I am interested in how we learn language(s) and how we use our languages in social contexts both in everyday situations and in school settings. In order to understand and interpret our language practices and language learning practices I also pay attention to how language is entwined and co-ordinated with other resources we have at our disposal, e.g. how we move our bodies, where we look and what objects we make use of.
In my teaching, I have courses for example on classroom interaction, interaction analysis as well as linguistic theory and method.
Research interests
My main research interests concern language teaching and learning as well as bilingualism/multilingualism. What these research areas share is a multimodal conversation analytic perspective, but also an educational setting.
Research projects
My ongoing research project investigates different aspects of English language teachers’ classroom interactional competence (CIC). The video data comes from EFL classrooms in four different countries. The recordings were collected as part of an Erasmus + project carried out in collaboration with four other universities, entitled "DigiLTE" (Digital Transformation of Language Teacher Education with Data-Informed Evidence). The main aim of this project was otherwise to create a MOOC (massive open online course) on CIC for pre-service and in-service teachers of English as a foreign language (link to the course: https://learn.tedu.edu.tr).
My earlier research project “Making revisions in digital collaborative writing” (2018-2020) was funded by the Swedish Science Council (Committee for Educational Sciences). The project aimed 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 previous research project was 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.
