Stockholms universitet

Julia Backelin ForsbergUniversitetslektor

Om mig

Jag är lektor i svenska vid institutionen.

Jag disputerade 2018 i lingvistik vid Göteborgs universitet med avhandlingen "Audience design in interaction: studies on urban adolescent spoken languages", där jag baserat på inspelningar av 111 ungdomar i svenska storstadsmiljöer, en enkätstudie med lärare i Sverige och Tyskland, samt perceptionsstudier undersökte olika aspekter av ungdomars tal. Fokus låg delvis på attityder och perception, delvis på uttal på engelska och svenska.

Jag är i grunden (socio-)fonetiker, med en MSc i Forensic Speech Science från University of York, och har i viss utsträckning arbetat med rättsfonetik i en svensk kontext.

 

Undervisning

På institutionen undervisar jag främst inom uttal och fonetik/fonologi, socilingvistik och grammatik på kurser som:

  • NSS221 Svenskans uttal i inlärningsperspektiv
  • NS2033/NS2034 Språklig norm och variation i danska/norska
  • US154U Svenskans grammatik, och svenskans uttal i tvärspråkligt perspektiv (ingår i lärarlyftet)
  • US113G Svenska språkets struktur (grundlärare F-3)
  • US116G Språkanalys med fonologi och grammatik (grundlärare 4-6)
  • US116G Sociolingvistik, språkhistoria och grannspråk (grundlärare 4-6)
  • USSV2D Skriftlig framställning (ämneslärare svenska som andraspråk)

Jag handleder även uppsatser på institutionen, gärna med inriktning mot fonetik och uttal, språkideologi eller normer.

Forskning

Mina forskningsintressen rör sig mellan skolmiljön, ungdomars tal (på första- och andraspråket), och standardsspråksideologier (i synnerhet ungdomars uppfattning om dessa och hur de påverkar det talade språket).

Från hösten 2022 deltar jag i satsningen Samsyn: Samordning och synlighet i utbildning och undervisning i gymnasieskolans introduktionsprogram (IM), utvecklat av Intensivsvenska i samarbete med Skolverket. Den första kullen skolor startade vt23, kull 2 startar i januari 2024, och ansökningen för kull 3 är nu öppen.

Under 2021-2022 medverkade jag i projektet Samsas: Samtidigt samarbete mellan forskare och lärare - ett sätt att möta specifika utbildningsbehov. Här ligger fokus på litterarisering, det vill säga grundläggande läsning och uttal: avkodning och kodning av fonem och grafem. Vi arbetade med lärare och nyanlända elever på Språkintroduktion på tre gymnasieskolor.

2020 tilldelades jag medel från Erik Wellanders fond för projektet Uttal, språkideologi och språknormer hos elever med svenska som första- eller andraspråk. Ett av målen är att producera undervisningsmaterial för gymnasiet kring språkideologier och språkliga normer.

Under 2018-2020 arbetade jag i projektet "Intensivutbildning i svenska för nyanlända skolelever" (2016-2019), där syftet var att främja integrering av nyanlända elever i högstadie- och gymnasieåldern genom att arbeta fram och tillämpa en modell för utbildning och undervisning som ökar de nyanlända elevernas möjligheter att inom rimliga tidsramar ta sig vidare i utbildningssystemet och/eller yrkeslivet.

 

Forskningsprojekt

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • English Phonology in a Globalized World: Challenging Native Speakerism through Listener Training in Universities in Sweden and the US

    2022. Hyeseung Jeong, Stephanie Lindemann, Julia Forsberg. Recherches anglaises et nord américaines 55, 135-153

    Artikel

    English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for Forsberg’s reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

    Läs mer om English Phonology in a Globalized World: Challenging Native Speakerism through Listener Training in Universities in Sweden and the US
  • Standard language ideology in the English language classroom: Suggestions for EIL- informed teacher education

    2022. Sandra Jansen, Susanne Mohr, Julia Forsberg. Glocalising Teaching English as an International Language, 63-82

    Kapitel

    In recent years many researchers have called for an English as an International Language (EIL) perspective to be considered in contemporary English Language Teaching (ELT) (cf. e.g., Galloway & Rose, 2015). However, adding a new lesson or component on EIL to an existing program is not enough. What is needed is a complete revision of the entire program, using one’s understanding of the use of English in international contexts as a foundation that underpins every single aspect of the curriculum. It entails a major overhaul, but a much-needed one (Matsuda & Friedrich, 2012, p. 25). Implementing profound changes to the curriculum is a first step towards including an EIL perspective, but in this chapter, we argue that a significant change in thought patterns concerning Standard Language Ideology (SLI) among teachers needs to take place as well in order to bring about a successful shift in perspective. We discuss a number of sociolinguistic topics which are relevant in this context that might have been overlooked so far and provide a number of practical suggestions for university courses which focus on English linguistics in the classroom.

    Läs mer om Standard language ideology in the English language classroom
  • Self-assessment and standard language ideologies

    2020. Julia Forsberg, Maria Therese Ribbås, Johan Gross. Journal of Multilingual and Multicultural Development

    Artikel

    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.

    Läs mer om Self-assessment and standard language ideologies
  • European English in the EFL classroom? Teacher attitudes towards target varieties of English in Sweden and Germany

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

    Artikel

    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.

    Läs mer om European English in the EFL classroom? Teacher attitudes towards target varieties of English in Sweden and Germany
  • A broader view of pronunciation

    2021. Julia Forsberg, Tomas Riad, Maria Lim Falk.

    Konferens

    Traditional pronunciation instruction primarily involves articulation and listening comprehension. We argue that this is too narrow a view of what role pronunciation should play in the education of speakers of Swedish as a second language. Pronunciation should be directly concerned with the literarisation of learners, directed at the development of coding and decoding skills associated with all of reading, writing, listening and speaking. 

    Diagnostic tests given within the development project Intensivsvenska (IntensiveSwedish) show that there are often lingering problems at the basic literacy level for second language learners (age 16–19), even after three years of courses in Swedish as a second language. This holds even when the students are literate in their first language. In fact, it is commonly the case that immigrants never acquire some of the phonological distinctions of the Swedish sound system and their attendant correspondences in the (alphabetic) orthographic system. Typical exponents of this are the distinctions between /y/ and /i/ or /ø/ and /e/ (both long and short), the distinction between long and short consonants (mata vs. matta, lada vs. ladda, etc.), and the connection to the sound referents of letters <å, ä, ö. u>. Decoding issues like these can be addressed by combining pronunciation training with literarisation training.

    We hypothesise that the reasons why many students remain poor readers even after several years in the Swedish school system is that phonological distinctions are not acquired and that students are unsure of the relationship between phonology and orthography. If unaddressed, deficient decoding abilities may in turn hamper the development of sight reading, and more generally limit the amount of information that the students can absorb from reading, since much of the energy will be taken up by decoding efforts. A better balance between the broader view of pronunciation and reading for content may resolve problems caused by insufficient literarisation.

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