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Renaissance word and image tales in light of the digital: An intermedial reconstruction
Get PDFRenaissance artists and writers, including Leonardo and Michelangelo, challenged themselves with the composition of original word and image tales of hybrid nature in the form of fables, emblems, performances, and poems. Being considered as secondary efforts in respect to their public portfolios, these fragmentary expressions have been interpreted by the critics as recreative works aimed at courtly consumption; however, they have a great scientific potential and might offer precious insights into their authors’ processes of reasoning.
In my project, Fable, Emblem, Poem, Performance : Renaissance Word and Image Tales {LesFablEm}, I employ digital technologies, such as TEI Publisher, IIIF, and Virtual Reality, to analyze recurrent patterns in fables, emblems, poems, and performances, by examining their sources and aims toward the creation of a shared hieroglyph language made of literary, artistic, and scientific terms. I claim that these word and image tales serve their authors to explore the divide between nature and technological advancement and they concur in the redefinition of the traditional hierarchies of disciplines.
Situating itself within the early modern word and image research area, the project contributes to the current debate on visual culture scholarship within the digital humanities, and reflects upon their relationship with studies of intermediality, by producing an invaluable research dissemination output that uncovers Renaissance authors’ thought processes. The final outcome would include an interoperable, durable, and scalable digital database that incorporates digital editions, Virtual Reality reconstructions and exhibits – which not only explores Renaissance artists and writers’ transdisciplinary modes of investigation, but it also opens to multiple uses across different forms, media, and fields of study
Några ord om att stötta nydisputerade och konstvetare i den postdoktorala fasen
Get PDFSyftet med detta paper är att presentera några förslag för hur man på bästa sätt kan främja nydisputerade och postdoktorala konstvetares vetenskapliga kompetens och på så sätt verka för vetenskaplig kvalitet och förnyelse inom ämnet nationellt
Reinventing the legitimate speaker of Suburban Swedish: Linguistic citizenship as tool for post-abyssal thinking in education for multilingual students
Get PDFBased on deficit perspectives in education, multilingual students’ experiences have often been marginalized or ignored in classroom environments. This tendency has been argued to maintain the abyssal line, an imaginary divide that constructs dominant knowledge as universal and centered, while positioning marginalized knowledge as “not existing in any relevant or comprehensible way of being” (Santos, 2007, p. 45). In relation to this issue, García et al. (2021) call for the rejection of abyssal thinking in education, encouraging the creation of spaces in the classroom in which diversities can be voiced and multiple epistemologies of language co exist. Against this backdrop, the current study attempts to answer the call for a postabyssal imaginary by suggesting tools that position multilingual students’ knowledge and experiences as centered and relevant, allowing issues of language to be taken seriously in Swedish education. The study is theoretically guided by the concept of linguistic citizenship, a decolonial notion that encompasses all those processes in which marginalized speakers “exercise control over their language, deciding what languages are, and what they may mean” (Stroud, 2001, p. 353). Drawing on linguistic ethnography, the study builds on the recording of a classroom interaction, in which four female students at an upper secondary school in a suburb of Gothenburg enter a dialogue with their teacher concerning the authenticity of the Swedish rapper Dogge Doggelito as a legitimate speaker of Suburban Swedish. In a joint effort with the teacher, the students engage in an act of linguistic citizenship through which they resist and deconstruct Doggelito’s identity, reconstructing ideological boundaries in accordance with their own experiences of multilingualism in the suburbs
Invested in Swedish? Participants’ perspectives on language learning at the labour market programme “Korta vägen”.
Get PDFThis presentation is part of a larger longitudinal investigation of adult second language learners of Swedish participating in the training programme, “Korta vägen”, organised as a cooperation between higher education institutions and the Swedish Public Employment Service. “Korta vägen” is intended as a short track to employment and includes four parts:
Identification and assessment of academic background and skills
A qualified Internship
Intensive language learning
Professional coaching
The aim of the larger investigation is to determine participants’ perception of their own communicative abilities in Swedish as well as their need for further linguistic competences, and how they develop and reflect upon their interactional skills during the programme. This particular study addresses the research question how the participants reflect upon their own language learning in relation to linguistic, social and professional practices.
In order to answer the research question individual semi-structured interviews with 20 participants have been conducted. Relevant parts have been transcribed and are now being used for a qualitative content analysis (in progress). Based on thus identified themes, the concept of personal investment will be used to analyse the results.
The participants have in common that they have studied at a university in another country and they all express high motivation for learning Swedish. They comprise a highly heterogeneous group with regard to factors such as first language, country of origin, Swedish language abilities, academic disciplines and careers pursued, as well as amount of time spent in Sweden. The participants’ self-reflections expressed in the interviews differ strongly in quantity and quality, mirroring the heterogeneity of the group. The various levels of insightfulness and ability to verbalise those insights, however, do not seem to be significantly connected to differences in any one factor mentioned above, least of all the duration of stay in Sweden. Instead, our preliminary findings indicate a high degree of correlation between the level and type of personal investment and differences not only in the language learning process but also in the ability to reflect upon this process
Speech contests and identities: Dialogic exchanges in identity formation of Filipino high school students in Osaka, Japan
Get PDFAccording to the 2022 Japan Ministry of Education, Culture, Sports, Science and Technology (MEXT) preliminary report about the acceptance status of children who need Japanese instruction, there are about 58,353 children and students nationwide who need Japanese language instruction. Some schools in Osaka Prefecture offer mother tongue instruction because it was found out that some children use their native language for thinking and it is necessary to enhance their native language for learning.
This paper examines the participation of Filipinos with multicultural background in Japan in an Osaka‐wide speech contest wherein presentations are conducted in the mother tongue and heritage language of the student. The contest is held twice yearly and participated by schools in Osaka that accept students in need of Japanese language support. This paper has three objectives. First, to identify the themes presented in the contest. Second, to look at the topics in relation to life events of the participants. And lastly, to identify the actors involved in defining “Filipino roots.”
To fulfill the objectives, I examined the speech scripts of contestants with “Filipino roots” from 2018 to 2020. I conducted interviews with students who joined. I watched the contest as a guest in 2018 and 2019. In 2021, I was appointed to be in‐charge of a sophomore class in Mother Tongue and Heritage Language in one of the prefectural high schools. I sat on the preliminary auditions and my opinions were sought by other teachers on my choice of students to send to the contest and later, I conducted speech training to Filipinos with mixed roots who were chosen by the school committee to represent the high school.
Results of the study show that individuals with Filipino roots in Japan weave their own experiences with people around them and these individuals’ experiences. The speech contest can be viewed as a dialogic exchange, therefore it is “multi‐voiced.” While each contestant has their own framing about being an individual with “roots from outside of Japan,” their speech scripts and performance are produced in relation to other individuals
Real-time monitoring of dynamic English listening: Introducing the ReMoDEL project
Get PDFMany courses at Swedish universities involve English (Malmstörm & Pecorari, 2022), and the trend towards more English Medium Instruction (EMI) courses is common in other parts of Scandinavia and around the world (e.g., Lasagabaster & Doiz, 2021). However, the amounts of spoken English understood by students in EMI lectures remains unclear (e.g., Ducker, 2022), as previous methods for monitoring listening comprehension are open to criticisms related to memory limitations, time effects, test-construction and so on. To better understand EMI student listening capabilities, to identify specific instances when students report non-comprehension, and to learn about student comprehension strategy use, the ReMoDEL project introduces a novel footpedal mechanism that students use to indicate periods of (non)comprehension.
The project will examine help elucidate:
how much of an EMI lecture students comprehend,
what EMI lecture comprehension difficulties students encounter, and
whether and how students overcome said difficulties.
The presentation begins by briefly describing challenges students face when listening during EMI classes and research techniques used in previous EMI listening research. Next, the footpedal mechanism and accompanying research methodology for the ReMoDEL project are introduced, demonstrating a protocol for monitoring second-by-second (non)comprehension triangulated through recordings, stimulated recall interviews, and comprehension tests. This battery of data collection tools allows researchers to monitor the relationship between teachers’ spoken output in EMI lectures and the effects on student comprehension and learning.
The ReMoDEL project will run from 2024-2026 and is funded by the Swedish Research Council. The techniques outlined in the presentation will be used in future data collection for the project and represent a meaningful shift in the possibilities of monitoring comprehension in real time, thereby minimizing weaknesses in previous data collection on listening
Multilingual learners in Sweden: Exploring language presence and absence in English classes
Get PDFIn recent decades, Sweden has experienced a significant influx of immigrants, many of whom lack the necessary language skills to participate fully in Swedish society. As a result, Swedish courses for immigrants (such as SFI and SVA) have become an essential component of the Swedish education system. However, given the critical role of English in Swedish society and education, proficiency in this language has almost become a requirement for these new immigrants. Despite the significance of these English language classes, concerns have been raised about their equity and accessibility.
One issue is using the majority language, Swedish as the language of instruction in English classes, even though many students lack the necessary Swedish language skills to fully understand the content. This presumably places Swedish learner students at a disadvantage compared to their Swedish L1 classmates. While Swedish is the target language for Swedish classes and there is no common language to instruct between teachers and learners, the medium of instruction for English classes is generally Swedish. This disparity raises concerns about equity and access to education for newly arrived multilinguals in Sweden. Although some undergraduate theses (Halimi & Johanovic, 2021; Roberts, 2021; Sparreskog, 2007) and Skolverket's (2018) report on English education mention that the majority of educational instruction in English courses is conducted in Swedish across various educational tiers, no extensive or comprehensive investigation exists on how learners perceive the presence or absences of languages in English classes and how the teachers justify the language (or languages) of choice. This study addresses these issues by investigating the perspectives of language, teachers, and learners, as well as language transfer among secondary school students in Sweden.
From an ecology perspective, the different tiers of the ecological system need to be considered to understand phenomena. Hence, this study will focus on analyzing different layers of the educational scene. This study aims to contribute to developing more effective language education programs that promote equity and access for multilingual students in Sweden
A balancing act: The construction of identities, social media, and homesickness among international student sojourners
Get PDFThis study investigates the processes of acculturation, identity construction, and homesickness for international students during study abroad experiences. Specifically, the researchers analyze how language proficiency and social media usage intersect with the various identities international students negotiate across multiple and complex communities of practice (Wegner 1998) while adapting to the host country’s social and academic culture. Thurber and Walton (2007) show that sustained and frequent contact with home tends to exacerbate symptoms of homesickness and outline strategies to minimize symptoms of homesickness, including limiting contact with family and friends back home. Relatedly, it has been shown that international students use social media to stay connected with their home communities during their first year abroad (Omori & Schwartz 2022). Thus, the ubiquity of social media makes some of Thurber and Walton’s (2007) strategies unsustainable. Using Wegner’s Communities of Practice (1998) and Berry’s Acculturation Model (1990) as theoretical frameworks, the researchers investigate the following question. What is the relationship between social media, acculturation, language proficiency, and the construction of identity as international students enter new social, academic, and linguistic contexts? The researchers gathered qualitative data in focus groups. Participants described their experiences with acculturation, homesickness, and their uses of social media. Findings from the current study will expand our understanding of what international students experience as they balance their identities across home and host communities. Sending and receiving institutions will be able to use the findings prepare students for their study abroad experiences
Gulyás interprets Henze: About the artists
Get PDFThis text contains a biographies on Georg Gulyás and Hans Werner Henze
Gulyás interprets Henze: Lady Macbeth as a destructive entrepreneur
No full textThe guitarist Georg Gulyás interprets Mad Lady Macbeth from the sonata Royal Winter Music by the composer Hans-Werner Henze.