This paper presents a critical overview of the current use of English within legal education and the legal profession in Sweden. In addition, it attempts to characterize attitudes towards the use of English within Swedish law practice. The paper will make use of information obtained from a selection of law firms, the Swedish National Courts Administration and the Swedish Public Office of Prosecution. It will also make use of comments and information from a selection of professionals and other bodies such as the European Commission, the Swedish Language Council and the Swedish Bar Association.  The central aim of this essay is to present a clear picture of the extent to which English is actually used within current Swedish legal practice. It directly addresses the question of whether the level of English that Swedish law graduates are exposed to in their legal studies adequately provides them with the skills required by the professional legal world. It is claimed that there is an apparent miscommunication between legal education and its corresponding profession, which is creating a very unfortunate situation for students. In addition, it is suggested that redesigning the Swedish law programme, as a response to the demands of English within the Swedish legal profession, is necessary to properly prepare students for legal practise in Sweden. The law programme must function as a platform for theoretical growth as well as the future, practical success of students. Striving for excellence among students should not be restricted to the theoretical aspect of a subject but must include the ability of students to put their theoretical knowledge to practical use. It is argued that English is a needed supplement in the successful practise of law in Sweden and as such must be an integrated part of the legal education program.

Med utgångspunkt i både traditionell och samtida syn på finithet har det uto-aztekiska språket cupeño studerats. Flera grammatiska markörer för såväl subjektskongruens som temporala, modala och aspektuella distinktioner definieras. Dessa markörer kan i huvudsatser i cupeño uppträda i antingen ett auxiliarkomplex i Wackernagels position eller som affix på verbet. Subjektskongruens och olika TMA-markörer definieras som två skilda grammatiska system. Framför allt markörerna för subjektskongruens kan bibehållas i underordnade satser, som också har speciella markörer för underordning. Även om skillnader finns mellan över- och underordnade satser så finns ingen distinktion mellan finita och icke finita verb. Förutom verbkonstruktioner i över- respektive underordnade satser definieras också verbkonstruktioner med nominal morfologi och imperativ som egna typer av verbkonstruktioner, som varierar i vilken utsträckning finita drag förekommer.

Denna uppsats avser att kartlägga förekomsten av skorr i det spansktalande Karibien. Dorsala realiseringar av fonemet /r/, dvs skorr är ett fenomen som inte är belagt i europeisk spanska. Hur kommer det sig? Jag har försökt utröna de möjliga orsakerna till varför bakre /r/ förekommer i spanskan i den karibiska övärlden trots att det inte förekommer i standardspanska. Uppsatsen har visst fokus på Kuba, men berör också Puerto Rico och Dominikanska Republiken. Syftet har varit att försöka hitta en geografisk korrelation mellan olika språk och etniska grupper samt förekomsten av skorr i karibisk spanska. Resultaten är inte enhetliga. På Puerto Rico verkar skorr ha spritts sedan 1980-talet. På Kuba har fenomenet fått mer uppmärksamhet sedan 1970-talet. Beträffande Dominikanska Republiken var underlaget bristfälligt och det gick inte att dra säkra slutsatser. Enligt befintlig litteratur har fonemet /r/ i Karibien åtminstone sju dorsala realiseringar fördelade som följer: [n],[R],[ʁ],[x],[χ],[h]och [ɣ], varav de sista sex här betraktas som instanser av skorr. Ibland förekommer skorr i hela områden och ibland fläckvis. Ibland korrelerar skorr med någon av hypoteserna, och ibland inte alls. Resultaten är inte entydiga, men i stort korrelerar skorr med det faktum att den spanska övärlden har haft stora bosättningar av franska och fransk-kreoltalare, de enda grannar som konsekvent har skorr i sitt foneminventarium.  Ingen annanstans i Spanskamerika har skorr belagts.

This essay investigates how adjectives are used in fashion magazines in order to determine if the use differs regarding the targeted gender of the magazines, regarding the gender of the author of the article and regarding the gender of the person featured in the article. The aim is to determine if different types of adjectives are used, and if the frequency of the use of adjectives differs. A close reading of the articles was the method for identifying the adjectives, and the adjectives were classified as positive or negative in the context. In addition, all color terms and adjectives directly describing the person featured were identified separately. The results show that there are differences in terms of frequency. Women tend to use more adjectives than men. However, there are more adjectives included in magazines that target men and magazines featuring men. Men and women use different types of adjectives as well; positive adjectives are frequently used by women and negative by men. However, more negative adjectives are included in magazines targeting women whilst positive adjective are more frequently used in magazines targeting men. Regarding color adjectives, no clear differences are found. Adjectives describing the person featured differ regarding the gender of the author. Women are more frequent users. In addition, more adjectives are used to describe women than men. Women uses the types of adjectives describing the person featured more frequently. Adjectives describing personality are more common. Lastly, some differences between genders and adjectives that are viewed as restricted to women and men can been identified. It is possible to conclude that fashion magazines sustain gender roles in their representations.

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Hemispheric lateralization in speech perception in infants and adults was studied by means of brain activation patterns via EEGmeasurement. Overall activation and ERPs in response to IDS-stimuli in Swedish, Portuguese and rotated Swedish were tested in 9 4-monthold infants and 13 adults with EEG head-nets. Left-hemispheric activation was expected in adults at least for intelligible speech stimuli, whereas non-specific activation in both hemispheres was expected in infants. The results showed a right-hemispheric lateralization tendency in adults. The infants showed no lateralization pattern. Further research on 9-month-old infants is the next step to understand lateralization development in infants. / Hemisfärisk lateralisering vid talperception hos spädbarn och vuxna studerades genom hjärnaktiveringsmönster via EEG mätningar. Allmän aktivering och ERP som respons på barnriktat tal på svenska, portugisiska och roterad svenska testades på 9 stycken 4 månader gamla spädbarn och 13 stycken vuxna med EEG-nät. Vänster hjärnhalva förväntades aktiveras hos de vuxna åtminstone för förståeligt talstimuli, medan en icke-specifik aktivering i båda hemisfärerna förväntades hos spädbarnen. Resultaten visade en tendens mot högerhemisfärisk lateralisering hos vuxna. Spädbarnen visade inget lateraliseringsmönster. Ytterligare undersökningar på 9 månader gamla spädbarn är nästa steg för att nå kunskap angående lateraliseringsutvecklingen hos spädbarn. / The influence of attention to phonetic detail in speech perception on vocabulary development: Early prevention of developmental language delay

This study focuses on L2 learners of English in Swedish upper secondary schools and their ability to comprehend and use connectors in a multiple-choice cloze procedure. Connectors are used in text to signal the text structure and make explicit the relation between text segments. A study by Geva (1992) suggests that with an increased proficiency, learners also improve their ability to comprehend text relations and the use of connectors. The present study applies the suggestions of Geva’s results in a Swedish context. English in Swedish upper secondary schools, is taught at three levels (designated English 5, 6, 7) with increasing difficulty and proficiency level requirements. This study tests the ability to comprehend the context and use the correct connector on pupils in the two mandatory courses (English 5 & 6). Similar to previous studies, the aim is to investigate the relationship between levels of English and the ability to use connectors. This empirical survey investigates the English 5 & 6 pupils’ success in applying the appropriate connector in relation to the level of English they are placed in, in order to analyze whether there is any perceived development, as is presupposed by the English curriculum. Furthermore, the study also aims to analyze what type of connectors the pupils excel at or struggle with and any factors that might affect pupils’ performance. The test consisted of three categories: adversative (6 questions), additive (5 questions), and causal connectors (4 questions), a total of 15 questions, with one point being awarded for each correct response. The results of the two groups were similar and a subsequent t-test revealed that there was no statistical significance between the two groups in any of the categories. This suggests that in the sample which was tested there is no proficiency increase in terms of connectors and comprehending inter-/intrasentential relationships. Furthermore, the results indicate that the pupils are more likely to correctly select the appropriate adversative and causal connectors, but struggled in selecting the additive connectors. Keywords: connectors, comprehension, intrasentential & intersentential relationships, teaching, coherence, cohesion

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