Previous Seminars & Activities
Feb 5, 10 am-12 noon
CCD international Seminar
Dorte Kousholt, Associate professor, Denmark, https://pure.au.dk/portal/en/persons/dorte-kousholt(a458de55-3822-4d98-ab7d-05d6b87642c9).html
Title: “Conflictual collaboration in research practice and analysis – reflections about transmethodology".
Chair: Giulia Messina Dahlberg, Assistant professor, CCD, University of Gothenburg
Readings: Højholt, C., & Kousholt, D. (2020). Contradictions and conflicts: Researching school as conflictual social practice. Theory & Psychology, 30(1), 36-55. https://doi.org/10.1177/0959354319884129
Please contact email@example.com for the article.
ZOOM link: https://gu-se.zoom.us/j/63435125521
Feb 12, 10 am12 noon
CCD Working Papers seminar
Lars Almén, Doctoral student, Jönköping University
Title: Languaging in digital educational spaces: Studies of participation, agency and digitalization processes inside and outside classroom settings.
Discussant: Professor Neil Selwyn, Monash University, Australia.
Reader 1: Docent Marco Nilsson, Jönköping University.
Reader 2: Dr. Sylvi Vigmo, Göteborgs University & Jönköping University.
Reader 3: Doktorand Johan Bäcklund, Jönköping University.
Further information, please contact firstname.lastname@example.org
Host: School of Education and Communication, Jönköping University.
Feb 26 1-3 pm
Anders Buch, Centre for Quality of Education, Profession Policy, and Practice, VIA University College
Title: Socio(-)Materiality and Modes of Inquiry. When does the owl of Minerva take flight?
Locality: The interplay of the social and the material realm has preoccupied discussions within Science and Technology Studies for quite some time. Taking departure in these discussions, the lecture explores the ontological commitments needed to advance theories of practice.
ZOOM link: ju-se.zoom.us/J/7262330985
Mar 26, 1-5.30 pm
Theme: What are roles of leaders and which paradoxes appear in the expectations regarding questions of participation and inclusiveness? What might a “third position” of participation and inclusiveness entail and how to we reach this together? (The seminar will held in Swedish and in Swedish Sign Language)
DoIT think tank initiators Sangeeta Bagga-Gupta, professor, Jönköping University, and Petra Weckström, CEO, Örebro Teater, discuss with Dritëro Kasapi, head of Riksteatern, Susanna Dahlberg, CEO, Regionteater Väst, Elisabet Nilhfors, professor emerita, Uppsala University, and Ylva Winther, head of education, Sunne kommun.
Host: Örebro Teater och CCD, Jönköping University
Apr 9, 1-3 pm
Lillian Buus, VIA University College, research leader of the environment Learning & IT.
Title: What Happens to Learning Design Processes in the Digital Transformation to Online Teaching and Learning (during Covid-19)?
Lillian Buus has an interest in Learning Design as a methodology for designing for digital mediated learning, and seen in the light of Covid-19 and the rapid digital transformation from traditional teaching to online teaching I have seen some interesting findings in a national research project on covid-19 and experiences with online teaching and learning. She will present some of these findings and relate them to the known facts on how to design for learning in general and from a Learning Design perspective.
Apr 16, 1-3 pm
CCD international Seminar
Quentin Williams, Associate professor, South Africa, https://scholar.google.com/citations?user=FOn5eqsAAAAJ&hl=en
Title: "Towards a Public Sociolinguistics: Inventing Language at the Margins of South Africa".
Chair: Ylva Lindberg, Professor, CCD, Jönköping University
Readings: Williams, Q. (2018). Multilingual activism in South African Hip Hop. Journal of World Popular Music. 5(1), 31-49. https://doi.org/10.1558/jwpm.36672
Please contact email@example.com for the article.
May 6, 3-5 pm
CCD Working Papers seminar
Carolina Lúgaro, Doctoral student, Universidade de Aveiro, Portugal
Title: Deafness and Multiliteracies: Paths towards Inclusion in a Plurilingual and Multimodal World
Chair: Maria Bäcke, CCD, Jönköping University
Discussant: Ingela Holmström
Please contact firstname.lastname@example.org for the article.
Further information & reading
Based on a sociocultural and dialogic teaching approach, we bring a perspective that values the language skills of the deaf and goes beyond, towards a plurilingual turn on deaf education as an emancipatory path that allows them to exercise full and active citizenship. In this seminar, we present theories and concepts arising from recent studies on the development of multiliteracies of the deaf to build a theoretical position that allows us to move forward with didactic proposals within a plurilingual perspective, particularly an intercomprehensive approach. The intercomprehensive approach aims at a holistic communication competence in which the encounter between languages becomes a space of meaning making and learning through the deployment of strategies, previous knowledge, and repertoires. Intercomprehension may favor deaf education regarding their cognitive, psychological, intercultural, linguistic knowledge that will contribute to develop and enlarge their plurilingual multiliteracies, favoring critical thinking and autonomy which in the end promotes, equity, and emancipation.
Reading: Deafness and Multiliteracies: Paths Towards Inclusion in a Plurilingual and Multimodal World by Carolina Lúgaro, Maria Helena Araújo e Sá and Ana Isabel Silva
May 21, 1-3 pm
Title: Designing for situated knowledge in a world of change
ZOOM link: https://ju-se.zoom.us/j/7262330985
"In this talk, I shall address a basic question in education: How can students learn to put knowledge, developed in one context, to use in other contexts?
This question poses a major challenge for the educational systems of today because of the following conundrum: in contemporary society, people are required to traverse a range of different settings with different competence demands, and they often have to utilize knowledge across these different settings. However, several strands of research (e.g. practice theory, situated learning, embodied cognition) join in pointing out that knowledge is situated, i.e. acquires form and content from the context in which it is learnt.
Transfer of knowledge across settings is therefore no straightforward matter. It involves transformation of the situatedly learned knowledge so that it fits the new setting. Learning to do so emerges as crucial for students of today, and facilitating transformation becomes a key task for many educational systems.
In the talk, I present research on knowledge transformation, on design principles to support it, and on the implementation of specific learning designs in educational practice. The talk draws on the results of the recent project Designing for situated knowledge in a world of change (2015-2020), financed by the Independent Research Fund Denmark."
Jun 4, 10 am-12-noon
CCD international Seminar
Clemens Wieser, Associate professor, Denmark, http://au.dk/en/wie@edu
Title: "Video diaries as a resource for self-narrations in ethnographic research".
Chair: Elisabet Sandblom, Assistant professor, CCD, Jönköping University
Wieser, Clemens. 2020. Teaching expertise in higher education: How an experienced university teacher maintained constructive alignment in practice. In Wieser, Clemens, Pilch Ortega, Angela (Ed.), Ethnography in Higher Education. Wiesbaden: Springer VS. 33-52.
Wieser, Clemens. 2015. Technology and ethnography – will it blend? Technological possibilities for fieldwork on transformations of teacher knowledge with videography and video diaries. Seminar.net - International journal of media, technology and lifelong learning, 11(3), 223-234.
CCD International Seminar Series Autumn 2020 (and Save the dates for 2021)
Communication, Culture and Diversity, CCD (www.ju.se/ccd)
Convened by Sangeeta Bagga-Gupta, professor
Scientific leader CCD research environment
Overarching theme for Autumn 2020: Monolingualism, Multilingualism
N.B. It is important that you keep your mikes shut-off during the seminar, and post your questions/comments on the chat (the Chair or one of the seminar hosts will enable your mike to directly talk with Dr. Rafael Lomeu Gomes, Dr. David Gramling, or Dr. Alan Carneiro).
28 August 2020
28 August 2020, 10-12, Zoom
Chair: Dr. Giulia Messina Dahlberg
Dr. Rafael Lomeu Gomes, Doctoral Research Fellow
Faculty of Humanities
University of Oslo, Norway
Title: Family multilingualism through a ‘translingual lens’: Current theoretical orientations and challenges
- Bagga-Gupta, Sangeeta and Giulia Messina Dahlberg. 2018. Meaning-making or Heterogeneity in the Areas of Language and Identity? The Case of Translanguaging and Nyanlända (Newly-arrived) across Time and Space, International Journal of Multilingualism, 15:4, 383-411, DOI: 10.1080/14790718.2018.1468446
- Lomeu Gomes, Rafael. 2020. Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1788037
Family multilingualism through a ‘translingual lens’: Current theoretical orientations and challenges
In the past five years or so, sociolinguistic approaches to family multilingualism have been marked by an ever-increasing diversity of theoretical orientations (Curdt-Christiansen 2018, Lanza and Lomeu Gomes 2020). Among these orientations, one that has received particular attention takes a practice-based perspective and draws on understandings of languages as fluid, dynamic, and localised (as opposed to abstract entities that can be neatly separated, counted, and labelled). Building on this discussion, in the first part of this seminar, I point to the ways in which the employment of a ‘translingual lens’ can be useful in making sense of the connections between language practices and ideologies of family members in multilingual houses. In particular, I present part of a three-year ethnographically oriented study undertaken in Oslo, Norway to discuss how monoglossic language ideologies may influence parent-child interactions in the home (Lomeu Gomes 2020). This analytical move may illuminate certain questions overlooked by current literature on child bilingualism. Yet, its employment risks reifying taken-for-granted understandings of language and losing its innovative explanatory potential (Bagga-Gupta and Messina Dahlberg 2018, Pennycook 2016). In the second, and final, part of the seminar, the following question is posed: to what extent can the employment of a ‘translingual lens’ be reconciled with the efforts of parents who aim at fostering practices that may lead to the maintenance of the so-called home language(s)? Rather than reaching definite answers, it is expected that the discussion in this seminar triggers reflections concerning the challenging task of doing socially relevant research that may inform practices in the home and in society at large.
Bagga-Gupta, Sangeeta and Giulia Messina Dahlberg. 2018. Meaning-making or Heterogeneity in the Areas of Language and Identity? The Case of Translanguaging and Nyanlända (Newly-arrived) across Time and Space, International Journal of Multilingualism, 15:4, 383-411, DOI: 10.1080/14790718.2018.1468446
Curdt-Christiansen, Xiao Lan. 2018. “Family Language Policy.” In The Oxford Handbook of Language Policy and Planning, edited by James Tollefson, and Miguel Perez-Milans, 420–441. Oxford: Oxford University Press.
Lanza, Elizabeth, and Rafael Lomeu Gomes. 2020. “Family Language Policy: Foundations, Theoretical Perspectives and Critical Approaches.” In Handbook of Home Language Maintenance and Development: Social and Affective Factors, edited by Susana A. Schalley and Susana A. Eisenchlas, 153–173. Berlin: De Gruyter Mouton.
Lomeu Gomes, Rafael. 2020. Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1788037
Pennycook, Alastair. 2016. “Mobile Times, Mobile Terms: The Trans-super-poly-metro Movement.” In Sociolinguistics: Theoretical Debates, edited by Nikolas Coupland, 201– 216. Cambridge: Cambridge University Press.
9 October 2020
9 October 2020, 10-12, Zoom:
Chair: Dr. Ylva Linderberg
Dr. David Gramling, Associate professor
College of Humanities
The University of Arizona, USA
Title: What’s happening in Late Monolingualism?
The seminar will discuss multilingualism versus. translanguaging and individual monolingualism versus modern / late modern monolingualism as a historical frame.
Introduction and Chapter 1 from Dr. David Gramling’s forthcoming book The Invention of Multilingualism (available from email@example.com on request)
20 November 2020
20 November 2020, 10-12, Zoom:
Chair: Dr. Giulia Messina Dahlberg
Dr. Alan Carneiro, Assistant professor
Escola de Filosofia, Letras e Ciências Humanas
Federal University of Sao Paulo, Brazil
Title: Analysing communicative repertoires and social change. The dynamics of language regimes in Timor-Leste
Agha, A. (2004). Registers of Language. In: DURANTI, A. (Ed.) A Companion to Linguistic Anthropology (p. 23-45), Oxford: Blackwell. (Available from firstname.lastname@example.org on request).
Analysing communicative repertoires and social change. The dynamics of language regimes in Timor-Leste
Timor-Leste is a small Southeast Asian country, which became independent in 2002, its Constitution recognizes two languages as official, Portuguese, which was chosen because of its history in the territory and Tetun, a standardized version of a local language variety. Beyond the official languages, the Constitution gives the status of working languages to English and Indonesian and of national languages to the two dozens of different local indigenous languages. In this multilingual setting, the use of these different languages and the multiple forms of transidiomatic practices - or in other words, transglossic practices (Cox and Assis-Peterson, 2007) - regulate social interactions in diverse social contexts. The main aim of this paper is to characterize hegemonic language ideologies about these languages and these different transglossic practices and their role in the mediation of communicative practices, the construction of linguistic hierarchies and social distinction in the country. This research is based on an ethnographic study about the local language in education policies, which had a focus on the role of Portuguese language teachers in their implementation. The data to be analysed are the metasociolinguistic stances (Jaffe, 2009) of these language teachers in life narratives and the way they position themselves in relation to the different local languages and transglossic practices. Their different stances index the ways the use of different languages are metapragmatically regulated (Wortham, 2001), structuring a specific local language regime (Kroskrity, 2000), but also to the metapragmatics of transglossic practices and the ways they can be part of new processes of enregisterment (Agha, 2004) and the construction of new language regimes. These dynamics of shift in language ideologies in the country points out for a process of social change in the value of languages, language practices and their speakers along the time and the ways that legitimate languages and legitimate speakers are or can be potentially constructed in these different timescales. If by one side, these language regimes can exclude as they are constantly reaffirming borders, by the other side, there are also possibilities for the subversion and redrawing of identities through the creative use of language resources.
Agha, A. (2004). Registers of Language. In: DURANTI, A. (Ed.) A Companion to Linguistic Anthropology (p. 23-45), Oxford: Blackwell.
Assis-Peterson, A.A., & Cox., M. I. P. (2007). Transculturalidade e Transglossia: para compreender o fenômeno das fricções linguístico-culturais em sociedades contemporâneas sem nostalgia. In S. M. Bortoni-Ricardo & M. C. Cavalcanti (Eds.), Transculturalidade, Linguagem e Educação (pp. 23-43). Campinas, SP: Mercado de Letras.
Jaffe, A. (Ed.) (2009). Stance: Sociolinguistic Perspectives. Oxford: Oxford University Press.
Kroskrity, P. (Ed.) (2000). Regimes of Language: Ideologies, Polities and Identities. Santa Fe, New Mexico: School of American Research Press.
Wortham, S. (2001). Language ideology and educational research. Linguistics & Education, 12, p. 253-259.
Alan Carneiro is an Assistant Professor of Language Policy and Planning at the Federal University of São Paulo (UNIFESP) (2017 to the present). He was a lecturer of Portuguese language at the University of Cape Town (UCT), from 2015 to 2017. He holds a PhD in Applied Linguistics (2014), in the area of Multiculturalism, Multilingualism and Bilingual Education, from the University of Campinas (UNICAMP). His thesis is related to the teaching of Portuguese in the multilingual setting of Timor-Leste, where he taught at Universidade Nacional Timor Lorosa’e.
CCD International Seminar Series 2021 - Save the dates
5 Feb 2021 (10-12 or 13-15)
16 April 2021 (10-12 or 13-15)
4 June 2021 (10-12 or 13-15)
20 August 2021 (10-12 or 13-15)
15 October 2021 (10-12 or 13-15)
3 December 2021 (10-12 or 13-15)
- GeM 2018, Genres and media landscapes in virtual-physical learning spaces. Moving frontlines?
12-14 September 2018, Jönköping, Sweden
- 5th International Media Summit an interdisciplinary conference on Mediamorphosis: Identity & Participation
16-17 February 2018
- Mar-Jun: Send in abstract to Sociolinguistics Symposium 22, Auckland, New Zealand (June 27-30, 2018)12-14 September, International conference in the CCD network: Genres and media landscapes in virtual-physical learning spaces. Moving frontlines? (GeM 2018), School of Education and Communication, Jönköping University
- 27-30 June: Sociolinguistics Symposium 22, Auckland, New Zealand
- The international conference CTDS, Communication, Technologies and Deaf Studies – Shifting paradigms and new challenges, Autumn 2017, Jönköping, Sweden
- 10-14/8 2017: Writing event CCD
- 13-16/6 2017: EDEN Annual Conference, Jönköping University, Sweden
- 16-21/7 2017: 15th International Pragmatics Conference, Belfast, Northern Ireland.
- The International Conference Dis/Ability Communication ICDC
January 9-11 2017, Mumbai, India
- 9-11/1: Mumbai, India The International Conference Dis/Ability Communication ICDC
- 28-29/3: Translanguaging – researchers and practitioners in dialogue, Örebro University, Sweden.
- 26-28/4: National Forum for English Studies, English across Borders: Celebrating the Diversity of the English Language, Jönköping University, Sweden.
- 16-21/7: 15th International Pragmatics Conference, Belfast, Northern Ireland.
The international conference CTDS, Communication, Technologies and Deaf Studies – Shifting paradigms and new challenges, Autumn 2017, Jönköping, Sweden
- 6-7/10: Teaching Literature. First conference on the role of literature in the language learning. (In Swedish). Organizers: Anette Svensson, Jönköping University & Katherina Dodou, Dalarna University. Web site and call for papers are coming soon.
- August konferens, Finland
- 18-23/8: Writing event CCD
- 13-16/6: EDEN Annual Conference, Jönköping University, Sweden.
- 29-31/5: Conference languages: Nordic and English
University of Southern Denmark, Odense
- 7-8/2: Minoritetsspråklige elever i de nye grunnskolelærerutdanningene, Norge, Oslo
8-9/3: PAL* project – Forte Talks, Stockholm
17/3: Rhetorics for teachers – Anders Sigrell, Jönköping
18/3: LPS* Higher seminar – Roger Säljö, Jönköping
8-12/4: AAAL* 2016 – International Colloquium – “Research methods as practice. Current fieldwork strategies and methodological accountings”, Florida, USA. More information.
20/5: Languaging, Learning, Identiting. The significance of everyday life – Sangeeta Bagga-Gupta, Jönköping
7-8/6: SPARC* conference, Jönköping University, Sweden
17/6: Dissertation defence, Helen Avery, Moving Together – Conditions for Intercultural Development at a Highly Diverse Swedish School, School of Education and Communication, Jönköping University, Sweden
14-17/8: Writing retreat, Sånga-Säby, Sweden
22-24/8: PPL2* 2016 – University of Jyväskylä, Finland
24-27/8: EuroSLA* 26 - University of Jyväskylä, Finland
2/9: Dissertation defence, Annaliina Gynne, Languaging and Social Positioning in Multilingual School Practices - Studies of Sweden Finnish Middle School Years, Mälardalen University (Västerås), Sweden
19/9: Application workshop, Jönköping University, Sweden
13-14/9: International Conference CTDS*, Jönköping University, Sweden (postponed)
24-25/11: Konferens, Karlstads universitet, Svenska med Didaktisk inriktning
AAAL = Association of American Applied Linguistics
CTDS = International conference on Communication, Technology and Deaf Studies
EuroSLA = European conference on Second Language Acquisition
ICDC = International conference on dis/ability communication
LPS = Reserach environment "Learning practices inside and outside schools"
PAL = Swedish Research Council projekt 2016-2019 "Participation for all?"
PLL2 = International conference Psychology of Language Learning
- A cross-sector multidisciplinary international conference: ICS - Going Beyond Inclusion. New forms of Cultural Spaces in the 21st century
- 18-21 November 2015, Örebro, Sweden
- International conference: ViLS-2 Virtual Learning Sites as languaging spaces
22-24 September 2015, Örebro, Sweden
- DIAL - International symposium: Dialogue In Action for Learning - Meaning-making processes inside and outside institutional practices
9-10 December 2014, Örebro University, Sweden
- Swedish-Indian International Research Conference: LanDpost - Languaging and Diversity in the age of post-colonial glocal-medialization
15-17 October 2014, Mysore, India
- Re-visiting Identity, Marginalization and Bilingualism
Monday 2 June 2014, Örebro University campus, Lecture Hall M
Organizers: CCD & LIMCUL
- International multidisciplinary symposium: CuLT - Cultural practices, literacies and technological mediations
(In cooperation with research school LIMCUL)
3-5 March 2014, Örebro Sweden
- International multidisciplinary workshop: MeMary - Methods, materials and analyses for research on multilingual youth – qualitative perspectives
(In cooperation with research school LIMCUL)
25-26 November 2013, Stockholm University
- REID - Revisiting Identity Embodied communication across time and space
22-24 October 2013
- Virtual learning sites as transnational borderlands
10-11 April 2013
- Is there a place for Intersectionality in Educational Research?
Theoretical Perspectives and Practical Implications
International Research Workshop, Örebro Sweden
Part I October 7-9 2009
Part II April 27 2010
- Symposium and Research Workshop
Re-thinking bilingualism - Issues of multilingualism and communication in education, May 2009
- Language and gestures as interaction in educational arenas
November 10-11, 2003
- International workshop on literacy and bilingualism