In my teaching, I have courses for example on interaction in the second language classroom, varieties of English (Englishes) throughout the world and the history of the English language from Old English through to the modern day.
Research interestsMy main research interests concern language teaching and learning as well as bilingualism/multilingualism. What these research areas share is a conversation analytic and interaction analytic perspective, but also an educational setting.
My ongoing research project “Making revisions in digital collaborative writing” (2018-2020) is funded by the Swedish Science Council (Committee for Educational Sciences). The project aims to give a detailed but also holistic picture of how and to what extent upper secondary pupils revise their texts when they write collaboratively in English and use digital tools, such as traditional word processors (e.g. Word) or web-based apps (e.g. Google Docs).
My current research project is about secondary school pupils’ revisions in their digital collaborative writing in English as a second language. Photo credit Foto: Nigel Musk
The project’s contribution to the field concerns the need to (1) carry out more basic research on the affordances and limitations of the revision processes while writing collaboratively in a foreign language, (2) develop more finely tuned research methods and tools to shed light on the relationship between the process and product, and (3) make pedagogical recommendations that are grounded in students’ successful revision practices.
Some results are presented in “Using multimodal Conversation Analysis to examine the epistemic ecology of computer-assisted collaborative writing” from the project on upper secondary school pupils’ revisions in digital collaborative writing in the English language classroom.
I have previously collaborated in a research project (2008-2012) on learning and remembering which went by the name of LINT, ”Learning, Interaction and Narrative Knowing and Remembering”, a collaborative endeavour between four Swedish universities (Linköping, Gothenburg, Stockholm and Uppsala). The project was funded by the Knut and Alice Wallenberg Foundation, the Bank of Sweden’s Tercentenary Fund and the Swedish Research Council. Linköping’s contribution to the project focused on how digital tools are used in the English second language classroom to promote learning.
My doctoral thesis was about young people’s bilingualism in a bilingual secondary school in Wales entitled Performing Bilingualism in Wales with the Spotlight on Welsh: A Study of the Language Practices of Young People in Bilingual Education. Since defending my thesis, my interest in codeswitching among Welsh-speaking young people has remained and I have continued to write about the language practices of this specific group as well as about codeswitching or language alternation in general.