Profiles

Natasha

Natalia Ringblom

Fil.dr, lärare

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Arbetar vid Institutionen för slaviska och baltiska språk finska nederländska och tyska
Telefon 08-16 34 13
E-post natasha.ringblom@slav.su.se
Postadress Institutionen för slaviska och baltiska språk finska nederländska 106 91 Stockholm

Om mig

 

Mitt namn är Natalia Ringblom, men jag kallas oftast för Natasha. Jag är lärare och filosofiedoktor i Slaviska språk. Jag har lärarexamen, lärarlegitimation samt lång erfarenhet av undervisning i svenska, ryska och engelska på alla nivåer. Min främsta merit i livet är dock att jag är mamma till tre svensk-ryska tvåspråkiga flickor – Victoria, Susie och Julia – och det är tack vare dem som jag har hittat mitt största forskningsintresse: tvåspråkig utveckling (bilingual development).

Min forskning utgörs huvudsakligen av (a) språkutveckling och språkinlärning, (b) språkundervisning, (c) tvåspråkighet inom familjen. Jag är nyfiken på hur människan utvecklar sitt språk samt vilka faktorer som påverkar inlärningen.

2012 disputerade jag med doktorsavhandlingen ”The Acquisition of Russian in a Langauge Contact Situation”, som är den första undersökningen beträffande ryska språkets utveckling i Sverige. Undersökningen handlar om hur ett tvåspråkigt barn lär sig att skilja mellan sina två språk, hur det svagare språkets grammatik utvecklas samt vilken roll omgivningen spelar för barnets språkutveckling. Mitt viktigaste resultat är att två språkliga system inte utvecklas oberoende av varandra utan de två modersmålen utvecklas i en konstant interaktion, där det starkare språket (svenska) påverkar det svagare språket (ryska).     

EU - Projekt

2009 – 2013COST IS0804 Språkstörning i flerspråkiga samhällen: lingvistiska mönster och utredningsvägar (Language Impairment in a Multilingual Society). Ingick i Management Committee samt två arbetsgrupper.  

Medlem i Working Group 2 (Narrative and discourse) samt WG 3 (lexical and phonological processing): 2009–2013.

Cost Action IS 1306 ”New Speakers in a Multilingual Europe – Opportunities and Challenges”. Medlem i WG 7: Multilingual competence and new speaker varieties. 2013- 2017

Cost Action IS 1406 "Enhancing children's oral language skills across Europe and beyond - a collaboration focusing on interventions for children with difficulties learning their first language"

Management Committee samt medlem i Working Group 1: The linguistic and psycholinguistic underpinnings of intervention for LI): 2015–2019.

http://www.cost.eu/COST_Actions/isch/IS1406 

Läs mer om min medverkan under forskarfredag 2017

http://www.slav.su.se/om-oss/nyheter/natasha-ringblom-deltar-i-forskarfredag-1.349036

Förtroende uppdrag

Jag varit representant i stipendienämnden, budgetberedningen och institutionsstyrelsen. Har varit ordförande i Humanistiska fakultetens doktorandråd, i All English Society samt ordförande i doktorandrådet på Slaviska institutionen. Jag har ingått i flera nätverk, bland annat jämställdhetsnätverktet på SU och är nu ordförande i SLLs jury som delat ut pris för insatser mot främlingsfientlighet och rasism.

 

Undervisning

Undervisning     

Jag har 15 årig erfarenhet av att undervisa på universitetet. Jag har undervisat på Slabafinety, på Engelska institutionen, har varit pedagogisk ambassadör (ett projekt finansierad av CeUL (Centrum för universitetslärarutbildning), varit handledare för kandidatuppsatser på ISD (institutionen för språkdidaktik) samt examinator på ISD (SU), Tallinn Universitet samt Högskolan Dalarna. 

Jag har mångårig erfarenhet av distansundervisning i ryska och i svenska som andraspråk. Jag har också arbetat på institutionen för lingvistik vid Uppsala universitetet, där jag undervisade i tvåspråkighet på B-och C-nivå. Jag kan bedriva undervisning på svenska, engelska och ryska. 

Jag är intresserad av provutveckling och testar ständigt nya metoder i min egen utvärdering. Jag har också arbetat som materialsamordnare under Högskoleprovet.

Jag har medverkar under högskolepedagogisk temadag: 

http://www.su.se/ceul/utbildning/h%C3%B6gskolepedagogisk-temadag/h%C3%B6gskolepedagogisk-temadag-pedagogiska-ambassad%C3%B6rsprojekt-2016-redovisas-1.299246

Läs mer om mitt arbete som pedagogisk ambassadör 2016 

http://www.su.se/ceul/samverkan/pedagogiska-ambassad%C3%B6rer/pedagogiska-ambassad%C3%B6rer-2016/pedagogiska-seminarier-som-kompetensutveckling-f%C3%B6r-institutionens-l%C3%A4rare-1.266175

Lärarkonferens 2016 (SU)

http://www.su.se/ceul/utbildning/l%C3%A4rarkonferensen/l%C3%A4rarkonferens2016-undervisning-och-l%C3%A4rande-i-akademin-1.236025

Forskning

Mina forskningsintressen är 

Språkutveckling och språkinlärning, språkkontakt, tvåspråkighet, ryska språket i Sverige, språklig socialisation i rysk-svenska familjer, language attrition, language impairment.

Bidrag och stipendier:

Ett postdok stipendium från Ahlströms och Terserus stiftelse: 2016 - 2017 (pågår)

Stipender från Knut & Alice Wallenberg Stiftelse, Åke Wibergs Stiftelse, Birgit & Gad Rausing Stiftelse, Kinanders Stiftelse, Håkanssons Stiftelse, Rhodins Stiftelse, Västeuropa resestipendium.

Du kan höra mer om min forskning på: 

http://www.nspk.org.uk/blog/2017/03/13/my-research-in-a-nutshell-2.html

Publikationer (ett urval): 

Ringblom, Natalia, Sviatlana Karpava and Anastassia Zabrodskaja (2017). “Russian language transmission and family language policy in Sweden, Cyprus and Estonia” for the Third International Scientific and Practical Proceedings of the conference "ACTUAL PROBLEMS OF MASS CONSCIOUSNESS STUDIES", Penza, Russia, 24-25 March 2017.

Рингблом, Н.Е., А. Н. Забродская, С. В. Карпова 2017. Организация благоприятных условий для сохранения и развития русского языка в двуязычной среде. Опыт двуязычных семей в Швеции, Эстонии и на Кипре. Проблемы онтолингвистики – 2017: освоение и функционирование языка в ситуации многоязычия. Материалы ежегодной международной научной конференции 26–28 июня 2017 года Санкт-Петербург. Научный редактор: Т. А. Круглякова. Российский государственный педагогический университет им. А.И. Герцена, Кафедра языкового и литературного образования ребенка, Лаборатория детской речи. Иваново · ЛИСТОС.

Ringblom, Natalia; Karpava, Sviatlana; Zabrodskaja, Anastassia (2017). Transmitting Russian to the second generation: Family language policy and practical reality in Sweden, Cyprus and Estonia. ABSTRACTS: 27th Conference of the European Second Language Association, Reading, United Kingdom, 30 August – 2 September 2017. Ed. Centre for Literacy and Multilingualism (CeLM). Reading, United Kingdom: University of Reading, 145−146. 

Zabrodskaja, Anastassia; Ringblom, Natalia; Karpava, Sviatlana (2016). Russian Language Transmission and Loss in the Baltic Countries, Sweden and Cyprus: Linguistic Choices and their Justification. In: e-Book of Abstracts: Sociolinguistics Symposium 21: Attitudes and Prestige; Murcia, 15-18 June 2016. Ed. Juan M. Hernández-Campoy - J. Camilo Conde-Silvestre - Juan Antonio Cutillas-Espinosa. Murcia, Universidad de Murcia : Universidad de Murcia, 174−174. 

Karpava, Sviatlana; Zabrodskaja, Anastassia, Ringblom, Natalia (2016). Diversity, language maintenance and intergenerational transmission: the evidence from Russian-speaking mothers in Cyprus, Estonia and SwedenIn: Programme and Abstracts: 2nd Whole Action Conference 12-14 May 2016 | Universität Hamburg. Hamburg: Universität Hamburg, 24−25. 

Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P.E., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, K.J., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., Sánchez, M.C., Dabašinskienė, I., Ege, P., Ehret, I.A., Fritsche, N.A., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Fhlannchadha, S.N., O Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, I.M. and Ünal-Logacev. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), 1154-1177. doi: 10.3758/s13428-015-0636-6

Haman, Ewa; Łuniewska, Magdalena; Hansen, Pernille; Simonsen, Hanne Gram; Chiat, Shula; Bjekić, Jovana; Blažienė, Agnė; Chyl, Katarzyna; Dabašinskienė, Ineta; Engel de Abreu, Pascale M. J.; Gagarina, Natalia; Gavarró Algueró, Anna; Håkansson, Gisela; Harel, Efrat; Holm, Elisabeth; Kapalková, Svetlana; Kunnari, Sari; Levorato, Maria Chiara; Lindgren, Josefin; Mieszkowska, Karolina; Montes Salarich, Laia; Potgieter, Anneke Perold; Ribu, Ingeborg Sophie Bjønness; Ringblom, Natalia; Rinker, Tanja; Roch, Maja; Slančová, Daniela; Southwood, Frenette; Tedeschi, Roberta; Tunçer, Aylin Müge; Ünal-Logacev, Özlem; Vuksanović, Jasmina; Armon-Lotem, Sharon. Noun and verb knowledge in monolingual preschool children across 17 languages: data from Cross-linguistic Lexical Tasks (LITMUS-CLT). Clinical Linguistics & Phonetics  (2017). Accepted.

Ringblom, N. (2016). Using MAIN to access and evaluate grammatical knowledge in a weaker language: a case of Swedish-Russian bilingual children who attend mother tongue instruction. Psycholinguistics 20 (1). 2016. ISSN 2309-1797

Ringblom, N. (2016). “When circumstances become stronger than wishes: why do some parents stop speaking Russian to their children”. Проблемы онтолингвистики. Pp. 234 - 239

Ringblom, N. (2016). Linguistic Choices of Russian Speaking Parents in Sweden and their justification. In: Konstantinov, V. (ed.). Socio-psychological adaptation of migrants in modern society.

Ringblom, N. (2014): How young bilingual children learn to separate their two languages. In: Konstantinov (ed.): Proceedings of the 2nd International Conference in Psychology. Penza. “Pero”. 2014.

Ringblom, N. (2014). "Is there a weaker language in bilingual first language acquisition?" In: Psycholinguistics: Psychology, linguistics, Social Communication 5/2014. Pp: 173 - 178.

Ringblom, N., Håkansson, G., Lindgren, J. (2013): Cross-linguistic lexical tasks for Swedish Language. Test Instrument. 

Ringblom, N. (2012). The Acquisition of Russian in a Language Contact Situation. A Case Study of a Bilingual Child in Sweden. Doctoral Thesis in Slavic Languages at Stockholm University. Sweden. 276 pp.

Ringblom, N. (2012): “The emergence of a new variety of Russian in a language contact situation”. In: K. Braunmüller, Chr. Gabriel (eds.): Multilingual individuals and multilingual societies. Amsterdam, Philadelphia: John Benjamins, 63-80.

Ringblom, N. (2012): Two languages in contact: evidence from Russian – Swedish bilingual acquisition. Chapter 4. In: Studies in Slavic Languages and Literatures. ISBN: 978-88-96951-01-9. PP. 225 http://www.pecob.eu/Studies-in-Slavic-Languages-and-Literatures

Ringblom, N. (2011). Рингблом Н. Взаимодействие двух языков в процессе усвоения отрицания в  русском языке у шведско-русского двуязычного ребенка. In: Путь в язык. Цейтлин, С.Н., Елисеева М.Б. (ред.). Москва.  Cс. 235 – 260.

Ringblom, N. (2012). "Language Separation in early childhood: one system or two?" In: Psycholinguistics: Psychology, linguistics, Social Communication 11/2012. Pp: 183 - 195.

Ringblom, N. (2010). Annick De Houwer: An Inrtoduction to Bilingual Development. Review in International Journal of Bilingual Education and Bilingualism. Vol. 13, is. 6. 2010. pp. 749 – 751.

Ringblom, N. (2008). Stephen Caldas: Raising Bilingual-Biliterate Children in Monolingual Cultures. Review in The International Journal of Bilingual Education and Bilingualism.Vol. 11, n 5. 2008.

Ringblom, N. (2006). Heidi Rontu. Language Dominance in Infant Bilingualism. Review in Estudios de Sociolinguistica, 2006. Pp. 127 – 132

Ringblom, N. (2005). "Teaching Russian as a Home Language in Swedish Schools". In: Детское двуязычие. St. Petersburg. pp. 90 - 92.

Ringblom, N. (2004). Рингблом, Наталия (2004). Типичные ошибки русско-шведских двуязычных детей. In: (Мустайоки, А., Протасова Е. (ред.). Русскоязычный человек в иноязычном окружении. Slavica Helsingiensia. Helsninki,  2004.

TO APPEAR (SUBMITTED)

Рингблом, Н., Забродская, А., Карпова, С.  (2017). К вопросу о воспитании двуязычного ребёнка в Швеции, Эстонии и на Кипре. In: Theses of the 12th  International Scientific and Practical Conference «Psycholinguistics in a Modern World – 2017». October 26-27, 2017. Pereyaslav-Khmelnytskyi, Ukraine.

Рингблом, Н., Забродская, А., Карпова с. Вызовы для стратегии «Один родитель – один язык»: Из опыта двуязычных семей в Швеции, Эстонии и на Кипре. В: Протассова, Е., Никунласси, А. (eds): «Многоязычие и семья». Retorika, Берлин.

Konferensdeltagande (2016 - 2017)

14.09.2017   COST Action Whole Conference "New Speakers in a Multilingual Europe: Policies and Practices", "‘New Speakers’ of Russian in Europe: Perspective Taking of Immigrant and Minority Families". Ett muntligt föredgag tillsammans med S. Karpava, E. Protassova, A. Zabrodskaja. "Russian Language Transmission in Sweden, Finland, Cyprus and Estonia". University of Coimbra, Coimbra, Portugal, 14.–16.09.2017. http://www.ces.uc.pt/coimbranewspeakers/index.php?id=14836&id_lingua=2&pag=16205

31.08.2017  EuroSLA 27. The European Second Language Association". "Transmitting Russian to the second generation: Family language policy and practical reality in Sweden, Cyprus and Estonia". Ett muntligt föredrag tillsammans med A. Zabrodskaja och S. Karpava). Centre for Literacy and Multilingualism, University of Reading, Reading, United Kingdom, 30.08–02.09.2017)

1. 09.2017   27th EECERA Conference, Bologna, Italy. Muntligt föredrag tillsammans med Ekaterina Protassova  http://www.eecera.org/conference/2017/

25.08.2017   2017 Multidisciplinary Approaches in Language Policy and Planning Conference. "Family language policy among mixed titular-Russophone couples in Estonia"; 

"Transmitting Russian to the second generation: Family language policy among Russian-speaking families in Sweden, Cyprus and Estonia: ett föredrag med A. Zabrodskaja och Dr. Sviatlana Karpava). Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada, 24.–26.08.2017

2017 Juli. Child Language Symposium I Lyon.

26.06.2017  "Проблемы онтолингвистики – 2017: Oсвоение и функционирование языка в ситуации двуязычия" [Problems of ontolinguistics – 2017: Acquisition and formation of language in a situation of bilingualism], "Организация благоприятных условий для сохранения и развития русского языка в двуязычной среде: опыт двуязычных семей в Швеции, Эстонии и на Кипре" [Organization of favourable conditions for Russian language maintenance and development in bilingual environment: experiences among bilingual families in Sweden, Estonia and Cyprus], ett föredrag med A. Zabrodskaja och Sviatlana Karpava). Лаборатория детской речи [The Child Speech Lab], Кафедра языкового и литературного образования ребенка [The Department of Child’s Language and Literature Education], ФГБОУ ВО «Российский государственный педагогический университет им. А.И. Герцена» [The Herzen State Pedagogical University of Russia], Saint Petersburg, Russia, 26.–28.06.2017)

11.–15.06.2017 "International Symposium on Bilingualism (ISB11)", "Comparing family language policy in Sweden, Cyprus and Estonia: efforts and choices among Russian-speaking families", ett föredrag med A. Zabrodskaja och S. Karpava). Session New Speakers - Heritage or Revival; "Comparing family language policy in Sweden, Cyprus and Estonia: efforts and choices among Russian-speaking families", paper in the panel "Modes of ‘new speakerness’: Routes and trajectories of transmission in becoming a new speaker" (N. Ringblom, A. Zabrodskaja, S. Karpava)

 "Raising a new speaker in a multilingual environment: experience from the Russian-speaking families in Sweden, Cyprus and Estonia", paper in the panel "New speakers come to life – Matching expectations of families and their environments" tillsammans med A. Zabrodskaj och Sviatlana Karpava) (University of Limerick, Limerick, Ireland, 11.–15.06.2017)

https://www.conftool.pro/isb11/index.php?page=browseSessions&presentations=show&search=Ringblom

April 2017    XVIII Апрельская международная научная конференция по проблемам  развития экономики и общества. «Пограничный русский: контактные явления и факторы усвоения» Ett muntligt föredrag: Особенности русского языка двуязычных  детей в Швеции”

https://bpm.hse.ru/Runtime/Runtime/Form/MyEvents/?&uid=5071c26a-d18d-4d12-b15a-496e38e638b5

30-31.03. 2017 Seminar about Education, language policy issues and minorities across borders, SU. 30-31 mars 2017. Ett föredrag med E. Protassova “Family Language Policy in Sweden and Finland”.

Januari 25, 2017: Narva kolledž. Мультилингвальное обучение в школах Швеции: Анализ сегоднящней ситуации и  некоторые рекомендации по её улучшению.

http://www.narva.ut.ee/et/node/2387697

http://opleht.ee/2017/01/narva-kolledzis-raagitakse-teises-keeles-ja-kultuuriruumis-opetamise-vaartusest/

NERA 2017: Föredrag: University teachers and educational practices - some reflections from a Survey. P. Hernvall, N. Ringblom, S. Trygger. http://nera2017.org

16.11.2016      "IS1306 “New Speakers in a Multilingual Europe: Opportunities and Challenges” COST Workshop: Bilingual Child Migrants in a Multilingual Europe", "Family language policy in Sweden, Cyprus and Estonia: a comparison of efforts and choices among Russian-speaking families". Ett föredrag med A. Zabrodskaja och Sviatlana Karpava). Faculty of Modern Languages, University of Warsaw, Warsaw, Poland, 16.-17.11.2016. http://www.ia.uw.edu.pl/en/research/research-projects/3367-bilingual-conference

16.06.2016 "Sociolinguistics Symposium 21: Attitudes and Prestige". "Russian Language Transmission and Loss in the Baltic Countries, Sweden and Cyprus: Linguistic Choices and their Justification".Ett föredrag med A. Zabrodskaja och S. Karpava. Panel: "New Speakers, Language and Migration: Issues of Inclusivity and Authenticity" (Universidad de Murcia, Murcia, Spain, 13.–19.06.2016. http://www.um.es/web/sociolinguistics-symposium21/content/conference-  programme

Colloquia: New Speakers, Language and Migration: Issues of Inclusivity and Authenticity. Smith-Christmas, Cassie; Migge, Bettina; Ringblom, Natasha; Karpava, Sviatlana; Zabrodskaja, Anastassia; Diskin, Chloe; Bermingham, Nicola; Higham, Gwennan; McLeod, Wilson; O'Rourke, Bernie; Sallabank, Julia. Paper presented: Russian Language Transmission and Loss in the Baltic Countries, Sweden and Cyprus: Linguistic Choices and their Justification. Author(s): Ringblom, Natalia; Zabrodskaja, Anastassia; Karpava, Sviatlana

12.05.2016  The New Speakers Network 2nd Whole Action Conference 2016, "Diversity, language maintenance and intergenerational transmission: the evidence from Russian-speaking mothers in Cyprus, Estonia and Sweden". Ett föredrag med A. Zabrodskaja och S. Karpava. Universität Hamburg, Hamburg, Germany.http://www.nspk.org.uk/upcoming-events/second-whole-action-conference-mc-wgs-meeting-oslo-meeting.html

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2019. Natalia Ringblom, Galina Dobrova. Scando-Slavica 65 (1), 94-106

    The purpose of this paper is to give an overview of the strategies applied by young learners of Russian when naming a word in a vocabulary test. A total of 40 children took part in the experiment: 10 simultaneous Russian-Swedish bilingual children and 10 successive Russian-Swedish bilinguals who lived in Sweden, 10 children who moved to Russia and acquired Russian as a second language, and 10 monolingual Russian children living in Russia (as a control group). All the children were tested with the Russian version of Cross-Linguistic Tasks (CLT; Nenonen, Gagarina 2016). The results showed that the error pattern in all the groups of children seemed to be similar; yet, the acquisition of some structures appeared to be delayed in Russian Heritage Language (HL) children. Holistic constructions are common for all the children, but in bilingual children the effects of cross-linguistic influence (CLI) were also noticed. We argue that 'atypical' construction does not necessarily need to be disordered since the two languages of the HL child develop in contact with each other. However, a pattern of delayed acquisition can later lead to divergent development in the weaker language of bilingual children.

  • 2017. Ewa Haman (et al.).

    This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

  • 2016. Sviatlana Karpava, Anastassia Zabrodskaja, Natalia Ringblom. 2nd Whole Action Conference, 12-14 May 2016, Universität Hamburg

    This study investigates Russian-language maintenance and transmission, and the social and cultural identities of Russian-speaking female informants in multilingual settings in Cyprus, Estonia and Sweden. The relationship between language and identity depends on socio-political, socio-economic and socio-cultural factors (Pavlenko and Blackledge 2003). We plan to investigate the linguistic and sociolinguistic profiles of immigrant and minority communities in the three countries. In particular, our research is focused on the home languages of the members of these communities, and whether Russian as an L1 is maintained and transferred to the second and third generations. Written questionnaires were used for data collection among Russian-speaking mothers, of which 27 currently reside in Cyprus, 11 live in Estonia and 15 in Sweden. In Cyprus, as well as in Sweden, Russian is spoken by a small minority group – immigrants or members of mixed marriage families – and may come under threat of extinction in the future in this host country. In Estonia, Russian is a minority language, the former sociolinguistically dominant language, and still used as the L1 among almost one-third of the country’s population. In Sweden, Russian is more a migrant language, mainly used in interethnic marriages. Language transmits culture and history, and thus language loss can lead to the loss of inherited knowledge. Linguistic diversity is as important as ecological diversity (Crystal 2000; Krauss 1992). Language vitality depends on such factors as demography, status, prestige, institutional control, and the ethnolinguistic group, its distribution and size (Giles et al 1977). In our study, we aim to look into the factors that influence minority/immigrant language transmission, among them motivation (integrative/intrinsic motivation), the symbolic role of a language, minority identities, socio-economic status, social networks, religion, the tendency toward social segregation or inclusion, language solidarity (García, 2003), attitudes and valences (Woolard, 1998; Wölck, 2004; Lasagabaster and Huguet, 2007), the environment of the speaker and the value of bilingualism and multilingualism in particular environments (family, school, society and individual) (García, 2009), the use of the minority language in public (Wölck, 2004) and its utility (Grin and Vaillancourt, 1997; Henley and Jones, 2005), and the cultural value of the language (Woolard and Shieffelin, 1994) and its utility (Wölck, 2005). We believe that our study will show that Russian-speaking mothers get stuck on the one-parent, one-language strategy when using languages at home. Multilingualism and the maintenance of the Russian language and culture among children are usually encouraged.

  • 2016. Natalia Ringblom, Sviatlana Karpava, Anastassia Zabrodskaja. Bilingual Child Migrants in a Multilingual Europe

    Drawing on theories offamily language policy (FLP), our study investigates Russian-language maintenance and transmission, and the social and cultural identities of Russian-speaking informants in the multilingual settings of Sweden, Cyprus and Estonia. We investigate the home languages of the members of these communities, and whether Russian as an L1 is maintained and transferred to the second generation. Family language policy in multilingual, transcultural families, parental expectations and strategies to construct safe spaces of language transmission, challenges and support through such institutions as kindergartens and schools, agents of normalization (Purkarthofer and Muni Toke, 2016; Busch, 2012; 2016), language and social spaces, as well as manifold linguistic repertoires of heteroglossic acquisition for multilingual competence and practices are under investigation (Tuan, 1977; Lefebvre, 1991; Giroux, 1992; Massey, 2005; Canagarajah, 2013). Using parental written questionnaires with the focus on general background, socio-economic status and language proficiency (Otwinowska & Karpava, 2015), as well as oral semi-structured interviews (Ringblom, Zabrodskaja, Karpava 2015), our study attempts to describe how FLP is managed through literacy activities in 53 multilingual families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards Russian-language literacy. Multilingualism and the maintenance of the Russian language and culture are usually encouraged and parents often choose the OPOL approach at home. However, not all of the efforts result in successful home language transmission.

  • 2016. Natalia Ringblom. Социально-психологическая адаптация мигрантов в современном мире, 273-276
  • 2016. Magdalena Łuniewska, Natalia Ringblom, Özlem Ünal-Logacev. Behavior Research Methods 48 (3), 1154-1177

    We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur–Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters’ social or language status, but not with the raters’ age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.

  • 2016. Natalia Ringblom, Anastassia Zabrodskaja, Sviatlana Karpava.

  • 2016. Anastassia Zabrodskaja, Natalia Ringblom, Sviatlana Karpava. Sociolinguistic Sympusium 21

    Language attitudes of adult speakers towards their heritage language, its intergenerational transmission and maintenance are often considered to be the major contributors to the linguistic outcome of their children. The ethnolinguistic vitality model proposed by Giles, Bourhis & Taylor (1977) takes into account variables that may contribute to the influence on the maintenance or loss of the homelanguage. Such factors as social networks have also been reported to be responsible for the high or low maintenance of a specific speech variety (Milroy & Wei, 2005). Clearly defined transmission strategies are associated with success, where the most effective one is the one parent –one language strategy, which has been confirmed by several studies. Parental language choice is definitely one of the main factors contributing to successful transmission. However, children's language choices also influence the language choices of their parents, which in turn may change the language patterns among the parents. The parents often switch to the majority language to accommodate the language choices of their children. The question is how this will influence parental attitudes towards bilingual upbringing and language transmission to the second generation. Individuals change their minds and attitudes, which is reflected in the theory of cognitive dissonance (Festinger 1957). They try to reduce tension produced by any inconsistency. People do this by changing the inconsistent cognition and they look for additional evidence to prefer one choice over another, often laying the blame on the child who ―refuses to speak some particular language. This paper discusses the attitudes towards the Russian language transmission of 25 Russian-speaking mothers living in Baltic countries, Sweden and Cyprus, and how these attitudes changed over time. Particular attention will be paid to similarities and differences in the three populations under investigation. What they have in common is their L1 Russian background and the minority status of their native language. In Cyprus and Sweden, they mainly come from immigrant and mixed-marriage communities, while in Estonia/Latvia/Lithuania they live in a bilingual society, where Estonian/Latvian/Lithuanian is a prestigious language and Russian has a low status. Our data was collected with the help of narrative interviews and questionnaires. It represents different kinds of family types: exogamous couples, endogamous couples, blended families and single parents. Our results indicate that success in language transmission is not predicted by the family type. On the other hand, the attitudes towards bilingualism and Russian language transmission (including the change of these attitudes over the years) -depending on the parents' success in bringing up children bilingually -seemed to matter. A lot depends on whether there is a tendency for integration with the dominant language community, for staying isolated and only preserving the home language or for having a balanced bilingual/multilingual approach and positive attitude towards both majority and minority languages. The socio-economic status, level of education and mother‘s employability may play crucial roles in language transmission and attitudes. The linguistic repertoire of the father (minority, majority or mixed) also has an effect.

  • 2016. Patrik Hernvall, Natalia Ringblom, Sophie Trygger.
  • 2016. Natalia Ringblom.
  • 2016. Natalia Ringblom. Problemy ontolingvistiki - 2016, 234-240
  • 2014. Natalia Ringblom. Материалы 2-й Международной научно-практической конференции Социально-психологическая адаптация мигрантов в современном мире, 204-215
  • 2014. Natalia Ringblom. Psycholinguistics in a Modern World - 2014, 76-76
  • 2014. Magdalena Łuniewska, Natalia Ringblom, Özlem Ünal-Logacev.
  • 2014. Natalia Ringblom.
  • 2014. L. O. Kalmykova (et al.).

    Annual Scientifiс Conference «Psycholinguistics in the modern world», maintains the tradition of the national scientifiс psycholinguistics based by O.O. Potebnia, L.S. Vygotskyi, O.R. Luria, О.M. Leontiev, М.I. Zhynkin, О.O. Leontiev and other prominent linguists and psychologists, develop existing approaches to the research of psycholinguistic phenomena, offers new perspectives on the phenomenon of human language and speech and presents the latest results of psycholinguistic researches.

    Proceedings are published in Ukrainian, Russian and English and distributed in thei collection of the sections stated in the conference program according to the psychological, linguisticand socio-communicative aspects of psycholinguistics. These aspects are related to common speech - language object of study of the related disciplines: «Psychology», «Linguistics», «Social communication».

    The book presents the scientifiс works of higher school faculty members, researchers, doctoral students, post graduate students, graduate students, and undergraduates - representatives of Ukraine. Russia, Latvia, Germany, Sweden.

  • Konferens Language Dominance
    2013. Natalia Ringblom. Проблемы онтолингвистики - 2013, 394-395
  • 2013. Natalia Ringblom. Multilingual Individuals and Multilingual Societies, 63-80
  • 2012. Natalia Ringblom (et al.).

    This case study investigates the acquisition of Russian in a language contact situation. It examines a simultaneous Swedish-Russian bilingual child born and raised in Sweden. Qualitative analysis is provided from age 1;4 to 8;5 focusing especially on the earliest stages (before the end of the critical period at 4;5). The aim was to investigate (a) whether the child reaches the same milestones as monolingual children, (b) whether there is evidence that two separate linguistic systems have been developed, (c) whether the child’s grammatical competence in both languages might be qualitatively different from that of monolingual children and (d) whether there is interaction between the languages. The hypothesis tested is that ample input is needed to construct and develop two linguistic systems on a native-speaker level.

    The main result is that the two linguistic systems do not develop independently from each other; rather, 2L1s develop in permanent interaction where the weaker language – Russian – happens to be influenced by the stronger one – Swedish. The bilingual environment per se might lead to decreased structural complexity in the weaker language. Language dominance is viewed as a major determiner of cross-linguistic effects. This could lead to the development of a new individual variety of Russian (outside Russia).  

    The results confirm the hypothesis that, even though there was exposure to both languages from birth onwards, the amount of input in the weaker and grammatically more complex language (Russian) received before the cri­tical period was not enough to completely develop full native command of it. The lack of input has an impact on the acquisition of morphology: some morphological categories may have been set randomly or not at all. The structures observed are more ty­pical of L2 than L1 ac­quisition. Morphology may be considered a vulnerable domain since complex mor­phological rules in Russian cannot develop with­out ample input.

  • 2012. Natalia Ringblom. Проблемы онтолингвистики - 2012, 529-533
  • 2011. Natalia Ringblom. Материалы Международной научной конференции "Двуязычное образование:  теория и практика", 254-255
  • 2010. Natasha Ringblom. International Journal of Bilingual Education and Bilingualism 13 (6), 749-751
  • 2010. Natalia Ringblom.
  • 2010. Natasha Ringblom. Детский Сад от А до Я (5), 128-138
Visa alla publikationer av Natalia Ringblom vid Stockholms universitet

Senast uppdaterad: 1 oktober 2019

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