Julia, i hästsvans, tittar över axeln och ler.

Julia Backelin Forsberg


Visa sidan på svenska
Works at The Department of Swedish Language and Multilingualism
Visiting address Universitetsvägen 10 D
Room D 563
Postal address Institutionen för svenska och flerspråkighet 106 91 Stockholm

About me

I'm a senior lecturer in Swedish as a second language at the department. In 2018 I defended my thesis "Audience design in interaction: studies on urban adolescent spoken languages", where recordings of 111 Swedish urban adolescents, 80 teachers from Sweden and Germany and 160 respondants in a perception study enabled me to investigate some aspects of the speech of adolescents. The focus was partly on attitudes and perception, and partly on pronunciation in English and Swedish.

I come from a (socio-)phonetic background, with an MSc in Forensic Speech Science from the University of York, and have done some work in this area in a Swedish context.


I have been teaching two modules in pronunciation and the phonology of Swedish for teachers of Swedish as a second language, and Swedish for immigrants (NSS211 och US154U) since spring 2019. During spring 2020 I'm also teaching grammar (US103G).

I also supervise bachelor theses in the department.


My research interests concern the school environment, the spoken language of adolescents (first and second language), and standard language ideologies (in particular adolescents' views on these and the effect on spoken language).

During 2018-2020 I'm working in the project Intensive education in Swedish for newly arrived pupils (Intensivsvenska), which aims to promote integration of newly arrived pupils of secondary and upper secondary ages by developing and applying a model for education and teaching which increases the opportunities for these pupils to move forward in the educational system and/or their working life, within realistic and reasonable time frames.


A selection from Stockholm University publication database
  • 2020. Julia Forsberg, Maria Therese Ribbås, Johan Gross. Journal of Multilingual and Multicultural Development

    Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants’ evaluations of other people’s language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards ‘good’ and ‘bad’ language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.

  • 2019. Susanne Mohr, Sandra Jansen, Julia Forsberg. English Today

    The UK is facing important changes in the near future, with Brexit, i.e. the UK leaving the European Union (EU), looming ever more closely on the horizon. These important political and economic changes will certainly have an influence on Europe as a whole, and have had linguistic consequences for the English language, such as Brexit-related neologisms (Lalić-Krstin & Silaški, 2018). As Modiano (2017a) suggests, Brexit might also have an influence on the status of the English language in the EU, in particular with regard to the dominance of native speaker varieties. In this article, we discuss the possibility of the use of a neutral European English variety in the EFL classrooms of two EU member states, i.e. Sweden and Germany. Based on a survey among 80 practitioners in secondary schools (first results were presented in Forsberg, Mohr & Jansen, 2019), the study investigates attitudes towards target varieties of English in general, and European English or ‘Euro-English’ (cf. Jenkins, Modiano & Seidlhofer, 2001; Modiano 2003) in particular, after the referendum in June 2016.

Show all publications by Julia Backelin Forsberg at Stockholm University

Last updated: February 14, 2020

Bookmark and share Tell a friend