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Mara HaslamUniversitetslektor

Om mig

Universitetslektor i engelska med didaktisk inriktning vid Institutionen för ämnesdidaktik.

Jag har jobbat som engelskalärare och som lärare för blivande språklärare sedan 2002. Jag har stor erfarenhet av att undervisa dem som inte har engelska som modersmål och tycker särskilt om att undervisa i uttal. Upplevelserna i uttalsklassrummet driver mitt forskningsintresse i andraspråksfonologi. Jag tog en M.A. i lingvistik vid University of Utah 2004 och en Ph.D. i lingvistik vid University of Utah 2011. Jag har jobbat på Stockholms universitet sedan 2012, först vid Engelska institutionen och sedan 2014 vid Institutionen för språkdidaktik.

Undervisning

Jag jobbar mest med blivande lärare som lär sig att undervisa i engelska språket i det svenska skolsystemet. Eftersom svenska skolor börjar lära ut engelska redan i årskurs 3 behöver alla grundlärare lära sig hur de kan undervisa i engelska språket. Mitt fokus är därför engelska för yngre elever. Jag undervisar även blivande lärare i uttal. Ett annat undervisningsintresse är att utbilda lärare i hur man lär ut engelska till dem som är döva.

Forskning

Min forskning är inriktad mot andraspråksfonologi. Mitt aktuella forskningsprojekt handlar om tydligheten av English as a Lingua Franca och effekter av ortografi vid inlärning av andraspråksfonologi.

Forskningsprojekt

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • The importance of aspirated initial stops in English as a lingua franca

    2016. Mara Haslam, Elisabeth Zetterholm. Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, 66-75

    Konferens

    A significant proportion of the population of the world is made up of users of English as a Lingua Franca (ELF). Jenkins (2000) published the Lingua Franca Core (LFC), a syllabus for ELF pronunciation, including the claim that the fortis/lenis distinction must be preserved on English stop consonants for successful ELF intelligibility. The present study evaluates the relationship between Voice Onset Time (VOT) and how the sounds are perceived by ELF listeners. 101 tokens produced during ELF interaction which contained the stops /b/, /p/, /d/, /t/, /g/, or /k/ were played for 9 Swedish listeners, who could indicate that they heard either the word or its minimal-pair counterpart, e.g. bees or peas. The relationship between VOT and perceived stop was analyzed, with the expectation that longer VOTs would be associated with fortis consonants and shorter VOTs would be associated with lenis consonants. Results followed the predicted pattern for /d/ and /g/ but not for /t/ and /k/. In addition, the pattern observed for /p/ and /b/ is the reverse of the pattern found for the other consonants. These results suggest that further research into the LFC’s claim about the fortis/lenis distinction and other LFC claims are warranted.

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  • Teaching the Sound System of English

    2018. Mara Haslam. The TESOL Encyclopedia of English Language Teaching

    Kapitel

    The sound system of English is complex and varied. English learners bring their knowledge of other sound systems to the learning of English, and differences between sound systems may cause problems for them in listening and pronunciation. Choosing appropriate goals for pronunciation and listening, using perceptual training in addition to pronunciation training, and helping learners acquire strategies for dealing with problems with listening and pronunciation will help to facilitate successful communication beyond the English classroom.

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  • Flipping the Classroom with Routine and Innovation

    2020. Mara Haslam, Oliver Smith, Ylva Sandberg. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 465-472

    Kapitel

    This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.

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