I denna kandidatuppsats undersöker jag företeelser i svenska moderna (2000-talet och framåt) pop/rock- låttexter. Jag försöker ta reda på vad som kännetecknar de bästa texterna kontra ”mindre bra” sådana. Detta gör jag genom korpusanalys med avseende på allmän statistik, läsbarhet, ordklass- och ordfrekvenser. Jag tittar särskilt på de tolv svenska pop/rockalbum som vunnit Grammis för ’Årets textförfattare’ samt artisten Håkan Hellströms hela låtkatalog eftersom han vunnit priset flest gånger. Som referenser har jag tolv framgångsrika album av artister som aldrig vunnit nämnt pris, samt artisten Per Gessles (som är oerhört framgångsrik utan att ha vunnit priset) hela låtkatalog under nämnd tid. Jag förväntade mig att finna lingvistiska aspekter som skiljer vinnande - och Hellströms texter från referenskorpusarna. Optimalt hade varit att finna en slags formel för bra/ vinnande text. Vad jag fann var att det finns lingvistiska element som är fördelaktiga vid författande av låttexter, aspekter som ofta, men inte alltid, är gemensamma för bra/vinnande texter. Däremot fann jag ingen optimal formel för hur en text bör skrivas.

A common assumption about youth languages is that they are an expression of youth culture, and even if youth culture as a concept is difficult to define, it is often regarded that youths actively distance themselves from both childhood and adulthood. Language can thereby be discerned as a tool to accomplish this. But if youth languages is a tool for youths to distance themselves from adults, is it not then contraproductive for adults to write handbooks and dictionaries to help the understanding of these youth languages? It is in that paradoxal thought this study finds its’ premise. The handbooks and dictionaries can be viewed in two different ways. They can, on one hand, act for an increased understanding of youth languages, and on the other hand they can help adults learn how to actually speak them. The purpose of this study is to try and clarify in what context youths experience others use and understanding of youth languages as acceptable or problematic. Do youths experience that different groups of individuals have different rights to use or understand youth language? Do youths experience the use of youth languages in different contexts as more or less acceptable? The results show that the further away from youth, and the higher up in the social hierarchy the individuals are, the less acceptable it is for them, according to the youths, to use youth languages. Although the understanding of youth languages is generally accepted, except for children. These results are also reflected in the contexts youths accept and don’t accept the use of youth languages. Youth languages does, according to the youths, not belong in environments characterized by professionalism or politics, nor does it belong in media directed towards children.

No description available.

No description available.

This study aims to shed more light on the role indigenous languages have in bilingual education by focusing on the language use of Namui Wam in a Misak school of the territory of Guambía in Cauca, Colombia. Based on a critical linguistic ethnographical approach, this study investigates language ideologies and linguistic practices among teachers and students. The data collection includes classroom observations of three different classes, semi-structured interviews with students, teachers and community members and visual representations of languages in the school. The findings of the visual representations show that Namui Wam serves as a symbolic complementation and Spanish is for informative and academic purposes. Moreover, Namui Wam is used mainly in the subject Namui Wam or for greetings and translations of Spanish-taught content in other classes. The interviews indicate a desire among the Misak teacher and headmaster to extend the existing policy of Namui Wam as a medium of instruction after primary school. As concluded in the study, it has great importance for Namui Wam to exist as an independent subject, because in these classes the value of having their own alphabet and own writing system is taught. This creates a space for the local language to be used for academic purposes. This study adds to the growing knowledge of bilingual education in the Global South and emphasizes the  importance of teacher-agency in bottom-up policies.    Keywords Bilingual Education, Language Policy, Language Ideology, Language Practices, Bilingualism within Indigenous Communities. / Ik lutө marikpe katөkuchi namui kusreimpөrap tөrmartrai isuik kөn, mantө waminchip kuipөrap pa wamwan, namtrik-pulөtrik; paya mөrөp aship purayai, misak kusrem purukui yayu, Wampiau Cauca, Colombia. Misak-misak taik mai lincha waminchip өsik warainuk pөntramisra, paya kusreinuk urekpa kusrem purukupelө mantө isup waminchip lincha marinuk. Trekkutri wam tulisha pөrikpe, kusrem purukuik ya umpumerayu, peku peku lincha aship putrөwa tuliship, pөra payamөrik urekwan, kusrem purukupelan, misakmeran truurө, kusrem purukui yamerayu chine pөra melsrailan aship. Namtrimai pөra kena melsarilөpe, petөtө ashene misak misakwai pөrappe, ka kena kөntrai lataitө kөn; inchen pulөtrik pөrappe, chine eshkapelө tөkai, urek kusrep ampinuk kementөtrapik. Tru ututө nemara ashene namtriwane kanmai kanmai kusrep wamintik kөn, kape pulөtrikmai kusrep purayailan namtrimai purөrinkaruitө kenamisran. Inchen, rector, kusrem purukupelan paya kusreilөyupe mantrikwan wamintamikyu nөtrө isup amtruikwan katөkuchi maramik kөnchip purampan, mantrimai kusrep purampamik kөntan. Ik paya kusreipөrap lataitөwei nөtrө pөntran namui pirau maya misak өsik warainuk, truyu kena misrөp atrun wammeran misak warai mөrik tөka kuilan pinishimөntrap nөtrө isua mai mara wariklө kөn, trek kusrep purampamik kөntrai.   Nөtrө wammera Pa wamtөka kusrep purampik, nөtrө isuilө wam pөtөkatan, isuilө wammerayukutri, pa wam waminchipelө misak lincha waraisrө / Este estudio tiene como objetivo arrojar más luz sobre el papel que tienen las lenguas indígenas en la educación bilingüe al enfocarse en el uso de namui wam en una escuela Misak en el territorio de Guambía en Cauca, Colombia. Basado en etnografía lingüística crítica, este estudio investiga ideologías y prácticas lingüísticas entre docentes y estudiantes. La recopilación de datos incluye observaciones de tres clases diferentes, entrevistas semi-estructuradas con estudiantes, docentes y miembros de la comunidad Misak y representaciones visuales de los idiomas en la escuela. Los resultados de las representaciones visuales muestran, en primer lugar, que namui wam sirve mayormente como un complemento simbólico, y el español tiene un propósito informativo y académico. Además, namui wam se utiliza principalmente en la asignatura namui wam, para saludos o para traducciones del contenido enseñado en español en otras clases. Las entrevistas muestran un deseo tanto del director como del docente Misak de extender la política existente del namui wam como medio de instrucción después de la escuela primaria. El estudio concluye que tiene gran importancia utilizar Namui Wam como una asignatura independiente porque en estas clases se enseña el valor de tener un alfabeto propio y una escritura propia. Esto crea un espacio donde el idioma local tenga propósitos académicos.  Este estudio se suma al creciente conocimiento de la educación bilingüe en el Sur Global y enfatiza la importancia de la voluntad que tienen los docentes en las políticas lingüísticas que se construyen de abajo hacía arriba.   Palabras claves Educación Bilingüe, Políticas Lingüísticas, Ideologías Lingüísticas, Bilingüismo dentro de Comunidades Indígenas.

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Similar to other Indo-European languages, Swedish makes use of grammatical gender and distinguishes between two noun categories: common and neuter nouns. This study aimed to examine whether L1 speakers whose L2 lacks gender are capable of utilizing gender agreement markers in a timed picture naming task in Swedish. The participants consisted of 24 L1 speakers of Finnish, and they were tested in a picture naming task, a gender assignment task, and a lexical proficiency test. The study firstly focused on whether the learners can obtain a novel feature in their L2 and if the gender informative agreement markers are used to facilitate naming times. Then, it was examined if this process differs as a function of the noun’s markedness status (common nouns; default, neuter nouns; marked), and the number of informative cues (one or two).  In the gender assignment task, participants showed greater assignment accuracy on common nouns. In the picture naming task, informativeness or the level of informativeness did not affect naming times. The naming accuracy for neuter nouns was lower than for common nouns and the naming times for neuter nouns were slower. These effects, however only reached significance in the comparisons between conditions providing two vs. zero gender cues. The consistency in grammatically correct gender assignment facilitated naming times significantly for all conditions. Since this study did not find any significant effect of informativeness, the facilitation effects found occurred even in the absence of a gender cue, suggesting that the connections between nouns and gender markers that the learners have created are not strong enough to become activated before the presentation of the actual noun.  Keywords: Facilitation, Picture Naming, Gender, Markedness, Second Language Acquisition.

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Syftet med uppsatsen och studien var att undersöka vad språkbrukare av svenska med brytning har för upplevelser av de generella attityder mot brytning som finns i samhället. 47 andraspråkstalare av svenska svarade till en enkät med fokus i frågor kring deras upplevelser av generella attityder till brytning samt sina egna positiva eller negativa upplevelser. Även spårbrukarnas primära problem med det svenska språket efterfrågades för att undersöka ifall dessa stämde överens med de aspekter på språket som brukare av svenska önskas ha god kompetens i. Resultatet visar att graden på brytningen inte spelar någon större roll om brytningen grundar sig i ett språk med hög status och att brukare av dessa språkvarieteter får ett generellt mer positivt bemötande än brukare med grund i lågstatusspråk. Resultatet visar också att andra mindre faktorer kan påverka hur språkbrukaren blir bemött, både positivt och negativt, exempelvis ålder, kön och vistelsetid i landet. Undersökningens resultatet belyser statusproblematiken i Sveriges språkliga mångfald och hur detta påverkar språkbrukarna i landet. Sammanfattningsvis visar undersökning den tyngd som det språkliga ursprunget har när det kommer till hur en språkbrukare med brytning bemöts i samhället.

No description available.