Foto: Niklas Björling. Stockholm, studenter
Foto: Niklas Björling

 

The research group RomSLA gathers researchers interested in the acquisition of second languages with a specific focus on Romance languages. The group is hosted by the Department of Romance Studies and Classics at Stockholm University and chaired by Professor Fanny Forsberg Lundell. The group meets bimonthly to discuss ongoing and forthcoming research, and includes senior scholars as well as PhD students. Master students are also welcome to join. RomSLA studies SLA from various angles and welcome eclectic approaches. Some common themes can however be found, often related to the specificities of our target languages and their role and status in Swedish society and in the world. These themes include: Study Abroad research, Heritage language acquisition, Teaching of Romance languages in secondary and post-secondary education, Adult L2 acquisition in a migratory context, Social and psychological factors.

RomSLA members

Chair: Fanny Forsberg Lundell (Professor) (fanny.forsberg.lundell@su.se)
Camilla Bardel (Professor) (camilla.bardel@isd.su.se)
Carles Fuster (PhD student) (carles.fuster.sansalvador@edu.su.se)
Francesco Romano (PhD) (francesco.romano@sh.se)
Hugues Engel (PhD) (hugues.engel@su.se)
Inge Bartning (Emeritus Professor) (inge.bartning@su.se)
Jenny Morales Ruiz (PhD student) (jenny.morales@su.se)
Klara Arvidsson (PhD) (klara.arvidsson@su.se)
Lars Fant (Emeritus Professor) (lars.fant@su.se)
Rakel Österberg (PhD) (rakel.osterberg@su.se)

Publications (from 2019 and onwards) 

Arvidsson, K. (2019). Quantity of target language contact in study abroad and knowledge of multiword expressions: A Usage-Based approach to L2 development. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 145-167.

Arvidsson, K. (2021). Learning multiword expression in a second language during study abroad – the role of individual differences. In Howard, M. (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development (pp. 189-210). Bloomsbury.

Arvidsson, K. & Forsberg Lundell, F. (2020). Motivation pour apprendre le français chez les étudiants universitaires suédois. Synérgies Pays Scandinaves 14, 95-108.

Arvidsson, K., Forsberg Lundell, F. & Bartning, I. (2019). Réseaux sociaux et développement linguistique – Une étude de cas en français L2. Language, interaction, Acquisition, 10(2), 255-288.

Bardel, C. (2019). Syntactic transfer in L3 learning: What do models and results tell us about learning and teaching a third language? In Gutierrez-Mangado, J., Martínez-Adrián, M., Gallardo-del-Puerto, F. Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice (pp. 101-120). Springer.

Bardel, C., Erickson, G., Granfeldt, J. & Rosén, C. (2021, in press). Forskarskolan FRAM — lärare forskar i de främmande språkens didaktik. Stockholm University Press. https://doi.org/10.16993/bbg.k. License: CC-BY 4.0.

Bardel, C., Erickson, G. & Österberg, R. (2019). Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects. Apples. Journal of Applied Linguistic Studies, 13(1), 5-23.

Bardel, C. & Falk, Y. (2020). L1, L2 and L3: Same or different? Second Language Research: Special issue: Commentary to a Keynote. OnlineFirst. 1-6.
https://doi.org/10.1177/0267658320941033

Bardel, C. & Sánchez, L. (2020). Third language acquisition: Age, proficiency and multilingualism. Eurosla Studies 3. Language Science Press. 
https://langsci-press.org/catalog/book/268

Bartning, I. (forthc.). Les adjectifs de relation. In Noailly, M. L’adjectif et le syntagme adjectival, chapitre 6. In Abeillé, A., Delaveau A., & Godard, D. (Eds.), La Grande Grammaire du français. Publications Actes Sud.

Brown, J., Caruso, M., Arvidssson, K. & Forsberg Lundell F. (2019). On ‘crisis’ and the pessimism of disciplinary discourse in foreign languages. Moderna Språk, 13(2), 40-48.

Donoso, A., Österberg, R.  &  E. Sologuren. (Forthcoming). Escritura académica en bilingües de sueco y español como lengua de herencia. En Contribuciones multilingües a la investigación en escritura: Hacia un intercambio académico igualitario (Multilingual contributions to writing research: Towards an equal academic exchange). The WAC Clearinghouse and ALES.

Falk, Y. & Bardel, C. (2021, to appear). Transfer patterns in L3 learning discussed. Linguistic Approaches to Bilingualism. https://benjamins.com/online/lab/articles/lab.20082.fal

Fant, L. (2019). Las periferias sintácticas en el habla coloquial de español L1 y L2 y de sueco L1: un estudio tipológico y adquisicional. Normas 9(1), 85-100.

Fant, L., Bartning, I., and Österberg, R. (2021). Left/right periphery in French, Spanish and Swedish L1 and L2. IRAL International Review of Applied Linguistics in Language Teaching, 59(1), 87-120.

Fant, L. & Forsberg Lundell, F. (2019). Keeping up appearances. Impression management in native and non-native speakers of four languages. Intercultural Pragmatics, 16(1), 1–25.

Forsberg Lundell, F. (2019). Long-term Residence Abroad and SLA: the case of Cultural Migrants in France. In Howard, M. (Ed.), Study Abroad, Second Language Acquisition and Interculturality: Contemporary Perspectives. Multilingual Matters.

Forsberg Lundell, F. (2020). Formulaicity. In Paquot, M. & Tracy-Ventura, N. (Eds.) Routledge Handbook of SLA and corpora.

Forsberg Lundell, F. & Arvidsson, K. (2021). Understanding High Performance in Late Second Language (L2) Acquisition—What Is the Secret? A Contrasting Case Study in L2 French. Languages, 6(32), 1-17.

Fuster, C. (under review). Changing perspectives on transfer: Implications of translanguaging.

Fuster, C. & Neuser, H. (forthcoming). The role of morphological similarity in lexical activation and unintentional transfer.

Fuster, C. & Neuser, H. (2020). Exploring intentionality in lexical transfer. International Journal of Multilingualism, 17(4), 516-534. https://doi.org/10.1080/14790718.2018.1559845

Granfeldt, J., Bardel, C., Erickson, G., Sayehli, S., Ågren, M. & Österberg, R.  (eds.) (2019) Learning, teaching and assessment of second foreign languages in school contexts. Apples – Journal of Applied Language Studies, special issue, 13(1).

Romano. F. (forthcoming). Task effects and the yes-bias in heritage language bilingualism. International Journal of Bilingualism.

Romano, F. (forthcoming). L1 versus dominant language transfer effects in L2 and heritage speakers of Italian: a structural priming study. Applied Linguistics. https://doi.org/10.1093/applin/amaa056

Romano. F. (2020). Ultimate attainment in heritage language speakers: syntactic and morphological knowledge of Italian accusative clitics. Applied Psycholinguistics, 41(2), 347-380. 
https://doi.org/10.1017/S0142716419000559

Romano, F. (2019). Grammatical accuracy in EAP writing. Journal of English for Academic Purposes, 41, 100773.

Österberg, R. (2020) La périphérie gauche et droite chez les locuteurs natifs et non-natifs de français et des natifs suédois. Scolia 34. Thématisation et périphérie (gauche) de la phrase, 71-97.

Österberg, R. (Forthcoming). Estructura informacional compleja en usuarios muy avanzados de francés y español L2 : la gestión de las periferias izquierda y derecha en el habla colloquial. Schøsler, L., Härmä, J.  & Lindschow, J. (Eds.) Les actes du XXIXe Congrès International de Linguistique et de Philologie Romane de Copenhague. La Société de linguistique romane.