Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-22T08:33:29.338Z Has data issue: false hasContentIssue false
  • English
  • Français

Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching

Published online by Cambridge University Press:  22 August 2012

Håkan Ringbom
Håkan Ringbom*
Affiliation:
Åbo Akademi University (Emeritus), [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This review covers recent applied linguistic research in Finland and Sweden during the years 2006–2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings.

Type
A Country in Focus
Information
Language Teaching , Volume 45 , Issue 4 , October 2012 , pp. 490 - 514
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrahamsson, N. & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning 59.2, 249–306.CrossRefGoogle Scholar
Ågren, M. (2009). The advanced L2 writer of French: A study of number agreement in Swedish learners. In Labeau, E. & Myles, F. (eds.), The advanced learner variety: The case of French, 149–172. Frankfurt: Peter Lang.Google Scholar
Airey, J. (2009). Science, language and literacy: Case studies of learning in Swedish university physics. Ph.D. dissertation, Uppsala: Acta Universitatis Upsaliensis.Google Scholar
Airey, J. & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics 27, 553–560.CrossRefGoogle Scholar
Airey, J. & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish science courses. Nordic Journal of English Studies 7.3, 145–161.CrossRefGoogle Scholar
Airola, A. & Kantelinen, R. (2008). Strengths and developmental needs in language education in universities of applied sciences. In Garant, et al. (eds.), 97–123.Google Scholar
Alanen, R., Huhta, A., Jarvis, S., Martin, M. & Tarnanen, M. (2011). Issues and challenges in combining SLA research and language testing. In Tsagari, D. & Csepes, I. (eds.), Collaboration in language testing and assessment. Frankfurt: Peter Lang, 15–30.Google Scholar
Alanen, R., Huhta, A. & Tarnanen, M. (2010). Communicative proficiency and linguistic development: Intersections between SLA and language testing research. EUROSLA Monographs 1, 21–56.Google Scholar
Anckar, J. (2011). Assessing foreign language listening comprehension by means of the multiple-choice format: Processes and products. Ph.D. dissertation, Jyväskylä. Jyväskylä Studies in Humanities 159.Google Scholar
Aro, M. (2009). Speakers and doers: Polyphony and agency in children's beliefs about language learning. Ph.D. dissertation, Jyväskylä. Jyväskylä Studies in Humanities 106.Google Scholar
Bardel, C. (2006). La connaissance d'une langue étrangère romane favorise-t-elle l'acquisition d'une autre langue romane? AILE 24, 149–179.CrossRefGoogle Scholar
Bardel, C. & Lindqvist, C. (2011). Developing a lexical profiler for spoken French L2 and Italian L2: The role of frequency, thematic vocabulary and cognates. EUROSLA Yearbook 11, 75–93.CrossRefGoogle Scholar
Bartning, I. (2009). Et après le stade 6? Autour des derniers stades de l'acquisition du français L2. In Bernardini, P., Egerland, V. & Granfeldt, J. (eds.), Mélanges plurilingues offert à Suzanne Schlyter à l'occasion de son 65ème anniversaire. Lund: Språk och litteraturcentrum, 29–51.Google Scholar
Bartning, I., Forsberg, F. & Hancock, V. (2009). Resources and obstacles in very advanced L2 French formulaic language, information structure and morphosyntax. EUROSLA Yearbook 9.1, Roberts, L. et al. (eds.). Amsterdam: John Benjamins, 185−211.CrossRefGoogle Scholar
Bendtsen, M., Björklund, M., Fant, C. & Forsman, L. (eds.) (2006). Språk, lärande och utbildning i sikte. Festskrift tillägnad professor Kaj Sjöholm. Rapport från Pedagogiska fakulteten vid Åbo Akademi nr 20.Google Scholar
Benson, P. & Reinders, H. (eds.) (2011). Beyond the language classroom. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Bergroth, M. (2006). Immersion students in the matriculation examination: Three years after immersion. In Björklund, et al. (eds.), 123–134.Google Scholar
Bergström, M. (2006). Writing in a second language: Case studies dealing with the challenges faced and the strategies used by immersion students at secondary school. In Björklund, et al. (eds.), 7–21.Google Scholar
Bijvoet, E. & Fraurud, K. (2010). ‘Rinkeby Swedish’ in the mind of the beholder. Studying listener perceptions of language variation in multilingual Stockholm. In Quist, & Svendsen, (eds.), 170–188.Google Scholar
Bijvoet, E. & Fraurud, K. (2011). Language variation and varieties in contemporary multi-lingual Stockholm: An exploratory pilot study of young people's perceptions. In Källström, & Lindberg, (eds.), 1–34.Google Scholar
Björklund, M. (2008). Conditions for EFL learning and professional development: Finland-Swedish learner and teacher perspectives. Ph.D. dissertation, Åbo Akademi. Åbo: Åbo Akademi University Press.Google Scholar
Björklund, S. (2006a). Content and language integrated approaches: What lies ahead? In Björklund, et al. (eds.), 189–199.Google Scholar
Björklund, S. (2006b). The role of a second language as medium of expression in content-specific contexts. In Björklund, et al. (eds.), 135–146.Google Scholar
Björklund, S., Mård-Miettinen, K., Bergström, M. & Södergård, M. (eds.) (2006). Exploring dual-focused education: Integrating language and content for individual and societal needs. Vaasan yliopiston julkaisuja. Selvityksiä ja raportteja 132.Google Scholar
Björkman, B. (2009). From code to discourse in spoken ELF. In Mauranen, & Ranta, (eds.), 225–252.Google Scholar
Björkman, B. (2011). Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness? Journal of Pragmatics 43.4, 950–964.CrossRefGoogle Scholar
Bodén, P. (2010). Pronunciation in Swedish multiethnolect. In Quist, & Svendsen, (eds.), 65–78.Google Scholar
Bodén, P. (2011). Adolescent pronunciation in multilingual Malmö, Gothenburg and Stockholm. In Källström, & Lindberg, (eds.), 35–48.Google Scholar
Bohnacker, U. (2006). When Swedes begin to learn German. From V2 to V2. Second Language Research 22.4, 443–486.CrossRefGoogle Scholar
Bowen, R., Mobärg, M. & Ohlander, S. (eds.) (2009). Corpora and discourse and stuff. Papers in honour of Karin Aijmer. Gothenburg Studies in English 96.Google Scholar
Boyd, S. (2009). Sociolinguistics in the Nordic region. In Ball, M. (ed.), The Routledge handbook of sociolinguistics around the world. London: Routledge, 281–295.Google Scholar
Boyd, S. (2010). Research on language in multilingual urban settings in Sweden. In Quist, & Svendsen, (eds.), 1–5.CrossRefGoogle Scholar
Bylund Spångberg, E. (2008). Age differences in first language attrition: A maturational constraints perspective. Ph.D. dissertation, Stockholm. Centre for Research on Bilingualism, Stockholm University.Google Scholar
Cekaité, A. (2006). Getting started: Children's participation and language learning in an L2 classroom. Ph.D. dissertation, Linköping. Linköping Studies in Arts and Science 350.Google Scholar
Content, CLISS. and Swedish Schools, Language Integration in (n.d.). www.ips.gu.se/forskning/forskningsmiljoer/lbfs/forskningsprojekt/.Google Scholar
Dalton-Puffer, C. & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics 27.2, 241–267.CrossRefGoogle Scholar
Dervin, F. (2008). Metamorphoses identitaires en situation de mobilité. Ph.D. dissertation, Turku. Turun Yliopiston Julkaisuja Ser. B. Humaniora 307.Google Scholar
Dragemark Oscarson, A. (2009). Self-assessment of writing in learning English as a foreign language: A study at the upper secondary school level. Ph.D. dissertation, Göteborg. Gothenburg Studies in Educational Sciences 277.Google Scholar
Dufva, H., Kalaja, P. & Alanen, R. (2007). Beliefs about language, language learning and teaching: From novice to expert. In Koskensalo, et al. (eds.), 129–138.Google Scholar
Dufva, H., Suni, M., Aro, M. & Salo, O.-P. (2011). Languages as objects of learning: Language learning as a case of multilingualism. Apples – Journal of Applied Language Studies 5.1, 109–124.Google Scholar
Ekberg, L. (2011). Extended use of sån (‘such’) among adolescents in multilingual Malmö, Sweden. In Källström, & Lindberg, (eds.), 49–65.Google Scholar
ELFA project. www.helsinki.fi/englanti/elfa/index.htmlGoogle Scholar
Erickson, G. (2009). Good practice in secondary school assessment. Invited plenary at the 2009 APAC convention (Associació de Professors i Professores d'Anglès de Catalunya, Barcelona) 27 February 2009. Göteborg: Göteborgs universitet.Google Scholar
Erman, B. (2009). Frame-induced collocations in the writings of native speakers and first-term university students of English. In Bowen, et al. (eds.), 23–36.Google Scholar
EUROSLA Monographs 1 (2010), edited by I. Bartning, M. Martin & I. Vedder.Google Scholar
EUROSLA 21 (2011). 21st Annual conference of the European Second Language Association. Stockholm University, 8–10 September 2011. Book of Abstracts. Stockholm: Stockholm University.Google Scholar
Falk, Y. & Bardel, C. (2010). The study of the role of background languages in third language acquisition. IRAL 48, 185–219.CrossRefGoogle Scholar
Forsberg, F. (2006). Le langage préfabriqué en français parlé l2. Étude acquisitionnelle et comparative. Ph.D. dissertation, Stockholm. Cahiers de la Recherche 34. Department of French, Italian and Classical Languages, Stockholm University.Google Scholar
Forsberg, F. & Bartning, I. (2010). Can linguistic features discriminate between the communicative CEFR-levels? A pilot study of written L2 French. EUROSLA Monographs 1, 133–158.Google Scholar
Forsman, L. (2006). The cultural dimension in focus. Promoting awareness of diversity and respect for difference in a Finland-Swedish EFL classroom. Ph.D. dissertation, Åbo Akademi. Åbo: Åbo Akademi University Press.Google Scholar
Fraurud, K. & Boyd, S. (2011). The native–non-native speaker distinction and the diversity of linguistic profiles of young people in Swedish multilingual urban contexts. In Källström, & Lindberg, (eds.), 67–88.Google Scholar
Ganuza, N. (2010). Subject-verb order variation in the Swedish of young people in multilingual urban areas. In Quist, & Svendsen, (eds.), 31–48.CrossRefGoogle Scholar
Ganuza, N. (2011). Syntactic variation in the Swedish of adolescents in multilingual urban settings: A thesis summary. In Källström, & Lindberg, (eds.), 89–103.Google Scholar
Garant, M., Helin, I. & Yli-Jokipii, H. (eds.) (2008). Language and globalization. AFinLAn vuosikirja 66.Google Scholar
George, H. V. (1972). Common errors in language learning: Insights from English. Rowley, MA: Newbury House.Google Scholar
Granath, S. (2009). Who benefits from learning how to use corpora? In Aijmer, K. (ed.), Corpora and language teaching. Amsterdam: John Benjamins, 47–65.CrossRefGoogle Scholar
Granfeldt, J., Schlyter, S. & Kihlstedt, M. (2007). French as cL2, 2L and L1 in pre-school children. PERLES: Petites études romanes de Lund, 24, 6–42.Google Scholar
Grasz, S. (2007). Subjektive Theorien über Mehrsprachigkeit. In Salo, et al. (eds.), 389–404.Google Scholar
Gyllstad, H. (2007). Testing English collocations. Developing receptive tests for use with advanced Swedish learners. Ph.D. dissertation, Lund.Google Scholar
Håkansson, G. & Norrby, C. (2010). Environmental influence on language acquisition: Comparing second and foreign language acquisition of Swedish. Language Learning 60.3, 628–650.CrossRefGoogle Scholar
Hammarberg, B. (2009). Processes in third language acquisition. Edinburgh: Edinburgh University Press.CrossRefGoogle Scholar
Hammarberg, B. (2010). The languages of the multilingual: Some conceptual and terminological issues. IRAL 48, 91–104.CrossRefGoogle Scholar
Henry, A. & Apelgren, B. M. (2008). Young learners and multilingualism: A study of learner attitudes after the introduction of a second foreign language to the curriculum. System 36.4, 607–623.CrossRefGoogle Scholar
Herriman, J. (2009). The use of we in argumentative essays by Swedish advanced learners of English. In Bowen, et al. (eds.), 105–120.Google Scholar
Herriman, J. & Boström Aronsson, M. (2009). Themes in Swedish advanced learners’ writing in English. In Aijmer, (ed.), 101–120.CrossRefGoogle Scholar
Huhta, A. (2009). An analysis of the quality of English testing for aviation purposes in Finland. Australian Review of Applied Linguistics 32.3, 1–14.CrossRefGoogle Scholar
Huhta, A. (2010). Zur Bewertung mündlicher Sprachkompetenz: Was? Wie? Warum? – und kann der gemeinsame europäische Referenzrahme dabei helfen? In Grasz, S., Schlabach, J., Sormunen, E. & Huhta, A. (eds.), Qualitätssicherung, Lernziele und Beurteilungskriterien für den fachsprachlichen Deutschunterricht, 57–75. Jyväskylä: Jyväskylän yliopisto.Google Scholar
Hyltenstam, K. & Österberg, R. (2010). Foreign language provision at secondary level in Sweden. Sociolinguistica 24, 85–100.CrossRefGoogle Scholar
Hynninen, N. (2011). The practice of ‘mediation’ in English as a lingua franca interaction. Journal of Pragmatics 43.4, 965–977.CrossRefGoogle Scholar
Jäppinen, A.-K. (2006). CLIL and future learning. In Björklund, S. et al. (eds.), 22–37.Google Scholar
Järvinen, H.-M. (2007). Language in Content and Language Integrated Learning (CLIL). In Marsh & Wolff (eds.), 253–266.Google Scholar
Johansson Kokkinakis, S. & Magnusson, U. (2011). Computer based quantitative methods applied to first and second language writing. In Källström & Lindberg (eds.), 105–124.Google Scholar
Kaivapalu, A. & Martin, M. (2007). Morphology in transition: Plural inflection of Finnish nouns by Estonian and Russian learners. Acta Linguistica Hungarica 54, 129–156.CrossRefGoogle Scholar
Kalaja, P., Alanen, R. & Dufva, H. (2008). Self-portraits of EFL learners: Finnish students draw and tell. In Kalaja, P., Menezes, V. & Barcelos, A. M. F. (eds.), Narratives of learning and teaching EFL. Basingstoke: Palgrave Macmillan, 186–198.Google Scholar
Kalaja, P., Alanen, R., Palviainen, Å. & Dufva, H. (2011). From milk cartons to English roommates: Context and agency in L2 learning beyond the classroom. In Benson, & Reinders, (eds.), 47–58.CrossRefGoogle Scholar
Källström, R. (2011). Multiethnic youth language in reviews of the novel Ett öga rött. In Källström, & Lindberg, (eds.), 125–147.Google Scholar
Källström, R. & Lindberg, I. (eds.) (2011). Young urban Swedish: Variation and change in multilingual settings. Göteborg: University of Göteborg.Google Scholar
Kalmbach, J.-M. (2009). La grammaire française de l’étudiant finnophone. Jyväskylä: Jyväskylän yliopisto.Google Scholar
Kara, H. (2007). Ermutige mich Deutsch zu sprechen. Portfolio als Evaluationsform von mündlichen Leistungen. Ph.D. dissertation, Jyväskylä. Jyväskylä Studies in Education, Psychology and Social Research 315.Google Scholar
Kelly, R. (2009). Seeing English through signing eyes: Finnish sign language users’ views on learning English. In Kalliokoski, J., Nikko, T., Pyhäniemi, S. & Shore, S. (eds.), The diversity of speech and writing. AFinLAn vuosikirja 67, 81–96.Google Scholar
Kjellén Simes, M. (2007). English as instruction medium: Does it have an effect on learners’ vocabulary? In Arabski, J. (ed.), Foreign language acquisition and effective learning. Katowice: Wydawnictvo Univerzytetu Slaskiego, 323–332.Google Scholar
Kjellén Simes, M. (2008). Room for improvement? A comparative study of Swedish learners’ free production in English in the foreign language classroom and in immersion education. Ph.D. dissertation, Karlstad. Karlstad University Studies 32.Google Scholar
Kjellén Simes, M. (2009). Content-based Language Learning in English: A model for high proficiency in English in Swedish schools. In Granath, S., Bihl, B. & Wännö, E. (eds.), Vägar till språk och litteratur. Karlstad: Karlstad University Press, 103–114.Google Scholar
Klawitter Beusch, J. (2011). Durch Zweisprachigkeit schneller ans Ziel? Zu Leseverständnis und Lexikonerwerb bi- und monolingualer Deutschlerner der schwedischen Oberstufe. Ph.D. dissertation, Göteborg.Google Scholar
Kohonen, V. (2006). Facilitating student ownership of learning in FL education through the European Language Portfolio. In Bendtsen, et al. (eds.), 113–126.Google Scholar
Koivistoinen, H. (2008). Computer-mediated English language learning ‘in a beehive’. In Garant, et al. (eds.), 235–254.Google Scholar
Koskensalo, A., Smeds, J., Kaikkonen, P. & Kohonen, V. (eds.) (2007). Foreign languages and multicultural perspectives in the European context. Fremdsprachen und Multikulturellen Perspektiven im europäischen Kontext. Berlin: LIT Verlag.Google Scholar
Koskensalo, A., Smeds, J. & de Cillia, R. (eds.) (2009). The role of language in culture and education. Sprache als kulturelle Herausforderung. Berlin: LIT Verlag.Google Scholar
Kukkonen, P. (2006). Toward a working theory for physics CLIL classrooms. In Björklund, S. et al. (eds.), 147–157.Google Scholar
Kuure, L. (2011). Places for learning: Technology-mediated language learning practices beyond the classroom. In Benson, & Reinders, (eds.), 35–46.CrossRefGoogle Scholar
Laitinen, M. (2010). Describing ‘orderly differentiation’: Compiling the Corpus of English in Finland. English Today 26.1, 26–33.CrossRefGoogle Scholar
Larzén-Östermark, E. (2009). Finnish student teachers' attitudes towards the intercultural dimension of FL education: Ambitions and qualifications. In Koskensalo, et al. (eds.), 277–298.Google Scholar
Laurén, C. (2009). Immersion methods and teacher-student cooperation. In Koskela, M., Pilke, N. & Skog-Södersved, M. (eds.), Christer Laurén: Lärt och populärt. Artiklar, debattinlägg, tal, litterär text. Vaasa: University of Vaasa, 160–168.Google Scholar
Lauttamus, T. & Hirvonen, P. (2011). American English and Finnish in contact. Americana. E-journal of American Studies in Hungary 7.3.Google Scholar
Lauttamus, T., Nerbonne, J. & Wiersma, W. (2007). Detecting syntactic contamination in immigrants: The English of Finnish Australians. SKY Journal of Linguistics 20, 273–307.Google Scholar
Lemmouh, Z. (2010). The relationship among vocabulary knowledge, academic achievement and the lexical richness in writing in Swedish university students of English. Ph.D. dissertation, Stockholm. Department of English, Stockholm University.Google Scholar
Leppänen, S. (2007). Youth language in media contexts: Insights into the functions of English in Finland. World Englishes 26.2, 149–169.CrossRefGoogle Scholar
Leppänen, S. & Nikula, T. (2007). Diverse uses of English in Finnish society: Discourse-pragmatic insights into media, education and business contexts. Multilingua 26.4, 333–380.CrossRefGoogle Scholar
Lewis, M. (2008). The idiom principle in L2 English. Assessing elusive formulaic sequences as indicators of idiomaticity, fluency and proficiency. Ph.D. dissertation, Stockholm. Department of English, Stockholm University.Google Scholar
Lindberg, I. (2011). Fostering multilingualism in Swedish schools: Intentions and realities. In Källström, & Lindberg, (eds.), 149–171.Google Scholar
Lindqvist, C. (2006). L'influence translinguistique dans l'interlangue française. Étude de la production orale d'apprenants plurilingues. Ph.D. dissertation, Stockholm. Cahiers de la Recherche 33. Department of French, Italian and Classical Languages, Stockholm University.Google Scholar
Lindqvist, C. (2010). Inter- and intralingual lexical influences in advanced learners’ French production. IRAL 48, 131–157.CrossRefGoogle Scholar
Lindqvist, C., Bardel, C. & Gudmundson, A. (2011). Lexical richness in the advanced learner's oral production of French and Italian L2. IRAL 49, 221–240.CrossRefGoogle Scholar
Linnarud, M. (2006). Language education: An arena for co-operation or conflict? In Bendtsen, et al. (eds.), 139–146.Google Scholar
Maijala, M. (2009) Zur sprachlichen und kulturellen Variation im Unterricht Deutsch als Fremdsprache: Überlegungen anhand einer Studie von finnischen DaF-Lehrwerken. In Koskensalo, et al. (eds.), 249–276.Google Scholar
Mård-Miettinen, K. (2006). Immersion programmes and the common European framework of reference for languages. In Björklund, et al. (eds.), 55–70.Google Scholar
Marsh, D. & Wolff, D. (eds.) (2007). Diverse contexts: Converging goals. CLIL in Europe. Frankfurt am Main: Peter Lang.CrossRefGoogle Scholar
Martin, M. (2008). A square peg into a round hole? Fifteen years of research into Finnish as a second language. Nordand. Nordisk tidsskrift for andrespråksforskning: 63–85. Bergen: Fagbokforlaget.Google Scholar
Martin, M., Mustonen, S., Reiman, N. & Seilonen, M. (2010). On becoming an independent user. EUROSLA Monographs 1, 133–158.Google Scholar
Mauranen, A. (2010). Discourse reflexivity: A discourse universal? The case of ELF. Nordic Journal of English Studies 9.2, 13–40.CrossRefGoogle Scholar
Mauranen, A. & Ranta, E. (eds.) (2009). English as a lingua franca. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Mauranen, A. & Hynninen, N. (eds.) (2010). English as a lingua franca. Helsinki English Studies vol. 6.Google Scholar
Meriläinen, L. (2010a). Language transfer in the written English of Finnish students. Ph.D. dissertation, University of Eastern Finland. Publications of the University of Eastern Finland 9.Google Scholar
Meriläinen, L. (2010b). Syntactic transfer in the written English of Finnish students: Persistent grammar errors or acceptable lingua franca English? Apples – Journal of Applied Language Studies 4.1, 51–64.Google Scholar
Merisuo-Storm, T. (2006). Development of boys’ and girls’ literacy skills and learning attitudes in CLIL education. In Björklund, et al. (eds.), 176–188.Google Scholar
Metsä-Ketelä, M. (2007). Words are more or less superfluous: The case of more or less in Academic Lingua Franca English. Nordic Journal of English Studies 5.2, 117–143.CrossRefGoogle Scholar
Milovanov, R. (2009). The connectivity of musical aptitude and foreign language learning skills: Neural and behavioural evidence. Ph.D. dissertation, Turku. Anglicana Turkuensia 27.Google Scholar
Modiano, M. (2009). Language learning in the multicultural classroom. Lund: Studentlitteratur.Google Scholar
Mondor, M. (2008). Figuring it out: A corpus-based comparison of the verb-particle construction in argumentative writing by Swedish learners and native speakers of English. Ph.D. dissertation, Göteborg.Google Scholar
Nikula, T., Pöyhönen, S., Huhta, A. & Hildén, R. (2010). When MT + 2 is not enough: Tensions within foreign language education in Finland. Sociolinguistica 24, 25–42.CrossRefGoogle Scholar
Nilsson, A. (2007). Lire et comprendre en français langue étrangère: Les pratiques de lecture et le traitement des similitudes intra- et interlexicales. Ph.D. dissertation, Stockholm. Cahiers de la Recherche 36. Stockholm University, Department of French, Italian and Classical Languages.Google Scholar
Norrby, C. & Håkansson, G. (2007). The interaction of complexity and PT level: The case of Swedish as a foreign language. IRAL 45, 1–43.CrossRefGoogle Scholar
Ohlander, S. (2009). Swedish vs. Non-Swedish: Immigrant background and cross-linguistic influence in the learning of English as a foreign language. Moderna Språk CIII.1, 12–43.CrossRefGoogle Scholar
Olofsson, A. (2009). In search of nothing in particular. A cross-linguistic study of advanced learners’ use of the English zero relativizer. In Bowen, et al. (eds.), 233–242.Google Scholar
Opas-Hänninen, L. L., Lauttamus, T., Hirvonen, P. & Juuso, I. (2009). ‘Happen I not talking good English’. The progressive aspect in the English of Finnish Australians. In Penttilä, E. & Paulasto, H. (eds.), Language contacts meet English dialects: Studies in honour of Markku Filppula. Newcastle upon Tyne: Cambridge Scholars, 65–82.Google Scholar
Oscarson, M. & Apelgren, B. M. (2011). Mapping language teachers' conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry. System 39.1, 2–16.CrossRefGoogle Scholar
Otterup, T. (2011). ‘It's simply a gift’: Multilingualism as an individual and societal resource. In Källström, & Lindberg, (eds.), 173–194.Google Scholar
Paananen-Porkka, M. (2007). Speech rhythm in an interlanguage perspective: Finnish adolescents speaking English. Ph.D. dissertation, Helsinki. Pragmatics, Ideology and Contacts Monographs 5, Helsinki University.Google Scholar
Palviainen, Å. (2010). The proficiency in Swedish of Finnish-speaking university students: Status and directives for the future. Apples – Journal of Applied Language Studies 4.1, 3–23.Google Scholar
Pihko, M.-K. (2007). Me, school and English: A comparison of affective L2 learning outcomes in CLIL classrooms and EFL classrooms. In Koskensalo, et al. (eds.), 117–125.Google Scholar
Prentice, J. & Sköldberg, E. (2011). Figurative word combinations in texts written by adolescents in multilingual school environments. In Källström, & Lindberg, (eds.), 195–217.Google Scholar
Pyykkö, R. (2009). The main challenges of language education policy in Finland. In Koskensalo, et al. (eds.), 45–55.Google Scholar
Quist, P. & Svendsen, B. A. (eds.) (2010). Multilingual urban Scandinavia: New linguistic practices. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Ranta, E. (2006). The ‘attractive’ progressive: Why use the -ing form in English as a lingua franca? Nordic Journal of English Studies 5.2, 95–116.CrossRefGoogle Scholar
Ranta, E. (2009). Syntactic features in spoken ELF: Learner language or spoken grammar? In Mauranen, & Ranta, (eds.), 84–106.Google Scholar
Rasinen, T. (2007). CLIL makes it double? The dual-focus makes learning and teaching more efficient. In Koskensalo, et al. (eds.), 99–106.Google Scholar
Rauto, E. (2006). Changes in interlanguage grammar of engineering students studying in an FL-medium program. In Björklund, et al. (eds.), 71–84.Google Scholar
Ringbom, H. (2007a). Cross-linguistic similarity in foreign language learning. Clevedon, UK: Multilingual Matters.Google Scholar
Ringbom, H. (2007b). Actual, perceived and assumed cross-linguistic similarities in foreign language learning. In Salo, , Nikula, & Kalaja, (eds.), 183–196.CrossRefGoogle Scholar
Ringbom, H. (2011). Perceived redundancy or cross-linguistic influence? What L3 learners’ material can tell us about the causes of errors. In De Angelis, G. & Dewaele, J.-M. (eds.), New trends in crosslinguistic influence and multilingualism research. Bristol, UK: Multilingual Matters, 19–24.CrossRefGoogle Scholar
Ringbom, H. & Jarvis, S. (2009). The importance of cross-linguistic similarity in foreign language learning. In Long, M. H. & Doughty, C. (eds.), The handbook of language teaching. Chichester: Wiley-Blackwell, 106–118.CrossRefGoogle Scholar
Röcklingsberg, C. (2009). Kulturspezifische Interaktionsstile oder wenn schwedischsprachige und deutschsprachige Arbeitskollegen im Restaurant zu Mittag essen. Eine Studie zur Einbettungskultur in kommunikativer Praxis. Ph.D. dissertation, Linköping. Linköping University.Google Scholar
Rosén, C. (2006). ‘Warum klingt das nicht deutsch?’ Probleme der Informationsstrukturierung in deutschen texten schwedischer Schüler und Studenten. Ph.D. dissertation, Lund. Stockholm: Almqvist & Wiksell.Google Scholar
Salo, O.-P., Nikula, T. & Kalaja, P. (eds.) (2007). Kieli oppimisessa. Language in learning. AFinLAn vuosikirja 65.Google Scholar
Schlyter, S., Granfeldt, J. & Ågren, M. (2009). Stades de développement en français – perspectives historiques et futures. In van Daele, A., Housen, A., Kuiken, F., Pierrard, M. & Vedder, I. (eds.), Complexity, accuracy and fluency in second language use, learning and teaching. Contacforum, University of Brussels, 193–206.Google Scholar
Schlyter, S. & Thomas, A. (2011). L1 or L2 Acquisition? Finiteness in child second language learners (cL2), compared to adult L2 learners (aL2) and young bilingual children. In Marzena, W., Sandra, B. & Hickmann, M. (eds.), Comparative perspectives on language acquisition: A tribute to Clive Perdue. Bristol, UK: Multilingual Matters, 281–301.Google Scholar
Seikkula-Leino, J. (2007). The development of CLIL through the comprehensive school curriculum reform. In Koskensalo, et al. (eds.), 91–98.Google Scholar
Serrander, U. (2011). Bilingual lexical processing in single word production: Swedish learners of Spanish and the effects of L2 immersion. Ph.D. dissertation, Uppsala. Studia Linguistica Upsaliensia 10.Google Scholar
Sharp, H. (2007). Swedish-English language mixing. World Englishes 26.2, 224–240.CrossRefGoogle Scholar
Sjöholm, K., Forsman, L. & Björklund, M. (2009). The relationship between language and culture in a globalized world: New challenges in the Finland-Swedish EFL classroom. In Koskensalo, et al. (eds.), 225–239.Google Scholar
Solin, A. (2008). The teaching portfolio as a hybrid genre: Local and global influences. In Garant, et al. (eds.), 359–380.Google Scholar
Södergård, M. (2006). From kindergarten to grade 6. The immersion experience from the pupils’ point of view. In Björklund, et al. (eds.), 85–109.Google Scholar
Stoltz, J. (2011). L'alternance codique dans l'enseignement du FLE: Étude quantitative et qualitative de la production orale d'interlocuteurs suédophones en classe de lycée. Ph.D. dissertation, Växjö. Växjö: Linnaeus University Press.Google Scholar
Sundberg, A.-K. (2009). Le poids de la tradition: La question professorale de l'altérité linguistiques et culturelle en classe de FLE. Ph.D. dissertation, Växjö. Växjö: Växjö University Press.Google Scholar
Sundqvist, P. (2008). ‘In school, you're here for talking’. Assessment of oral proficiency in the EFL classroom. In Granfeldt, J. et al. (eds.), Språkinlärning, språkdidaktik och teknologi. Rapport från ASLAs höstsymposium i Lund 8–9 november 2007. Uppsala: Swedish Science Press, 251–270.Google Scholar
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish nine-graders’ oral proficiency and vocabulary. Ph.D. dissertation, Karlstad. Karlstad: Karlstad University Press.Google Scholar
Sundqvist, P. (2011). A possible path to progress: Out-of-school English language learners in Sweden. In Benson, & Reinders, (eds.), 106–118.CrossRefGoogle Scholar
Svartholm, K. (2010). Bilingual education for deaf children in Sweden. International Journal of Bilingual Education 13.2, 154–174.Google Scholar
Svensson, G. (2011). Discourse particles in Swedish youth talk in multilingual settings in Malmö. In Källström, & Lindberg, (eds.), 219–235.Google Scholar
Sylvén, L. K. (2007). Swedish CLIL students’ extracurricular contact with English and its relation to classroom activities. In Marsh & Wolff (eds.), 237–252.Google Scholar
Sylvén, L. K. (2010). Teaching in English or English teaching? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition. Gothenburg Studies in English 97.Google Scholar
Takala, S. (2009). Plurilingualism – (how) can it be realized? In Koskensalo, et al. (eds.), 173–191.Google Scholar
Takala, S. (2010). Reconciling national testing assessment practices with the CEFR-linked assessment: (How) can it be done? Language Testing and Evaluation 19, 25–37.Google Scholar
Tingsell, S. (2011). Tracking language change: Anaphoric binding in multilingual urban settings in Sweden. In Källström, & Lindberg, (eds.), 237–250.Google Scholar
Trollstad, I. (2009). Sackgasse oder Autobahn? Deutsch in Deutschland erwerben. Zu Fortgeschrittenvarietäten erwachsener Schweden. Ph.D. dissertation, Göteborg. Göteborger Germanistische Forschungen 51.Google Scholar
Ullholm, K. G.(2010). Same mother tongue – different origins: Implications for language maintenance and shift among Hungarian immigrants and their children in Sweden. Ph.D. dissertation, Stockholm. Stockholm: Centre for Research on Bilingualism, Stockholm University.Google Scholar
Valentini, C. (2008). Promoting the European Union: Comparative analysis of EU communication strategies in Finland and in Italy. Ph.D. dissertation, Jyväskylä. Jyväskylä Studies in Humanities 106.Google Scholar
Vehmas-Lehto, I. (2008). Translation studies: in search for vigour and relevance. In Garant, et al. (eds.), 35–70.Google Scholar
Vuorinen, P. (2009). Profiles of second language learners in bilingual education: A comparative study of the characteristics of Finnish and American students. Ph.D. dissertation, Turku. Turun Yliopiston Julkaisuja Ser. B. Humaniora 318.Google Scholar
Wolter, B. & Gyllstad, H. (2011). Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics 32.4, 430–449.CrossRefGoogle Scholar
Ylönen, S. & Vainio, V. (2010). Mehrsprachigkeit und Rolle des Deutschen im Studium aus der Sicht finnischer Studierender. Apples – Journal of Applied Language Studies 4.1, 29–49.Google Scholar
Ylönen, S. & Kivelä, M. (2011). The role of languages at Finnish universities. Apples – Journal of Applied Language Studies 5.3, 33–61.Google Scholar