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  • 1.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sweden Finnish Youth: An Unexplored Bilingual Resource for Inter-Nordic Labour Market?2009Conference paper (Refereed)
  • 2.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Role and Importance of Bilingual Minority Schools’ Pupils for Inter-Nordic and Bilateral Language Communication in a Majority Context2009Conference paper (Refereed)
    Abstract [en]

    The long-term efforts to strengthen the Inter-Nordic semi-communication between the Scandinavian languages have by large been successful, but mainly between speakers of Danish-Norwegian-Swedish. Finland’s position in this since long established inter-Nordic cooperation has been strengthened by the high-level bilinguality among Finland Swedes, the Swedish-speaking minority in Finland. The potential of Sweden Finns (a Finnish-speaking minority in Sweden) as a bridging factor has not been actively developed to become an asset in the Inter-Nordic labour market. One reason is the failure of the Swedish educational system to fully promote the bilingual capacity of Sweden Finnish adolescents, other possible reasons are likely to be revealed by the study.

    This paper presents an ongoing research project that focuses on the bilingual capacity of young Sweden Finns and on finding out how this capacity is taken into account as a potential resource in Inter-Nordic semi-communication. This concerns both the youth themselves, and the potential employers of some sectors of society. A follow-up aim is to promote the bilingual capacity of minority speakers, in the first place that of Sweden Finnish youth, but in a wider perspective, that of other bilingual speakers of lesser-used and major Nordic languages.

    The study is intended to function as a case study concerning in particular Sweden Finnish youth. Its aim is to create a model possible to copy to other similar situations involving bilingual education and its role for closing the gap between the Scandinavian and Finno-Ugric languages, in the first place. In a wider perspective the project concerns how Nordic languages are promoted in the process of globalization in comparison to specifically English, in this inter-Nordic perspective.

    The study consists of several steps which aim at describing whether and how the bilingual capacity of Sweden Finns is taken into account as a potential to retain and strengthen Inter-Nordic semi-communication. The study contains three aspects:

    a)            A survey study to Nordic, bilateral Swedish-Finnish, Swedish and Finnish institutions and organizations. The aim of the study is to chart the organizations’ consciousness about the potential of Sweden Finnish minority speakers’ language resources, and how this is taken into account.

    b)            An interview study/language competence evaluation among a selection of school-leavers from independent bilingual schools in Sweden. The aim of this study is to find out what the linguistic capacity is among adolescents at school-leaving age, both through self-evaluation and by studying some language competence indicators.

    c)             A survey study among former pupils of independent bilingual schools, regarding their evaluation of the use and value of their bilingual capacity in the labour markets at Nordic level, in Sweden and Finland.

    The paper presents the research design, aims in greater detail and some preliminary results as well as a selection of analyses from the survey studies.

  • 3.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Aytar, Osman
    Mälardalen University, School of Health, Care and Social Welfare.
    Darvishpour, Mehrdad
    Mälardalen University, School of Health, Care and Social Welfare.
    Jakobsson, Mats
    Messing, Torbjörn
    Mälardalen University.
    Asztalos Morell, Ildikó
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Obondo, Margaret
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Forskningscirkel - arena för verksamhetsutveckling i mångfald2011Report (Refereed)
    Abstract [sv]

    Forskningscirkel  arena för verksamhetsutveckling i mångfald är en slutrapport av forskningscirkelarbetet inom projektet JämBredd, 2009-2011. I antologin presenteras projektet teoretiska referensram med mångfald, intersektionalitet och interkulturalitet samt erfarenheter av forskningscirkelarbetet i skola, förskola, omsorg, service och arbetslivet. Tio olika forskare från Mälardalens högskola har lett varsin forskningscirkel och skrivit om sina erfarenheter i olika kapitel. Antologin ger en bred bild av interkulturell verksamhetsnära forskning.

  • 4.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Storfors, Tom
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Hans-Olof
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskningscirkeln – en mötesplats för samproduktion2014Report (Refereed)
  • 5.
    Lainio, Jarmo
    et al.
    Stockholms universitet.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Flerspråkiga sverigefinska ungdomar på den nordiska arbetsmarknaden – möjligheter och förväntningar: Slutrapport från BilMinNord-projektet2013Report (Other academic)
  • 6.
    Sandström, Margareta
    et al.
    Uppsala universitet, Sweden.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Språkutveckling hos flerspråkiga barn2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg och Margareta Sandström, Lund: Studentlitteratur, 2012, 1, p. 59-73Chapter in book (Other academic)
  • 7.
    Stier, Jonas
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Tryggvason, Marja-Tertuu
    Uppsala universitet.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Diversity management in preschools using a critical incident approach2012In: Intercultural Education, ISSN 1467-5986, Vol. 23, no 4, p. 285-296Article in journal (Refereed)
    Abstract [en]

    Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. 'instrumental,' 'co-productive,' 'facilitative proactive,' and 'agitative proactive'). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what 'is' cultural behavior, they may sustain cultural stereotypes.

  • 8.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att arbeta i en heterogen forskningscirkel – möjligheter och utmaningar2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 59-74Chapter in book (Refereed)
  • 9.
    Tryggvason, Marja-Terttu
    Mälardalen University, Department of Social Sciences.
    Communicative behavior in family conversation: Comparison of amount of talk in Finnish, SwedishFinnish, and Swedish families2006In: Journal of Pragmatics, ISSN 0378-2166, Vol. 38, no 11, p. 1795-1810Article in journal (Refereed)
    Abstract [en]

    The present study is a part of a project aiming at studying whether or not there are differences in the communicative behavior among three Nordic groups: 20 Finnish families in Finland, 20 Finnish families living in Sweden, and 20 Swedish families in Sweden. Families with a 9- to 13-year-old target child were compared with regard to amount of talk during family mealtimes. The Swedish families differed distinctly from the Finnish and SwedishFinnish ones in that they produced more talk. The two latter groups behaved quite similarly even though the SwedishFinnish families had lived in Sweden for 13-25 years. Particular emphasis was placed on studying pauses, which were remarkably shorter and less frequent in the Swedish families. The study showed that the contribution by different family members to conversation was quite similar in all the groups, with a dominance of the mother.

  • 10.
    Tryggvason, Marja-Terttu
    Sodertorn University College, Sweden.
    Comparison of topic organization in Finnish, Swedish-Finnish, and Swedish family discourse2004In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 37, no 3, p. 225-248Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to examine whether there are cultural differences in topic organization and role-related topic control in dinner conversations; such differences may function as a means for socialization into communicative styles. The research was designed as a comparative study of two geographically close but linguistically very different ethnic groups: Swedes and Finns, including Finns in Sweden as an intermediate group. Previous research has shown Swedes to generate more talk and to produce considerably shorter pauses than Finns. Furthermore, previous studies have indicated that lengthy pauses often precede topic changes. Empirical data were collected by video recording conversations in each of the three cultural groups: 11 Finnish families in Finland, 11 Finnish immigrant families in Sweden, and I I Swedish families in Sweden. Due to the shared setting, the conversations displayed many similarities, but there were also some intercultural differences. The main result was that the Swedish family dinner discourse was significantly more encyclopedic and coherent than the Finnish and Swedish-Finnish one. The findings support the hypothesized connection between pausing and topic organization. The mothers in each group were most active in controlling topic development.

  • 11.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Exempel på mötesplatser för teori och praktik i finsk lärarutbildning.2010Conference paper (Refereed)
  • 12.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Perceptions of identity among Finnish university-based subject teacher educators2012In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 35, no 3, p. 289-303Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to explore how Finnish university-based subject teacher educators perceived their professional identity. Several factors related to professional identity were analysed. Subject teacher educators are initially subject teachers who have proceeded to the doctorate level. They form a small academic group within a larger faculty milieu with only partial responsibility for a teacher education programme. The study is based on focus group interviews with 15 subject teacher educators at four of the eight universities that offer teacher education in Finland. The results reveal that these teacher educators have a strong and persistent self-ascribed identity of an educational nature. The close social interplay with other subject teacher educators within the faculty seems to contribute to a confident collective identity. However, the self-identity is not congruent with the other-ascribed identity, which varies depending on the other party's institutional context. The subject teacher educators examined in this study wished to have research included to a higher extent in their identity as subject teacher educators.

  • 13.
    Tryggvason, Marja-Terttu
    Mälardalen University, Department of Social Sciences.
    Tämä on sammanfattning kaikesta: Klassrumsobservationer från tvåspråkig undervisning2006In: Utbildningsval, sociala karriärer, språkliga kompetenser och identiteter, Mälardalens högskola, Institutionen för humaniora, Finskt språk- och kulturcentrum , 2006, p. 129-141Chapter in book (Other academic)
  • 14.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Why is Finnish education successful?: Some goals Finnish teacher educators have for their teaching2009In: European Journal of Teacher Education, Vol. 32, no 4, p. 369-382Article in journal (Refereed)
    Abstract [en]

    In recent years, Finnish research-based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research-based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking.

  • 15.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lainio, Jarmo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finskan i relation till andra språk hos svenska myndigheter och organisationer.2009Conference paper (Refereed)
  • 16.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Att utmana förskollärares föreställningar: om lärprocessen i tre forskningscirklar2011In: Forskningscirkel: arena för verksamhetsutveckling i mångfald / [ed] Lahdenperä, Pirjo, Västerås: Akademin för utbildning, kultur och kommunikation, Mälardalens högskola , 2011, p. 133-152Chapter in book (Other academic)
  • 17.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandström, Margareta
    Uppsala Universitet, Sweden.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Mångfald i förskolan2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg & Margareta Sandström, Lund: Studentlitteratur, 2012, 1, p. 39-58Chapter in book (Other academic)
  • 18.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Tulviste, Tiia
    De Geer, Boel
    How do preschool children engage each other in dialogue in Finland, Estonia and Sweden?2008In: Multilingua-Journal of Cross-Cultural and Interlanguage Communication, ISSN 0167-8507, Vol. 27, no 4, p. 389-408Article in journal (Refereed)
    Abstract [en]

    The present study compares preschool children in Finland, Estonia and Sweden regarding linguistic structures with which children in dyads elicited talk from each other in a naturalistic play activity Nineteen Finnish (mean age 5.1), 19 Estonian (mean age 5.4) and 17 Swedish (mean age 5.1) same-sex pairs were video-recorded by a native researcher Analyses of the results showed that children in different groups produced quite a similar number of utterances and eliciting talk structures. The Swedish and Finnish children used most yes-no questions, whereas the Estonian children had the highest occurrence of open questions. Imperative as well as elliptic structures were used by the Finnish children to a significantly higher extent than by the Swedish children. In summary, the groups differed less from each than was predicted on the basis of adult-child interaction. The results suggested that the symmetrical child-child free play context affected the choice of eliciting talk structures

  • 19.
    Tulviste, Tiia
    et al.
    University of Tartu, Estonia.
    Mizera, Luule
    University of Tartu, Estonia.
    De Geer, Boel
    Södertörn University College, Sweden .
    Tryggvason, Marja-Terttu
    Södertörn University College, Sweden .
    Child-rearing goals of Estonian, Finnish, and Swedish mothers2007In: Scandinavian Journal of Psychology, ISSN 0036-5564, Vol. 48, no 6, p. 487-497Article in journal (Refereed)
    Abstract [en]

    In the present study, the child-rearing goals of mothers of 4- to 6-year-old children from Estonia, Finland, and Sweden were compared. The developedChild-Rearing Goals Questionnaire consisted of three different tasks: open-ended questions, item rating, and item ranking. All mothers were similar in valuing highly self-maximization, but differed in emphasis on traditional child-rearing goals (e.g., conformity, obedience, politeness, being hard-working, etc.). The Swedish mothers tended to stress the characteristics connected with self-maximization as well as self-confidence and children's happiness, but did not value the traditional child-rearing goals. The Estonian mothers attached a great significance both to the traditional characteristics and to self-maximization. The Finnish mothers also stressed both traditional and non-traditional values, but to a lesser extent than the Estonians. The Swedish andFinnish mothers' child-rearing goals were relatively homogeneous. In contrast, the Estonian mothers were generally less focused on any specific goal.Mothers with a lower level of education stressed traditional goals more than mothers with a higher level of education. The results are discussed in the light of the possible effect different cultural contexts have on maternal child-rearing goals: bringing up children in stable welfare societies (such as Sweden and Finland) in contrast to a rapidly changing society (such as Estonia).

  • 20. Tulviste, Tiia
    et al.
    Mizera, Luule
    De Geer, Boel
    Tryggvason, Marja-Terttu
    Södertörn University College.
    Cultural, contextual and gender differences in peer talk2010In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 51, no 4, p. 319-325Article in journal (Refereed)
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