A selection from Stockholm University publication database

• Reimagining Learning in a Language Education Course Thrust Online

  2020. Una Cunningham, Anna Bergström. Teaching, technology, and teacher education during the covid-19 pandemic, 449-456

  Chapter

  A campus-based initial teacher education module in nine units was quickly redesigned within the existingsyllabus to run online following the Swedish Government’s recommendation on 17 March 2020 to moveuniversity teaching online. We used a flipped approach: asynchronous preparatory activity (set reading withstudy questions, pre-recorded lectures and other podcasts or videos) was followed up by non-mandatory onlinesynchronous workshops and mandatory written unit tasks to be completed individually or in a group,and handed in individually. The unit tasks were designed as active learning, and entailed the application ofknowledge and understanding gained in the preparatory activities, deepening the learning of each individualwith co-constructed insights. This flipped pedagogy was complemented by collaborative active learning activitiesfor the students who participated in the workshops. The workshop participants were encouraged tocomplete their hand-in work together during the workshop, collaboratively building understanding. Thus, asocial constructivist view of learning was modelled and implemented.

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• Learning aspect in Italian as additional language. The role of second languages

  2021. Francesco Vallerossa (et al.). International Review of Applied Linguistics in Language Teaching

  Article

  The study examines the role played by English and Romance languages (L2s) when learning grammatical aspect in Italian as additional language (Ln). Swedish university students of Italian (n = 34), divided according to knowledge of a Romance L2 and English aspectual knowledge, completed an interpretation task of aspectual contrast in Italian. Eight native speakers served as a control group. The findings showed that knowledge of a Romance language as L2 and high English aspectual knowledge exerted a differential influence on learning aspect in Italian. This outcome is discussed in the light of a consistent form-meaning relationship between the L2s and Italian. Yet, with a mismatch between grammatical and lexical aspect, the learners' judgments differed from the native speakers' judgments. Thus, our findings also support the idea of the existence of differential learning paths sustained by the L2s when learning complex aspectual configurations.

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