The researchers in the project aim to examine how chronic stress relates to the learning of Swedish as a second language, with the goal of improving Swedish language programs for immigrants.

Cross-linguistic differences between Swedish and Spanish in the domain of causation and its impact on monolingual-bilingual witness memory.Spanish monolinguals, and Swedish-Spanish bilinguals.

How do L2 speakers' interactions shape their evolving grammar? This project explores how changes in interactional practices influence grammar-for-interaction over time. Analyzing 80 hours of L2 French conversations, we reveal the role of linguistic resources in developing interactional competence, offering fresh insights into SLA dynamics.

This project investigates drama-based language teaching in Swedish as a Second Language from a multimodal and interactional perspective.

The purpose of this project is to examine interactions between learning, teaching and assessment of second foreign languages (SFL) in order to gain a better understanding of conditions and learning outcomes in foreign languages other than English in the Swedish school context. The focus is on Spanish, French and German.

How do second language speakers process grammatical information? Can they predict the continuation of a sentence before it is actually finished? How do linguistics factors and individual properties of language learners create expectations of upcoming input? This project explores these questions with learners of Swedish as a second language.

The aim of the project is to investigate what can happen when a school changes from a monolingual to a multilingual episteme and recognizes all languages as resources for learning, or epistemic resources. It explores the ways in which 10- to 14-year-olds in primary schools use their multilingual repertoires to forge new ways of living and learning together.