Jag är kursansvarig för:

• Dövstudier 7,5 hp
• Internationellt tecknande 10 hp
• Dövas och hörselskadades flerspråkighet 7,5 hp

Jag undervisar också i:

• Svenskt teckenspråk I, II, III & IV
• Tolkning I

I urval från Stockholms universitets publikationsdatabas

• Deaf migrants in Swedish adult education: Language ideologies, repertoires, and translingual practices

  2024. Nora Duggan.

  Avhandling (Dok)

  This thesis is concerned with language learning experiences of deaf migrants in Swedish adult education with a particular focus on how linguistic, social, and cultural factors influence their experiences. Additionally, the thesis critically questions the feasibility of ‘full integration’ for deaf migrants in Swedish society. The four studies comprising this thesis employ various sociolinguistic theoretical frameworks to investigate these complex issues.

  While it is common for migrants to face hurdles upon arrival in a new country, deaf migrants often encounter additional challenges. A notable contrast between deaf and hearing migrants in Sweden is that it is common for hearing migrants to learn Swedish so they will not need to use interpreters while deaf migrants learn Swedish and Swedish Sign Language so that they can use interpreters. This places significant pressure on deaf migrants, as not being able to learn Swedish Sign Language may restrict their access to essential services such as healthcare. Moreover, it is possible that deaf migrants have had limited access to language in their home environment prior to coming to Sweden. These disparities present formidable challenges not only for deaf migrants but also for education and public service providers. Given Sweden’s emphasis on the importance of language learning in term of integration, it is crucial to better understand deaf migrants’ language learning experiences and, in turn, how it affects their experiences of integration.

  This thesis explores deaf migrants’ language learning experiences and how these affect their opportunities for integration into Swedish society. Employing linguistic ethnography as an approach, the empirical data include video recordings from participant observations and semi-structured interviews conducted in four folk high schools (equivalent to non-formal adult education) across Sweden. Based on the analysis of these data, this compilation thesis comprises four studies: (i) an exploration of language ideologies constructed in the classrooms and their impact on deaf migrants’ language learning experiences, (ii) an examination of different translanguaging strategies used in the classrooms and the efficiency of these strategies, (iii) an investigation of the sociocultural factors that influence language use and language learning, and (iv) an examination of the effects of the Swedish bureaucratic system on deaf migrants’ integration experiences.

  These studies highlight the challenges associated with deaf migrants’ language learning that need to be considered before creating language policies that affect marginalised groups. This thesis offers new insights into how deaf migrants experience learning new languages and how their languaging challenges linguistic norms in Swedish society. Lastly, this thesis underscores the need for a transformative approach to language education that embraces different ways of languaging and places diversity and equity at the forefront.

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• Deaf migrants in Sweden: Exploring linguistic and bureaucratic challenges through the lens of Crip Theory and Crip Linguistics

  2024. Nora Duggan, Ingela Holmström. Multilingua - Journal of Cross-cultural and Interlanguage Communication

  Artikel

  Disabled people encounter numerous barriers to accessibility and face discrimination and inequalities in their daily lives. The situation is even more complex for migrants with a disability, who have to learn how to navigate a new bureaucratic system. This study focuses on deaf adult migrants and the linguistic and bureaucratic challenges they face in Swedish society. The data consists of interviews with 43 deaf migrants participating in language learning courses in four folk high schools catering to deaf people in Sweden. Crip Theory and Crip Linguistics are used as lenses to explore the impact of able-bodiedness and linguistic norms on this particular group. The findings show that deaf migrants experience infantilisation, that sign language interpreters are often seen as a one-size-fits-all solution without much consideration for other factors influencing communication, and that normative able-bodiedness underlies many of the bureaucratic issues deaf migrants face.

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• “Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education

  2023. Nora Duggan. Linguistics and Education 78

  Artikel

  Linguistic skills are often seen as valuable capital necessary for migrants to successfully integrate into society. As part of Sweden's integration policy, deaf migrants are provided with opportunities to learn Swedish and Swedish Sign Language. Using an ethnographic approach comprising of classroom observations and semi-structured interviews in four folk high schools in Sweden, this study examines how deaf migrants’ linguistic and cultural backgrounds influence their language learning experiences. The study also explores different misunderstandings that have arisen as a result of not having the relevant linguistic resources necessary for efficient communication. The findings show the complexity of language learning and how this process is influenced by several social factors such as communication with family growing up, educational experiences or lack thereof, and cultural differences.

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• Translanguaging practices in adult education for deaf migrants

  2023. Nora Duggan, Ingela Holmström, Krister Schönström. DELTA 39 (1)

  Artikel

  In the last decade, Sweden has received many deaf migrants with very diverse linguistic and educational backgrounds. When arriving in Sweden, they are expected to learn Swedish Sign Language (STS) and Swedish. For this study, we have used data from project Mulder, a four-year research project that aims to generate knowledge about deaf migrants' multilingual situation in Sweden. In this article, we describe how adult education for deaf migrants is organised in Sweden and examine how translanguaging practices are formed there. We found that translanguaging is a natural and common part of the multilingual classrooms, but also that the opportunities to translanguage depend highly on the individual's repertoires and whether particular individuals have one or more languages in common or have a lingua franca. We also found that translanguaging is not always helpful in learning contexts if the teachers are not conscious and insightful when they mix languages.

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• "They have no language": Exploring language ideologies in adult education for deaf migrants

  2022. Nora Duggan, Ingela Holmström. Apples - Journal of Applied Language Studies 16 (2), 147-165

  Artikel

  This article is based on data from an empirical research project on the multilingual situation of deaf migrants in Sweden. Deaf migrants attending folk high schools are a heterogeneous group with various language and educational backgrounds. Some of them have grown up with limited or no access to a spoken or signed language while others have grown up learning multiple languages. In those schools, the migrants learn Swedish Sign Language (STS) and Swedish as well as about Swedish society. The study uses an ethnographic approach, and data has been created through participant observations and interviews with teachers and migrants in three folk high schools in different municipalities in Sweden. The analysis reveals that language ideologies are present in these schools, such as what constitutes a language and what status different languages and other repertoires have. In addition, STS appears to be the only acceptable language for communication within the schools. Another finding is that the Eurocentric perspective on ‘language’ among researchers and teachers often collides with the migrants who have different experiences of language use. Furthermore, the study reveals that some migrants, after some time in school, begin to view their previous repertoires used for communication as inferior to STS. It also emerges that the teachers lack the knowledge necessary to understand what it means to learn a language formally for the first time as an adult. In order to develop teachers’ knowledge to ensure social justice, research on adult deaf migrants’ language acquisition within school contexts is essential.

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• Crossing borders through language learning: the case of deaf adult migrants in Sweden

  2021. Ingela Holmström, Krister Schönström, Nora Duggan.

  Konferens

  When migrants (including refugees and asylum seekers) arrive in Sweden, they must provide reasonsfor their migration to the Swedish Migration Agency in order to obtain a permit. This is done byinterviews, which usually requires either using a common language or through interpreters. However,this is not always possible for deaf migrants. There are deaf people who have grown up with limitedor no access to a language because they cannot hear and learn the spoken language of their familiesand they have not had the opportunity to learn a sign language. Some may also have not received aformal education. The combination of limited or no access to a language and little to no educationalbackground complicates the Agency’s interview process with deaf migrants. This puts deaf migrantsat risk of experiencing social injustice. As an intervention, deaf migrants are offered language educationprograms at adult non-formal education schools (folk high schools). In those schools, themigrants are given the opportunity to learn Swedish Sign Language and Swedish as well as aboutSwedish society.

  Scientific knowledge regarding (emergent) language learning in deaf adult migrants is almost nonexistent.The Mulder project, which began in 2020, aims to generate knowledge on this topic. Theproject focuses on classroom interaction and teaching in two folk high schools, using an ethnographicapproach. Based on observations as well as interviews with the teachers and migrants, interestingpatterns relating to teaching deaf migrants and the migrants’ language learning have emerged. Ourpresentation will demonstrate and discuss some key findings that can support teachers and improvetheir teaching towards more accessible and equal teaching approaches, not just for this particulargroup. Through development of language instruction, deaf migrants will have greater opportunitiesto argue for their needs and obtain fair treatment.

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