the society at large. 

     

    We will present previous studies of motivation for language learning (Lamb et al., 2021) and our preliminary data from questionnaires and interviews with personnel in preschools and adult learners of Swedish as a second language focusing on motivation to learn the language. Against this background, we will introduce our ideas of “language learning motivation interventions” (LLMI) in school settings. We will claim that it is crucial for teachers to have a better grasp of how to motivate learning Swedish. This understanding can result in the inclusion of children and students in school and the society on equal bases for learning and thus for democracy in their current setting but also in future settings. 

     

     

    References

     

    Lamb, M., Csizer, K., Henry, A., & Ryan, S. (2021). The Palgrave Handbook of Motivation for Language Learning. Springer Nature Switzerland AG. 

    Murphy, K. A., Farquharson, K., Language, & Reading Research, C. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29(9), 1745-1770. https://doi.org/10.1007/s11145-016-9651-y 

    Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.04.001 

    Statistiska Central Byrån. (2021). Demografi: Antal personer med utländsk eller svensk bakgrund (fin indelning) efter region, ålder och kön (år 2002-2020). 

     

  • 8.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    On motivating children to learn a host language2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Children immigrating to Sweden are not motivated to learn the host language Swedish and learn English instead. We gathered information on what positively or negatively affects children’s motivation to learn Swedish to develop a “motivation-intervention” in collaboration with early-childhood teachers. Previous intervention studies of children’s motivation typically focus on learning a foreign language in school (García & Pérez-Llantada, 2015). We need to gain a better understanding of the effects of motivational interventions on particularly immigrant children learning a host language in early childhood. Our interventions are based in the theory of self-determination and included but were not limited to activities such as goal setting, self-reflection, and self-evaluation, that previously showed positive effects on students' motivation and attitudes towards learning a foreign language (Dörnyei & Csizér, 1998; MacIntyre & Noels, 1994). Early-childhood teachers answered a questionnaire focusing on children's motivation to learn Swedish and factors affecting this motivation. Development of interventions were based on the results from this questionnaire. To reduce the concern that not all children have access to the effective intervention we will invite childcare personnel in the area to a presentation and discussion of results. The main finding was the importance of the caregivers as role models. If they acquired Swedish, and found the language acquisition important for their children, children would be more motivated and would also attend childcare more frequently. Including teachers into the development of interventions led to relevant interventions that easily can be integrated with the regular curriculum in contrast to intense researcher-implemented interventions.

     

  • 9.
    Sehlström, Pär
    et al.
    Umeå University, Sweden.
    Waldmann, Christian
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Levlin, Maria
    Umeå University, Sweden.
    Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties2023Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, artikel-id 1231817Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction: Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.

    Methods: Participants were 100 upper secondary students (aged 17–18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students’ responses from an online survey about SEW.

    Results: As to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school.

    Discussion: Pedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).

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  • 10.
    Lindfors, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Hansson, Kristina
    Lund University, Sweden.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Seriality surpasses hierarchy when children process sentences and picture sequences2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Opposing perspectives of language processing either emphasize serial order or hierarchal structure (Frank et al., 2012; Yang et al., 2017), while a third perspective unifies seriality and hierarchy in the view that hierarchical organizations emerge from simultaneous serial activity on different time scales just as in other domains (Langacker, 2020). With the aim to contribute to these discussions, we replicated and extended an earlier study (Cohn et al., 2014) with adults in which ERPs patterned with the hierarchical structure of picture sequences (comic strips) and not with their serial order. In the present ERP study with children, we used both Cohn et al.’s picture paradigm and a novel verbal paradigm (so far not used with adults) that was constructed to correspond to the picture paradigm. More specifically, interruptions (prolonged silent pauses) were inserted within or between clauses of auditorily presented sentences to correspond to interruptions (blank panels) within or between constituents of picture sequences. Preliminary results for 10-12-year-old children (N = 15) revealed an expected anterior negativity (500-700 ms) that varied with placement of interruptions of picture sequences but the previously reported effect of this manipulation on the P600 amplitude was not replicated. Importantly, however, the amplitude of the anterior effect varied with the serial order of the interruptions, in contrast to previous results for adults where the amplitude varied with the hierarchical structure (i.e., an increased anterior negativity, 500-700 ms, to within constituent interruptions compared to between constituent interruptions). This pattern of results was identical in the novel verbal paradigm. That is, in children, interruptions of sentences elicited an anterior negativity that varied in amplitude with the serial order of the interruptions rather than with the hierarchical structure, while the P600 amplitude was not affected by placement of interruption. These combined results suggest that children’s processing relies on seriality rather than hierarchy in both sentences and picture sequences. This is in line with domain general perspectives of language processing that regard serial order as fundamental and hierarchical structures as emerging organization. We suggest further investigations to answer when in development hierarchical processing emerges in each and both of the domains.

  • 11.
    Waldmann, Christian
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Levlin, Maria
    Umeå university, Sweden.
    Skrivutveckling hos elever med en historia av lässvårigheter2023Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Det är välbelagt att läs- och skrivsvårigheter ofta samförekommer (t.ex. Carretti m.fl., 2013; Sumner m.fl., 2013). Däremot saknas forskning om hur skrivutvecklingen ser ut över tid hos elever med en historia av lässvårigheter. I denna studie undersöktes textproduktion, språklig komplexitet och textkvalitet i narrativa texter skrivna i årskurs 3 och 6 av elever identifierade med typisk respektive svag avkodning och/eller läsförståelse i årskurs 2. Deltagare var 16 elever med svag avkodning (SA), 16 elever med svag läsförståelse (SL), 11 elever med svag avkodning och läsförståelse (SAL) samt 18 elever med typisk läsförmåga (TL). Textmaterialet bestod av den narrativa skrivuppgiften i det nationella ämnesprovet i svenska i årskurs 3 och 6. Texterna analyserades med hjälp av kvantitativa mått på textlängd, lexikal variation och narrativ kvalitet samt med parametriska analysmetoder (Anova, Mixed Anova). Resultaten visade på gruppskillnader i textlängd och lexikal variation i årskurs 3 och i narrativ kvalitet i årskurs 6, särskilt mellan TL och SAL. Huvudeffekten för tid och läsgrupp var signifikant för textlängd (p < ,001, p = ,016), lexikal variation (p < ,001, p = ,006) och narrativ kvalitet (p = ,002, p = ,007). Alla grupper uppvisade en positiv utveckling över tid, men det var framför allt SL som visade framsteg i textlängd och narrativ kvalitet, medan TL uppvisade en ökning i narrativ kvalitet. Sammantaget indikerar studien att en svag läsförståelse gör elever särskilt sårbara i skrivutvecklingen, men att enbart en svag läsförståelse inte utgör något hinder för att lära sig att skriva längre och bättre texter.

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  • 12.
    Waldmann, Christian
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    The relationship between reading, spelling, writing productivity and fluency, and text quality2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study explores 1) how reading and spelling relate to writing fluency, and 2) howreading, spelling and writing fluency relate to text quality. Fluency in writing has beendescribed as a measure that comprises all processes and subprocesses involved in writing. Inthis study we include two different definitions of fluency; product and process fluency.Factors such as language (L1/FL), text genre, and spelling have been shown to relate tofluency in writing, but less is known about the potential impact of, for example, reading.Text quality, on the other hand, has been connected with both product fluency such as textlength (Zhang et al., 2016), and process fluency such as time on task (Bennett et al., 2020)and number of keystrokes or words written per minute (Leijten & Van Waes, 2015; Sinharayet al, 2019). Reading has been found to relate to text quality in primary school (Ahmed et al.,2014; Kim et al., 2015), but less is known about this relationship in older students. This studycontributes with more knowledge on how reading may relate to writing fluency and textquality in later school years.

    A group of 130 Swedish upper secondary school students’ final texts, writing processes andreading measures have been used in the analysis. In order to receive a broad picture ofstudents’ reading and writing, students performed a number of reading tasks and wrote textsin both L1 Swedish and FL English and in two genres (argumentative/narrative) usingkeystroke logging (Frid, Johansson, Johansson, & Wengelin, 2014). The data-collection wasconducted during 6 sessions in the students’ classrooms. Reading measures were collected inL1 and included word recognition (pseudoword reading and sight-word reading), readingcomprehension, and a dictation task was used to capture spelling. From the keystroke logs,we retrieved data about product fluency (number of characters in final texts, total number oftyped characters) and process fluency (number of characters per minute, length of burstsbetween pauses and revisions). Text quality was assessed qualitatively using an adaptedversion of Jacobs’ (1981) analytic scoring scheme which includes seven dimensions: content,organisation, cohesion, vocabulary, language use, spelling, and punctuation (see Sehlström etal., 2022 for information about the adapted version). The data was analysed statistically usingANOVA and regression models.

    Results showed that students’ fluency in writing depended both on language (L1/FL) and ongenre (narrative/argumentative); fluency was higher when using their first language and whenwriting in the narrative genre. Further, spelling was related to product and process fluency inboth L1 and FL, though there were differences between genres. Reading comprehension wasalso related to product and process fluency but only in FL. Text quality was connected withword reading, spelling and reading comprehension as well as with the writing fluencymeasures; characters in final text, characters per minute and length of bursts between pauses.However, there were differences between language and genre. For example, readingcomprehension (in L1) was only related to text quality in FL and not in L1. In all the models,the writing fluency measures were more strongly connected with text quality than spelling,word reading and reading comprehension.

    The results raise questions about the relationship between reading and writing and howreading seems to be applied differently during writing depending on what genre and languageis used. For example, reading comprehension in L1 seems to be more important for writing inFL than in L1, suggesting that reading comprehension may be a part of an underlyingcommon linguistic proficiency that writers use as a resource during writing in FL.

    References

    Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between readingand writing at the word, sentence, and text levels: a latent change score analysis.Journal of Educational Psychology, 106(2), 419–434.https://doi.org/10.1037/a0035692

    Bennett, R., Zhang, M., Deane, P., & van Rijn, P. W. (2020). How Do Proficient and LessProficient Students Differ in Their Composition Processes? Educational Assessment,25(3), 198–217. https://doi.org/10.1080/10627197.2020.1804351

    Frid, J., Johansson, V., Johansson, R., & Wengelin, Å. (2014). Developing a keystrokelogging program into a writing experiment environment. Writing Across Borders, 19–22 February 2014. Paris.

    Jacobs, H., Zinkgraf, S., Wormuth, D., Hartfiel, V., & Hughey, J. (1981) Testing ESLcomposition: A practical approach. Newbury House.

    Kim, Y.-S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third gradewriting. Learning and Individual Differences, 37, 27–37.https://doi.org/10.1016/j.lindif.2014.11.00

    Sehlström, P., Waldmann, C., Steinvall, A., & Levlin, M. (2022). Swedish (L1) and English(L2) Argumentative Writing of Upper Secondary Students with ReadingDifficulties. L1-Educational Studies in Language and Literature, 22, 1–22.https://doi.org/10.21248/l1esll.2022.22.1.405

    Sinharay, S., Zhang, M., & Deane, P. (2019). Prediction of Essay Scores From WritingProcess and Product Features Using Data Mining Methods. Applied Measurement inEducation, 32(2), 116–137. https://doi.org/10.1080/08957347.2019.1577245

    Van Waes, L. & Leijten, M. (2015). Fluency in Writing: A Multidimensional Perspective onWriting Fluency Applied to L1 and L2. Computers and Composition, 38, 79–95.https://doi.org/10.1016/j.compcom.2015.09.012

    Zhang, Hao, J., Li, C., & Deane, P. (2016). Classification of writing patterns using keystrokelogs. QUANTITATIVE PSYCHOLOGY RESEARCH, 167, 299–314.https://doi.org/10.1007/978-3-319-38759-8_23

  • 13.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Newman, Aaron
    Dalhousie University, Canada.
    The roles of age of acquisition, proficiency, and first language on second language processing2023Ingår i: Changing Brains: Essays in Honor of Helen J. Neville / [ed] Aaron Newman, Giordana Grossi, Routledge, 2023, s. 57-77Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    With current trends in population migration, international mobility, and connectedness, an understanding of the factors that lead to optimal second language acquisition is increasingly important. Based on Helen Neville’s work, this chapter discusses some of the neurocognitive research on second language processing with a focus on studies utilizing event-related potentials (ERP). The chapter is structured around phonology, semantics, and syntax. For each of these subsystems of language, there is a focus on three factors important for second language processing: age of acquisition (AoA), proficiency, and cross-linguistic influence. We argue for a shift in ERP research from a focus on AoA as a sole factor for describing differences in processing languages to a more comprehensive approach, including proficiency and cross-linguistic influence.

  • 14.
    Ambrazaitis, Gilbert
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Frid, Johan
    Lund University, Sweden.
    House, David
    KTH Royal instute of technology, Sweden.
    Auditory vs. audiovisual prominence ratings of speech involving spontaneously produced head movements2022Ingår i: Proceedings of the International Conference on Speech Prosody 2022 / [ed] Frota S., Cruz M., Vigario M., International Speech Communication Association , 2022, s. 352-356Konferensbidrag (Refereegranskat)
    Abstract [en]

    Visual information can be integrated in prominence perception, but most available evidence stems from controlled experimental settings, often involving synthetic stimuli. The present study provides evidence from spontaneously produced head gestures that occurred in Swedish television news readings. Sixteen short clips (containing 218 words in total) were rated for word prominence by 85 adult volunteers in a between-subjects design (44 in an audio-visual vs. 41 in an audio-only condition) using a web-based rating task. As an initial test of overall rating behavior, average prominence across all 218 words was compared between the two conditions, revealing no significant difference. In a second step, we compared normalized prominence ratings between the two conditions for all 218 words individually. These results displayed significant (or near significant, p<.08) differences for 28 out of 218 words, with higher ratings in either the audiovisual (13 words) or the audio-only-condition (15 words). A detailed examination revealed that the presence of head movements (previously annotated) can boost prominence ratings in the audiovisual condition, while words with low prominence tend to be rated slightly higher in the audio-only condition. The study suggests that visual prominence signals are integrated in speech processing even in a relatively uncontrolled, naturalistic setting.

  • 15.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Lindfors, Hanna
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Hansson, Kristina
    Lund University, Sweden.
    Comprehending L2 Comprehension: A study of Arabic-Swedish bilingual preschoolers’ performance on a Swedish proficiency test2022Ingår i: HumaNetten, E-ISSN 1403-2279, nr 48, s. 9-36Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    About a fifth of all children in Sweden learn the societal language Swedish outside of the home, i.e., they have Swedish as a second language (L2). Many of these children have lower socioeconomic status (SES) backgrounds, which predicts lower language proficiency. The aim of the present study is twofold: to contribute to a greater understanding of L2- Swedish proficiency in preschoolers with lower SES backgrounds, and to find out how proficiency tests should be adapted for bilingual children such that the tests are valid, i.e., unbiased to the language status (L1 or L2). We investigate test performance on a Swedish receptive language proficiency test (the Comprehension scale of The New Reynell Developmental Language Scales, NRDLS) which has a monolingual norming sample. The participants are 51 bilingual children (3-5-years of age) with Arabic as their L1, and who attend preschools in Swedish neighborhoods with lower SES. Results indicate that in contrast to the norming sample, bilingual children’s raw scores for subsections of the test are not progressively more difficult. Thus, we need to be aware that bilingual children’s high proficiency in a particular aspect of the language does not necessarily imply that they are proficient in aspects that would be considered easier from a monolingual perspective. In addition, there are indications that unfamiliarity with L2 lexical items, that are typically acquired early in L1, causes bilingual children to fail on tasks aimed at assessing syntactic skills, even though they appear to understand the syntactic pattern. We conclude with suggestions for special considerations and adaptations to assess individual L2- comprehension in preschoolers more accurately, such that practitioners in turn can support the children’s language development.

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  • 16.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Gullberg, Marianne
    Lund University, Sweden.
    First Language Matters: Event-Related Potentials Show Crosslinguistic Influence on the Processing of Placement Verb Semantics2022Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, s. 1-19, artikel-id 815801Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Second language (L2) learners experience challenges when word meanings differ across L1 and L2, and often display crosslinguistic influence (CLI) in speech production. In contrast, studies of online comprehension show more mixed results. Therefore, this study explored how L2 learners process fine-grained L2 verb semantics in the domain of caused motion (placement) and specifically the impact of having similar vs. non-similar semantics in the L1 and L2. Specifically, we examined English (20) and German (21) L2 learners of Swedish and native Swedish speakers (16) and their online neurophysiological processing and offline appropriateness ratings of three Swedish placement verbs obligatory for placement supported from below: satta "set," stalla "stand," and lagga "lay." The learners' L1s differed from Swedish in that their placement verbs either shared or did not share semantic characteristics with the target language. English has a general placement verb put, whereas German has specific verbs similar but not identical to Swedish, stellen "set/stand" and legen "lay." Event-related potentials (ERPs) were recorded while participants watched still frames (images) of objects being placed on a table and listened to sentences describing the event with verbs that either matched the image or not. Participants also performed an offline appropriateness rating task. Both tasks suggested CLI. English learners' appropriateness ratings of atypical verb use differed from those of both native Swedish speakers' and German learners, with no difference in the latter pair. Similarly, German learners' ERP effects were more similar to those of the native Swedish speakers (increased lateral negativity to atypical verb use) than to those of the English learners (increased positivity to atypical verb use). The results of this explorative study thus suggest CLI both offline and online with similarity between L1 and L2 indicating more similar processing and judgments, in line with previous production findings, but in contrast to previous ERP work on semantic L2 processing.

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  • 17.
    Sayehli, Susan
    et al.
    Stockholm University, Sweden.
    Gullberg, Marianne
    Lund University, Sweden.
    Newman, Aaron J.
    Dalhousie University, Canada.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Native Word Order Processing Is Not Uniform: An ERP Study of Verb-Second Word Order2022Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, s. 1-22, artikel-id 668276Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Studies of native syntactic processing often target phrase structure violations that do not occur in natural production. In contrast, this study examines how variation in basic word order is processed, looking specifically at structures traditionally labelled as violations but that do occur naturally. We examined Swedish verb-second (V2) and verb-third (V3) word order processing in adult native Swedish speakers, manipulating sentence-initial adverbials (temporal idag ‘today’, spatial hemma ‘at home’ and sentential kanske ‘maybe’) in acceptability judgements, in simultaneously recorded event-related potentials (ERP) to visually presented sentences and in a written sentence completion task. An initial corpus study showed that the adverbials differ in frequency in fronted position (idag > kanske > hemma), and although all occur mainly with V2 word order, kanske occurs more frequently with V3 in natural production than both idag and hemma. The experimental results reflected these patterns such that V2 sentences were overall more frequently produced and were deemed more acceptable than V3 sentences. The ERP results consisted of a biphasic N400/P600 response to V3 word order that indicated effects of word retrieval and sentence reanalysis. We also found consistent effects of adverbials. As predicted, V3 was produced more frequently and judged as more acceptable in Kanske sentences than in sentences with the other two adverbials. The ERP analyses showed stronger effects for idag and hemma with V3, especially regarding the P600. The results suggest that the naturally occurring word order ‘violation’, V3 with kanske, is processed differently than V3 with other adverbials where the V2 norm is stronger. Moreover, these patterns are related to individuals’ own production patterns. Overall, the results suggest a more varied native word order processing than previously reported.

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  • 18.
    Lindfors, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Drury, John
    Jiangsu Normal University, China.
    Pakulak, Eric
    Stockholm University, Sweden.
    Hansson, Kristina
    Lund University, Sweden.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Linnaeus University.
    Prolonged pauses in spoken sentences reveal ERP responses in children similar to adult brain responses to constituent interruptions in visual narrative structure2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    Inspired by early “click” studies investigating the online processing of constituency boundaries in language (e.g., Fodor & Bever, 1965), Cohn et al. (2014) used ERPs to probe the structure and processing of visual narratives. Sequentially presented images (panels of comics without text) were interrupted (or not) by blank panels occurring either within or between putative narrative constituents. ERP responses obtained with this paradigm included anterior negativities and posterior positivities which could be argued to resemble previously observed effects related to the processing of linguistic constituency. In our ongoing developmental ERP studies of the processing of abstract hierarchical structure across cognitive domains, we developed and tested an auditory paradigm with analogous between/within constituent interruptions of naturalistic speech which accompanied short animated movies. Auditory analogues of the blank panel interruptions from the Cohn et al. comics study here took the form of prolonged pauses (1600 ms) inserted into spoken sentences (versus pauses with natural duration, 400 ms). Pauses were inserted within a first clause (WC1), within a second clause (WC2), or between clauses (BC). ERP data from eight children (10-12 yrs) are presented here. The previously reported visual narrative ERP responses in Cohn et al.’s study with adult participants appear to replicate in our auditory sentence paradigm. The comparison of prolonged pauses at WC1 with prolonged pauses at BC indicated a late negativity over centro-parietal sites. This was consistent with the late negativity for the comparison of visual interruptions at corresponding positions (though less frontal on the scalp). Similarly, we found a late biphasic response (anterior negativity and parietal positivity) to prolonged pauses at WC2 compared to prolonged pauses at BC, and a parietal positivity to prolonged pauses at WC2 compared to prolonged pauses at WC1. Statistical analyses showed a main effect of omission position (F(2,14) = 3.81, p < .05, ηp2 = .35) between 700-900 ms after pause onset which represents the time window 400-600 ms relative to the natural pause offset (i.e., the disambiguating point). Follow-up analyses corroborated this pattern , particularly over medial sites (WC1-BC: position x laterality, F(1,7) = 18.25, p = .004, ηp2 = .72; WC2-WC1: position x laterality, F(1,7) = 10.89, p = .013, ηp2 = .61). However, the biphasic response for WC2-BC was not significant (p’s > .325). Thus, our preliminary child ERP data appear to show responses contrasting within- versus between-constituent interruptions of speech that are strikingly similar to previously reported effects in adults for analogous interruptions targeting visual narrative constituency. Though this similarity of patterns across modalities and age groups needs to be handled with caution, it does at least suggest that the present auditory paradigm may succeed in targeting dimensions of processing relevant for informing our study of abstract hierarchical structure across domains in child development.

  • 19.
    Lindfors, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Hansson, Kristina
    Lund University, Sweden.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Skolbarns bearbetning av semantik i bildserier och i auditivt presenterade meningar i berättelser: En ERP-studie2022Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Introduktion 

    Genom att spela in händelserelaterade potentialer (ERP) har likartad bearbetning av semantik i bildserier och auditivt presenterade meningar påvisats hos vuxna och barn. Manfredi et al. (2020) jämförde barns bearbetning av isolerade treordsmeningar som avslutades med ett förväntat eller icke- förväntat ord (Paulo eats pasta/poem) med bearbetningen av bildserier som avslutades med en förväntad eller icke-förväntad bild. I båda villkoren eliciterades N400-effekten—centro-parietal distribution för ord och frontal distribution för bilder. Här replikeras jämförelsen, men den auditiva delen består nu av komplexa meningar i berättelser. 

    Metod 

    Föreliggande studie av tio 10-12-åringar med typisk språkutveckling är ett första steg i att undersöka om bearbetning av semantik (och senare struktur) i talat språk och bilder skiljer sig kvalitativt åt hos barn med språkstörning, vilket hade påvisat huruvida störningen är språkspecifik eller domängenerell. Barnen tittade på tecknade bildserier som presenterades sekventiellt på en datorskärm och lyssnade sedan på komplexa meningar i berättelser som spelades upp med tillhörande filmer medan kontinuerlig EEG spelades in. Amplituden av N400-effekterna mättes mellan 300–500 ms och 500–700 ms. 

    Resultat 

    Vi replikerade den centro-parietala N400-effekten för ord och den fronto-centrala N400-effekten för bilder. N400-effekten för ord började mellan 300-500 ms (F(1,9) = 6.65, p < .05, partial η2 = .43) men 

    först mellan 500-700 ms (F(1,9) = 13.21, p < .01, partial η2 = .60) för bilder vilket indikerar en långsammare bearbetning av bilder. En stark positiv korrelation mellan effekterna (r = .61, p = .06), som påvisade att barn med en större N400-effekt för ord visade en större N400-effekt även för bilder var nära signifikans.SlutsatsResultaten visar således att 10-12-åringar med typisk språkutveckling bearbetar semantik i bildserier och i komplexa auditiva berättelser på kvalitativt liknande sätt, men med vissa kvantitativa skillnader i framförallt latens. Dessa N400-effekter kommer att jämföras med de som nu samlas in från barn med språkstörning. 

  • 20.
    Sayehli, Susan
    et al.
    Stockholm University, Sweden.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Dylman, Alexandra
    Mälardalen University, Sweden.
    Pakulak, Eric
    Stockholm University, Sweden.
    The impact of stress on host language acquisition of immigrant children2022Konferensbidrag (Refereegranskat)
  • 21.
    House, David
    et al.
    KTH (Royal Institute of Technology), Sweden.
    Ambrazaitis, Gilbert
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    The multimodal nature of prominence2022Ingår i: 13th Nordic Prosody Conference - Book of Abstracts, 2022, s. 8-10Konferensbidrag (Övrigt vetenskapligt)
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  • 22.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Tärning, Betty
    Lund University, Sweden.
    Gulz, Agneta
    Lund University, Sweden.
    Challenges for deploying math intervention in already challenged early childcare centers2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    By comparing the results from two language versions of a computer based intervention program (Magical garden, MG) we aim to learn how to best increase early mathematic skills in 4-5-year olds with a first language (L1, Arabic) different from the official language used in school (L2, Swedish). Research on acquisition of novel concepts favors learning in L1 followed by L2, to learning in L2 only (Perozzi & Sanhez, 1992). However, this has not been researched in mathematics even though often suggested (Clements, Sarama, Wolfe, & Spitler, 2013). The game is based on results by Griffin and colleagues (Griffin, Case, & Siegler, 1994) and focuses on promoting an understanding of early numeracy. Children learn by teaching a panda how to play the game, which is adaptive to their success rate. The game is socially inclusive a) everyone plays the same scenarios, though at different levels and b) the garden grows with amount played independent of level. By virtue of the experimental design, half of the children play the version hypothesized to be less effective. However, all ECCs will have free access to both versions after the intervention period. Previous studies show monolingual children using MG developing their number sense (Gulz, 2018). Here we will discuss the preliminary findings with bilingual children. Importantly, we will discuss our challenges when implementing the study at challenged ECCs. Interventions based on educational software can easily be scaled-up and teachers can deploy them even with little own knowledge and interest in math (Praet & Desoete, 2014). 

  • 23.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Gullberg, Marianne
    Lund University, Sweden.
    Cross-linguistic influence and fine-grained placement verb semantics: Evidence from ERPs and appropriateness ratings: part of the symposium Cross-linguistic similarities in language learning and use2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Second language (L2) learners experience challenges when word-meanings differ across L1 and L2, and often display cross-linguistic influence (CLI) effects in speech production (Jarvis & Pavlenko, 2008). In contrast, comprehension studies show more mixed results. Specifically, ERP studies of semantic processing mainly report effects related to proficiency but surprisingly not CLI. This could be because they typically examine the processing of gross semantic violations, such as comparing socks and butter in the sentence He spread the bread with socks/butter (Kutas & Hillyard, 1980), rather than more fine-grained semantics. 

    We therefore explored how L2 learners process fine-grained L2 verb semantics that are either similar or not to their L1, predicting positive effects when semantics are similar. Specifically, we examined online neurophysiological processing and offline appropriateness ratings of three obligatory Swedish placement verbs, sätta ‘set’, ställa ‘stand’, and lägga ‘lay’. Verb choice in Swedish depends on the located object’s properties (shape, orientation, presence of a base; Gullberg & Burenhult, 2012). In contrast, English has one general placement verb (put), whereas German has specific verbs similar to Swedish (Berthele, 2004). 

    ERPs were recorded while English (18) and German (19) learners of L2 Swedish (matched for proficiency) and native Swedish speakers (17) watched images of objects being placed on a table and listened to sentences describing the placement with verbs that matched or not. In addition, participants performed an offline appropriateness rating task. 

    Both tasks revealed CLI effects. German learners’ appropriate ratings were more similar to native Swedish speakers’ than those of English learners. Similarly, German learners’ ERP effects were more similar to native Swedish speakers’ than those of English learners. The results thus reveal CLI both offline and online, in line with production findings, but critically in contrast to previous ERP studies of semantic processing. 

  • 24.
    Ambrazaitis, Gilbert
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    House, David
    KTH Royal instute of technology, Sweden.
    The role of head and eyebrow movements for the production and perception of prosodic prominence: Evidence from Swedish news readings and spontaneous dialogue2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This talk focuses on the role of eyebrow and head gestures for the multimodal construction of prominence. We will summarize results from our recent studies (in progress or submitted) on the co-occurrence of gestures and pitch accents in two different genres (news readings and spontaneous dialogue). Special foci will lie on (1) phonetic and phonological aspects of the co-production of head movements, eyebrow movements and pitch accents in news readings, (2) the audio-visual integration of pitch accents and head movements in the perception of prominence, and (3) some preliminary data on the occurrence of head and eyebrow movements in spontaneous Swedish dialogue. To highlight our key findings, (1) in a data set consisting of 60 brief news readings (12 minutes of speech in total; 1936 words) we have observed a tendency for a more pronounced phonetic realization of pitch accents (in terms of larger fo-rises) as a function of co-occurring head and eyebrow movements, which, we argue, suggests prominence production to be underlyingly multimodal and cumulative. (2) Using a web-based rating task (involving 85 participants: 44 in an audio-visual and 41 in an audio-only condition), we collected prominence ratings for a selection of clips taken from our news reading materials (218 words). The results displayed a small but significant effect of the visual modality, as a stronger perceptual distinction was made between accented words with and without head movements in the audio-video condition compared to the audio-only condition. (3) Finally, in four 5- minute excerpts from the Spontal Corpus, we automatically identified head movements using a motion capture technique, revealing that only 19% of “simple head movements” co-occurred with pitch accents, as opposed to 71% in our news reading data. Hence, in the spontaneous dialogues, head movements serve a multitude of expressive and communicative functions, while in news readings, their function may indeed be primarily related to the signaling of prominence. An annotation of eyebrow movement in the spontaneous speech data is in progress. Overall, our findings suggest an essentially multimodal nature of prominence production and perception, as well as large differences in the usage of gestures between genres. 

  • 25.
    Andersson, Annika
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Lindfors, Hanna
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Hansson, Kristina
    Lund University, Sweden.
    Developmental language disorder: a language specific disorder or a domain general disorder?2020Ingår i: Thrive Nordics: Special Education, nr Autumn/WinterArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    Developmental language disorder (DLD; prior called specific language impairment, (Bishop et al., 2017) is one of the most frequent childhood disorders. Efficient intervention requires that we understand the underlying nature of the disorder. In this paper we will present our ongoing study of children with DLD that has been made possible by the Marcus and Amalia Wallenberg Foundation. Our hypothesis is that the underlying deficit in DLD is not domain specific, (i.e., affects language only) but rather domain general and as such relates to general cognitive mechanisms. If results from our study confirms our hypotheses this could affect how interventions for children with DLD should be developed and designed.

  • 26.
    Andersson, Annika
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Flerspråkighet: Barnkonventionen och barnens rätt till alla sina språk2019Ingår i: Perspektiv på barnkonventionen: Forskning, teori och praktik / [ed] Lina Ponnert, Anna Sonander, Lund: Studentlitteratur AB, 2019, s. 225-254Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I detta kapitel resoneras kring barns rättigheter till utveckling, att behålla sin identitet och att använda sina språk. Rättigheterna kommer att diskuteras utifrån vikten av modersmålen 1) för tillägnandet av svenska som ett andraspråk, 2) för identitetsutvecklingen och 3) som stöd för samspelet mellan vårdnadshavare och barn. Målet är att genom en presentation av forskningsresultat skapa en förståelse för och kunskap om modersmålets vikt och hur rätten till språket skulle kunna tolkas enligt barnkonventionen. 

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