Syftet med studien är att få reda på hur användningen av matematikens skriftliga språkande kan påverka elevernas lärande i räknesättet division. Informanterna i studien var fem elever i årskurs 4 som valdes bland de som samtyckte till deltagandet. I den praktiska delen av arbetet, konstruerade eleverna en textuppgift till matematiska uttrycket 24/6 - 3. Materialet bestod av intervjuer och det som eleverna producerade när de konstruerade uppgifter och deras svar. Intervjuerna analyserades med hjälp av en kvalitativ innehållsanalys. Resultatet visade att den största fördelen enligt eleverna var att matematikens språkande gör det roligare att arbeta med division. En annan viktig fördel var att elevernas förståelse i division ökade efter att de hade arbetat på detta sätt. De nackdelar som kom fram var att eleverna upplevde att det var arbetsamt och svårt att arbeta med metoden. Andra delen av resultatet visade att eleverna konstruerade uppgifter enbart med delningsdivision. De flesta elever gav siffran 24 kontexten av någonting ätbart. Största delen av eleverna menade att antalet 6 representerade människor. Eleverna definierade inte med tydlighet var antalet  togs ifrån. Denna del av resultatet visade också att eleverna föredrar användning av symbolspråket och naturliga språket framför bildspråket i deras lösningar. Med stöd av det som resultatet visade kan språkandet anses vara ett bra sätt att arbeta med matematik i räknesättet division. / The aim of the study is to see how the use of textual languaging of mathematics can affect pupils learning in an operation of division. Participants of the study consisted of five 4th grade pupils which were chosen among those who agreed to participate in the study. In the study, the pupils were supposed to construct a word problem for a mathematical expression 24/6 - 3. The research data consisted of interviews and of the material pupils produced when they constructed their word problems and their answers to them. The interviews were later analyzed with a qualitative content analysis.  Results show that the most significant advantage according to the pupils were that languaging of mathematics makes it more fun to work with division. Another important result was that after the pupils had worked this way, they were able to understand the concept division a bit better. Disadvantages expressed by the participants were that they felt this kind of working method in mathematics may demand more work than what they are used to. The other part of the results show that the pupils constructed their word problems with division by parts. Almost all the pupils gave number 24 a context of something eatable. The most part of the pupils meant amount of 6 represent human beings, for example friends. Pupils didn’t clearly define where the amount of  was taken away. This part of the results show also that the pupils preferred using symbolic language and natural language over pictorial language in their answers. Results indicates that languaging could be a recommended way to work with mathematics in division.

I’mOther explores the concept of childfreeness, and the notion of being childfree by choice as a cis woman, through multidisciplinary practices and theories that combine methods from art and crafts, metadesign and feminist sociology. The project is situated in a Swedish context through an autoethnographic-inspired orientation that brings in situated knowledge, and in addition aims to invite and acknowledge diverse experiences and insights from creative and influential collaborations, in order to weave together a bigger picture. To uncover the elements that uphold the hegemonic fertility norm, and look into what a deviation from this norm means in an everyday context, the project seeks to move between individual and sociocultural levels through a norm critical and norm-creative design approach. Through a process of unpicking, going from norm, to language, to sentence, to word, the project has engaged in different levels of languaging with the ambition to intervene at a paradigm level and open up for conceptual spaces when thinking and talking about what adulthood can include. In a collaborative probing of spaces, which can invite conversations about childfreeness, craft have acted as a means of social interplay. Engaging with the crafshership of embroidery in combination with the comics medium, the project further elaborates through an artistic interpretation to convey narratives of childfree women. In a celebratory way, the project wants to give agency to women who experience life outside of the norm and speak to those who have the privilege to shape their own lives and to those who want to understand the choice of others.

The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.

The present research focuses on students' attitudes and preferences towards English language learning at Czech private language schools. The study approaches language learning from two perspectives, the English as a Foreign Language (EFL) paradigm and the English as a Lingua Franca (ELF) paradigm. The key concepts discussed are: mistakes, re-labelled modifications, learner goals, learner needs, language models, accuracy and language creativity (or 'languaging'). Key words: EFL, ELF, learner goals, language models, accuracy, language creativity, languaging

Syftet med följande undersökning är att ge ett kunskapsbidrag om flerspråkiga elevers upplevelse av sin språkliga identitetsutveckling i samspel med skolans svenskundervisning. För att uppnå syftet har följande frågor besvarats: (1) Hur upplever flerspråkiga elever att deras språkande uppfattas inom ramen för svenskundervisningen? och (2) Hur upplever flerspråkiga elever att deras språkliga identitet påverkas av svenskundervisningens förhållningssätt till språkande? Undersökningen har en positionsteoretisk utgångspunkt. Metoden som använts är kvalitativa semistrukturerade intervjuer. Resultatet visar att de flerspråkiga eleverna upplever en enspråksnorm i skolan och att detta har påverkat deras syn på sitt eget språkande och sin egen språkliga identitet. / The aim of the following study is to make a knowledge contribution regarding multilingual students’ experience of their linguistic identity development in interaction with Swedish language teaching in school. To reach this aim the following questions have been answered (1) How do multilingual students experience that their languaging is perceived within the Swedish language teaching? And (2) How do multilingual students experience that their linguistic identity is affected by the approach to languaging in the Swedish language teaching? The theoretical framework in this essay is positioning theory. The method used in this essay is qualitative semi-structured interviews. The result shows that the multilingual students experience a monolingual norm in school and that this has affected how they perceive their own languaging and linguistic identity.

I denna systematiska litteraturstudie har begreppet translanguaging undersökts. Translanguaging i skolan innebär i korthet att ge flerspråkiga elever möjlighet att använda alla sina språk som resurs i lärandet. Studiens syfte är att undersöka vilka teorier begreppet bygger på och i vilken eller vilka kontexter det har använts. I studien presenteras det hur begreppet har utvecklats och hur det senare har använts i svenska studier. De svenska studierna visar att lärare har använt translanguaging som metod i språkverkstäder för att ge flerspråkiga elever ökade möjligheter att förstå och utveckla kunskaper. Litteraturstudien bygger på centrala internationella referenser som använts inom translanguaging-fältet. I övrigt är arbetet avgränsat till att omfatta enbart svenska studier. I studien framkommer att den vetenskapsteoretiska utgångspunkt som translanguaging vilar på främst är det sociokulturella perspektivet. Det framhäver att inlärning och utveckling är något som sker i samspel med andra. Samtliga studier ser translanguaging som en meningsfull strategi genom att det gynnar kunskapsutvecklingen när elever utnyttjar sin fulla språkliga repertoar.

Languages are a central aspect of communication, and also strongly related to ideas about belonging and identity. Language is a necessary knowledge to speak, act and make connections with other people, and also seen as an essential aspect of integration. However, as languages are connected to resilient norms in society, there are ideas of “good” and “bad” language use. This study examines migrated academic individuals and their use of acquired Swedish, to see how their language use is experienced as a communication tool and as a marker of inclusion. To live with a second language is different from learning it. A phenomenological perspective is applied to explore the lifeworlds of the individuals, to see how language use and its consequences are embodied and resulting in emotions and strategies. This is done by interviews and observations combined with language portraits and language diaries. The study shows that language is done by languaging (språkande), understood as an action of making language. The making of language includes a range of communicative elements and also the experiences, strategies and emotions that the language experiences result in. With the concept of languaging, the focal point is how language is made meaningful, as a tool that you communicate with, as well as live with.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-12-01T17:39:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Rangel Peruchi.pdf: 2201126 bytes, checksum: 8056a554d2258fa3f7c5b7cdfb0c811f (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2018-01-23T13:20:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Rangel Peruchi.pdf: 2201126 bytes, checksum: 8056a554d2258fa3f7c5b7cdfb0c811f (MD5) / Made available in DSpace on 2018-01-23T13:20:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Rangel Peruchi.pdf: 2201126 bytes, checksum: 8056a554d2258fa3f7c5b7cdfb0c811f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Estadual do Centro-Oeste, Irati, PR / A presente tese investiga em linhas gerais a produção oral de aprendentes adultos inseridos em contexto formal de aprendizagem, mais especificamente, em curso de licenciatura em língua inglesa. Espera-se desses aprendentes grande ganhos linguísticos em um curso espaço de tempo, já que se objetiva que os mesmos demonstrem um domínio oral mais aprofundado em comparação a um aprendente comum. Buscou- se, assim, implementar no trabalho em sala de aula uma metodologia que os levassem a atentar para aspectos de sua própria oralidade com vistas ao aperfeiçoamento. O trabalho de transcrição da própria apresentação e posterior sessão de discussão sobre os aspectos notados trouxeram importantes insights sobre a efetividade de tal metodologia para o desenvolvimento de aspectos da oralidade. Considerou-se, nessa pesquisa, que a aprendizagem de línguas seja resultado de usage-based, como proposto pela linguística cognitiva. Com isso, comparou-se a fala desses aprendentes ao Academic Formula List (2010), visto que nos baseamos na ideia de aprendizagem de línguas como resultado de apreensão de pacotes lexicais. Constatou-se que o uso de pacotes lexicais utilizados pelos participantes dessa pesquisa apresentavam similaridade em torno de trinta por cento quando comparada à tabela internacional. Com relação à análise e discussão da própria performance oral, verificou-se que eles são capazes de notar/perceber a maioria dos traços mais relevantes como: pronúncia, uso repetitivo de palavras, erros gramaticais e ritmo. Além disso, constatou-se que os aprendentes com um menor nível de domínio da língua adicional foram os mais beneficiados pela metodologia proposta, apresentando grandes ganhos em um curto espaço de tempo. Essa descoberta não era esperada ao se iniciar a pesquisa, já que se acreditava que aqueles indivíduos com um maior domínio da língua adicional seriam os maiores beneficiados. Assim, conclui-se que o tratamento da língua como uma ferramenta que pode ser moldada é efetivo, e que lingualizar tendo como fonte a própria produção oral pode trazer ganhos linguísticos para os aprendentes com menor domínio da língua adicional / The present thesis investigates, in general terms, the oral production of adult learn-ers placed in a formal context of learning. It is expected from these learners great linguistic gain knowledge in a short period of time since in an English undergraduate course, it is aimed that they demonstrate a more in-depth oral command compares to a common learner. In this way, we tried to implement in the classroom work a meth-odology that takes them to pay attention to aspects of their own orality in order to improve it. The work of transcribing their own presentation and the subsequent dis-cussion session on the aspects noted brought important insights about the effective-ness of such methodology for the development of oral aspects. It was considered, in this research, that language learning is a result of usage-based approach as pro-posed by cognitive linguistics. We compared the speech of these learners to the Ac-ademic Formula List (2010), since we rely on the idea of learning languages as a result of apprehending chuncks. It was verified that the use of chuncks used by the participants of this research, demonstrates a similarity of around thirty percent if compared to the international table.Regarding the analysis and discussion of their own oral performance, they were able to note / perceive most of the more salient traits such as: pronunciation, repetitive use of words, grammatical errors and rhythm. In addition, it was found that learners with a lower level of proficiency in the additional language, were the ones most benefited by the proposed methodology, presenting great gains in a short period of time. This finding was not expected at the start of the research as it was believed that those individuals with a greater command of the ad-ditional language would be the major beneficiaries. Thus, it is concluded that the treatment of language as a tool that can be molded is effective and that languaging over his/her own oral performance as source the oral production can bring great lin-guistic gains to the learners with weak linguistic control of the additional language

Through critical urban spatial intervention and close attention to multispecies relationality, this project report documents the designerly exploration of a ‘plats-specifik’ (place-specific) ontology of becoming through polyvocal authorship, sticking with the trouble of anthropocentric urban development and temporalities of change. ‘JAG ÄR DU’ is a triad composition of trellises that grow scarlet runner beans, giving an architectural frame for the beans to grow into a hybrid typography and co-authored speculative poetics. Two metres tall and one and a half meters wide, each letter is built with vestigial matters of the past and present. Placed in a newly regenerated meadow in the northern parts of central Växjö, the intervention invites curiosity, reflection and abundant meetings between diverse thought worlds, species and generations of inhabitants. As a ‘plats-specifik’ project, this work demonstrates ways to make collective, public, and critical connections to placeness; the thick, implicated and multisensorial. It is to intervene in capatriarchalonialist (capitalist, patriarchal and colonialist ideological) politics of urban space, and to offer an alternative imaginary to the ways we see ourselves participating in the performing and making of multispecies publics.

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