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  • 1.
    Bockgård, Gustav
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Landqvist, Håkan
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sheikhi, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Styra och stötta: Exempel på språkutvecklande lärarkommunikation i ett flerspråkigt klassrum2017In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä, Eva Sundgren, Stockholm: Liber, 2017, p. 202-226Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet beskriver vi hur en lärares sätt att kommunicera med sina elever kan forma klassrumsklimatet och påverka elevernas hela lärandesituation genom att ge dem möjligheter att utveckla både förståelsen för ämnesstoffet och sin egen kommunikationsförmåga. Till grund för beskrivningen ligger observationer och inspelningar av en lärares undervisning i en femteklass samt intervjuer med denna lärare. I klassen finns många elever med svenska som sitt andraspråk och några av dem är nyanlända.

    Ett genomgående motiv i det vi uppmärksammar här är att läraren med hjälp av såväl verbala som icke-verbala medel både stöttar eleverna i deras lärande och styr över det som sker i klassrummet. I själva verket går stöttning och styrning oftast hand i hand. Vår förhoppning är att exemplen, hämtade från autentisk klassrumsinteraktion, ska fungera som en illustration av och inspiration för vad aktiva lärare kan göra för att främja sina elevers kommunikativa färdigheter.

  • 2.
    Haag, Ingemar
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kjär, Uwe
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Päplow, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Molander Danielsson, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jansson, Magnus
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sundgren, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Öhman, Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bockgård, Gustav
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Blom, Stefan
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Billing, AnnaCarin
    Nelson, Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundkvist, Hannes
    Mälardalen University.
    Vokabeltest im FSU; Narrative Vampirism; English for Young Learners; Eva Lindströms poetik; Linguistic accommodation; Astrid Lindgrens barnboksvärldar; Traditionell västgötska; Didaktiska reflektioner kring grammatiska strukturer; Anna Höglunds Om detta talar man endast med kaniner; Språksituationen på Åland; Ett radikalt demokratisk svenskämne; Rainer Maria Rilkes Malte Laurids Brigges anteckningar2016Report (Other academic)
  • 3. Pleijel, Agneta
    et al.
    Bergom-Larsson, Maria
    Ek, Sverker
    Seeberger, Astrid
    Pehrson Berger, Ingela
    Mälardalen University, School of Education, Culture and Communication.
    Haag, Ingemar
    Mälardalen University, School of Education, Culture and Communication.
    Strohkirch, Katarina
    Päplow, Torsten M.
    Mälardalen University, School of Education, Culture and Communication.
    Rottenberg, Débora
    Mälardalen University, School of Education, Culture and Communication.
    Schröter, Torsten
    Mälardalen University, School of Education, Culture and Communication.
    Agneta Pleijel, Torgny Lindgren, Gertrude Stein, Ingo Schulze, Heinrich Böll, Reflection on Argentine identity, Filmöversättning och språklekar2008Report (Other academic)
    Abstract [en]

    Innehåll

    Red: Inledning

    Agneta Pleijel: Varför litteraturen?

    Maria Bergom-Larsson: Lord Nevermore – Europa genom den kvinnliga blicken

    Sverker Ek: ”Utan berättelser förtorkar tiden”. Kring Agneta Pleijels roman Lord Nevermore

    Astrid Seeberger: Om mörkret kring människorna som bör skingras. Agneta Pleijels sökande efter sanningen – om den nu finns

    Ingela Pehrson Berger: ”Jag avbildar inte världen sådan som vi ser den.” Konsten som tema i fyra berättelser av Torgny Lindgren

    Ingemar Haag: Om sanning och lögn i självbiografisk mening. Gertrude Steins The Autobiography of Alice B. Toklas och Evererybody’s Autobiograph

    Katharina Strohkirch: Der gejagte Jäger. Emsige Erwerbslosigkeit in Ingo Schulzes Calcutta

    Thorsten M. Päplow: Heinrich Bölls Irländsk dagbok. Ett exempel på potentialen hos reselitteratur

    Débora Rottenberg: Identity rewritten: the representation of Indians and Britons in Argentine novels taking place in Tierra del Fuego

    Thorsten Schröter: På spaning efter den wit som flytt: dubbning och textning av språklekar i film

  • 4.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication.
    Language-play, Translation and Quality: with Examples from Dubbing and Subtitling2010In: Translation, Humour and the Media / [ed] Delia Chiaro, London: Continuum, 2010, p. 138-152Chapter in book (Refereed)
  • 5.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication.
    På spaning efter den wit som flytt: Dubbning och textning av språklekar i film2008In: Agneta Pleijel, Torgny Lindgren, Gertrude Stein, Ingo Schulze, Heinrich Böll Reflection on Argentine identity Filmöversättning och språklekar, Västerås: Mälardalens högskola , 2008, Vol. 4, p. 119-157Chapter in book (Refereed)
    Abstract [en]

    This article summarizes the main findings and insights of the doctoral dissertation Shun the Pun, Recue the Rhyme: The Dubbing and Subtitling of Language-Play in Film. The phenomenon of language-play is defined and categorized, and around one thousand instances of authentic language-play occurring in 18 English-language family films are analyzed, together with the translation solutions in the German and Swedish dubbing of these films, as well as the German, Swedish, Danish, and Norwegian subtitles. One of the many insights gained from the study is that, contrary to common perception, language-play need not be 'untranslatable', not even in a narrow sense.

  • 6.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Small Research Projects about Social and Regional Variation for Advanced University Students of English in Sweden: Their Purpose and Content2016In: Pragmatic Issues in Specialized Communicative Contexts / [ed] Francesca Bianchi & Sara Gesuato, Leiden & Boston: Brill Academic Publishers, 2016, p. 217-235Chapter in book (Refereed)
    Abstract [en]

    This article describes a course called Social and Regional Variation, offered as part of the third semester of undergraduate English Studies at a Swedish university, with a special focus on one of the written assignments to be submitted by the students: a small empirical research project investigating some aspect of the areas covered by the course. These include geographically, socially and contextually determined variation in communication, with an emphasis on varieties of English and the usage of, as well as attitudes to, their individual features. The projects thus deal with a wide range of topics, e.g. the different functions of expletives, male vs. female humour, and attitudes to sub-standard forms, among others. After providing some background information about the rationale of the course, its place in the curriculum, and its general structure, a number of projects, including the original research that inspired them, will be presented. The objective is to share some ideas as to how pragmatics, as well as the areas of linguistic description and analysis that inform it, can be taught and studied in a constructive manner in foreign-language education at the tertiary level.

  • 7.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The study of wordplay translation: Some insights, questions and challenges2019In: Du jeu dans la langue: Traduire le jeu de mots / [ed] Frédérique Brisset, Audrey Coussy, Ronald Jenn, Julie Loison-Charles, Villeneuve d'Ascq: Presses Universitaires du Septentrion, 2019, 1, p. 299-312Chapter in book (Refereed)
  • 8.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Switch: An analysis of the film's conversational humour in terms of Grice's Cooperative Principle – and of its transfer into Swedish subtitles2014In: Translating humour in audiovisual texts / [ed] Gian Luigi De Rosa, Francesca Bianchi, Antonella De Laurentiis & Elisa Perego, Bern, Switzerland: Peter Lang Publishing Group, 2014, 1, p. 425-448Chapter in book (Refereed)
  • 9.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Translating in and for higher education in Sweden: Some reflections from a practitioner2016In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, p. 188-201Article in journal (Refereed)
    Abstract [en]

    The English language plays an increasingly important role in Swedish higher education - and not just in English studies. More and more types of university-related documents are either written in English from the outset or translated into the language, for the benefit of students, employees and other interested parties not fluent in Swedish (and far from always native speakers of English either). This brings about an increased need for translation and review services, which are often provided in-house. The present contribution offers a few reflections regarding these types of services, covering some general issues as well as a number of concrete challenges for the translators.

  • 10.
    Schröter, Thorsten
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Molander Danielsson, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    English for Young Learners in Sweden: Activities, materials and language use in the classroom2016In: Litteratur och språk: Vokabeltest im FSU; Narrative Vampirism; English for Young Learners; Eva Lindströms poetik; Linguistic accommodation; Astrid Lindgrens barnboksvärldar; Traditionell västgötska; Didaktiska reflektioner kring grammatiska strukturer; Anna Höglunds Om detta talar man endast med kaniner; Språksituationen på Åland; Ett radikalt demokratisk svenskämne; Rainer Maria Rilkes Malte Laurids Brigges anteckningar, Västerås & Eskilstuna: Mälardalens högskola , 2016, no 11, p. 47-73Chapter in book (Refereed)
    Abstract [en]

    Like almost everywhere else, the role and the status of the English language have been increasing in Swedish society, including the education system. All students in Swedish schools receive some more or less formal instruction in the English subject by the time they are in third grade, though very many are exposed to the language even earlier, both at school and outside of it.

    Despite these circumstances, we seem to know very little about the realities of English for young learners (EYL) instruction at Swedish primary schools, e.g. regarding the following aspects: What activities do the teachers organize in their English classes? What materials do they work with and how? In what ways and to what extent do they use the target language, English?

    The present contribution reports on the results of two small studies addressing precisely these issues, among others. The first study is based on a number of actual observations and recordings of EYL lessons from preschool class to grade 3, followed by interviews with the respective teachers; the second is based on a questionnaire with a broader range of primary school teachers.

    The results suggest that some commonly promoted recommendations in the literature regarding EYL are not generally followed by many EYL teachers in Sweden. For example, when it comes to the use of English vs. Swedish in the English classroom, the share and quality of the target-language input, not least from the teachers themselves, might well be enhanced. In addition – and this aspect is related to the previous one – EYL instruction and its efficiency could be expected to benefit from contextualizing the classroom activities and communication to a greater extent, e.g. by using children’s literature of various kinds and engaging in meaningful interaction about it.

1 - 10 of 10
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