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  • 201. Gustafsson, Linnea
    First names, innovation and diffusion2007In: Proceedings of the 21st International Congress of Onomastic Sciences, part 3: Uppsala 19 – 24 August 2002 / [ed] Eva Brylla & Mats Wahlberg, Uppsala: Institutet för språk och folkminnen , 2007, p. 131-142Conference paper (Refereed)
    Abstract [en]

    The background for this paper is Everett M. Rogers' model of the characteristics of the innovation as an influence on its diffusion process, and the paper will investigate the possibilities to apply that model to a first name context. The examples used in the paper have been taken from the Swedish town of Skellefteå and its surroundings in northern Sweden, from the beginning of the 18th to the end of the 19th century. The point of departure is the diffusion of new first names within this region and I am discussing the characteristics of these new names as a factor for their diffusion. The characteristics that are dealt with in the paper is the new first name´s relative advantage, compatibility, complexity, trial ability and observability. The conclusion indicates that it is indeed possible to use Rogers' model of the characteristics of innovation in a first name context, even though there are many questions remaning to be answered.

  • 202.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Förnamn med klass: fonetisk ljudsymbolism i ett intersektionellt perspektiv2017In: Norna-rapporter, ISSN 0346-6728, Vol. 96, p. 85-96Article in journal (Refereed)
  • 203.
    Gustafsson, Linnea
    Institutionen för litterturvetenskap och nordiska språk, Umeå universitet.
    Håkan Nesser som namngivare - Att leka med läsarens språkkänsla2003In: Ord i Nord: Vänskrift till Lars-Erik Edlund 16 augusti 2003 / [ed] Gunvor Flodell, Anna Greggas Bäckström & Asbjørg Westum (red.), Umeå: Umeå universitet , 2003, p. 73-82Chapter in book (Other academic)
  • 204.
    Gustafsson, Linnea
    Institutionen för litterturvetenskap och nordiska språk, Umeå universitet, Umeå, Sverige.
    Jenny, Fanny and Natty: a socio-onomastic study on Christian names during the 19th century in the surroundings of Skellefteå in northern Sweden2002In: Actas do XX Congreso Internacional de Ciencias Onomásticas, Santiago de Compostela, 20-25 setembro 1999 / [ed] Ana Isabel Boullón Agrelo, A Coruña: Fundación Pedro Barrié de la Maza , 2002, p. 983-988Conference paper (Refereed)
  • 205.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Kartläggning av horisontella kriterier: En förstudie inom Arena grön tillväxt2017Report (Other academic)
  • 206.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Kvinnlig intimitet och manlig solidaritet: Binamnens könade maktstrukturer2017In: HumaNetten, E-ISSN 1403-2279, no 38, p. 97-108Article in journal (Refereed)
  • 207. Gustafsson, Linnea
    Lena Gavelin, Mäklare KullingBennys allservice och Glada grisen: Exempel på företagsnamn i Uppsala2018In: Katharina och namnen: Vänskrift till Katharina Leibring på 60-årsdagen den 20 januari 2018, Uppsala: Uppsala universitet, 2018, p. 179-183Chapter in book (Other academic)
  • 208.
    Gustafsson, Linnea
    Institutionen för litteraturvetenskap och nordiska språk, Umeå universitet, Umeå, Sverige.
    Lennart Ryman: Salanus, Tunström och Sporrong. Tillnamnsbruk och framväxten av släktnamn i Uppland.2003In: Namn och bygd, ISSN 0077-2704, Vol. 91, p. 185-187Article, book review (Other academic)
  • 209.
    Gustafsson, Linnea
    Institutionen för litteraturvetenskap och nordiska språk, Umeå universitet, Umeå, Sverige.
    Marianne Blomqvist: Dagens namn2003In: Namn och bygd, ISSN 0077-2704, Vol. 91, p. 159-160Article, book review (Other academic)
  • 210.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Modern Nicknames in Sweden2018In: Onomastica Uralica, ISSN 1586-3719, E-ISSN 2061-0661, Vol. 10, p. 229-242Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss both the structure and the function of modern nicknames in Sweden. The material for the study has been collected, partly through postal surveys and, partly through interviews. In total, the material consists of 203 informants – 125 women and 78 men. In order to understand and analyze the nicknames, theoretical perspectives from sociology, ethnology, psychology, and linguistics are used. From these disciplines, I have applied reasoning used in pragmatics and onomastics, as well as different theoretical perspectives concerning power, identity and the interactional context as the basis for the analysis of the results. The categorization of the material is based on four categories: the source, the composition, the meaning, and the perceived reason for the naming. In general, nicknames occur in the childhood family (34 %), especially among women. Finally, three main functions of the nicknames, affective function, relationship function, and positioning function, are discussed in the article.

  • 211.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna binamns konstruktion och funktion2017In: Ortnamnssällskapets i Uppsala årsskrift 2017, ISSN 0473-4351, p. 41-55Article in journal (Other academic)
  • 212.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna vardagliga binamn i Sverige2016Book (Refereed)
    Abstract [en]

    The aim of the study is to examine the modern everyday use of nicknames. The study is based on two different types of material – questionnaires and interviews. In contrast to previous nicknames-studies in Sweden, this study considers, not only different sorts of nicknames, even though this has been taken into consideration, but the function of the nicknames in everyday communication. The observations are based on the name-bearer’s own estimation of his or her nickname(s). The theoreti- cal framework is a combination of onomastics, sociolinguistic, identity-theoretical, and interactional theories. The results demonstrate that the use of nicknames is an important social act that can be either positive or negative for the nickname-users. Six naming environments have been identified for the nicknames’ occurrence: childhood family, childhood friends, sports context, adulthood friends, partner and other. It appears that nicknames are co-creators of a gender and a youth identity. Three different functions for nicknames have been identified: affective function, relation function and positioning function. Finally, this study argues that there are two dimensions, public–private and exclusive–inclusive, that are useful in describing the use of nicknames. © Linnea Gustafsson 2016

  • 213.
    Gustafsson, Linnea
    Institutionen för litteraturvetenskap och nordiska språk, Umeå universitet, Sverige.
    Novation i norr: Nya dopnamn och namngivningsmönster i Skelleftebygden 1791-18902002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to examine and elucidate the introduction of new first names and the patterns of name giving from a social perspective based on material from baptismal registers. The region I have chosen to examine is Skellefteå and its surroundings 1791-1890. The point of departure is that the name giving may be considered a symbolic indication of the division between "us" and "them", based on constantly changing taste. During the period under examination, 1791-1890, 71 149 first names occur and 582 of which has been defined as new, i.e. first names that, as far as I know, did not exist in the area before the first example. Seen as the percentage of names occurring within different social groups the largest portion of new first names is introduced by the bourgeoisie and the smallest by the agrarian group.

    The new first names have been categorised as either a name choice or a name formation, with the former category containing more names than the latter. As regards categories of new names the bourgeoisie predominantly utilize name choice while for the agrarian group name formation predominates.

    The new pattern of name giving I have examined is the polyname system, which expands from the 18th Century onwards. The custom first grows in the name giving of girls, especially if born into the bourgeoisie. This social group also introduces the custom for the boys. When the custom of giving two names becomes too common in the region the bourgeoisie returns increasingly to one first name for the children, or to three or four names for each child. As regards the order of the new or old names, for boys the old name is generally placed first, especially among the agrarian group, if the two names are even in other respects e.g. have the same number of syllables.

    Once a new first name has been introduced it has to spread to survive. Of the 582 new names 422 spread and 160 do not. To examine the initial diffusion process from both a social and a geographical perspective 23 names have been chosen as representatives of different patterns of diffusion. The diffusion is described in terms of influence spreading from district to district or influence in the immediate surroundings. These two geographical aspects have been treated from a social perspective, in terms of a heterogeneous or homogenous social diffusion respectively.

  • 214.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Om kontextens betydelse för förståelsen av smeknamn och öknamn2015In: Norna-rapporter, ISSN 0346-6728, Vol. 92, p. 73-86Article in journal (Refereed)
  • 215.
    Gustafsson, Linnea
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Om smeknamnens funktion: Kan smeknamn användas för att studera sociolingvistiska frågeställningar?2010In: Namn - en spegel av samhället förr och nu / [ed] Staffan Nyström, Stockholm: Norstedts Förlag, 2010, p. 171-187Chapter in book (Refereed)
  • 216.
    Gustafsson, Linnea
    Institutionen för litteraturvetenskap och nordiska språk, Umeå universitet, Umeå, Sverige.
    Recension av Marianne Blomqvist, Vad heter finlandssvenskarna?2006In: Namn och bygd, ISSN 0077-2704, Vol. 94, p. 146-147Article, book review (Other academic)
  • 217.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Strukturella skillnader mellan svenska kvinno- och mansnamn 1915-2016In: Article in journal (Refereed)
  • 218.
    Gustafsson, Linnea
    Institutionen för litteraturvetenskap och nordiska språk, Umeå universitet.
    Är detta ett förnamn?: Om attityder till olika förnamn2006In: Ortnamnssällskapet i Uppsala årsskrift 2005, ISSN 0473-4351, p. 41-52Article in journal (Refereed)
    Abstract [en]

    This article focuses on attitudes to forenames. It is based on the results of a questionnaire (completed by 154 respondents), in which people were asked to comment on the appropiateness of a selection of forenames presented to them. The list included two categories of names: (1) new names either approved or rejected by the name authorities and (2) fairly unusual names from the 19th century. It emerges that, on the whole, the general public are more restrictive than the authorities. When it comes to first names that sound like last names, the authorities and the public are agreed on their inappropriateness. The strongest discrepancy is found for forenames with appellative connotations, of which members of the public disapprove. It is also clear that, as far as appropriateness is concerned, the public do not distinguish between new names and unusual 19th-century names.

    Apart from these findings, there are indications of gender and ega differences in the study. Among those who gave conservative answers there were more women than men, and the average age in this group was higher than in the more tolerant group. Overall, the study reveals certain tendencies regarding attitudes towards forenames, but it also raises many new questions that still await an answer.

  • 219.
    Gustafsson, Linnea
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Teenagers' inclusion and exclusion in their everyday onomastic environments2018In: Onomastica Uralica, ISSN 1586-3719, E-ISSN 2061-0661, Vol. 10, p. 69-83Article in journal (Refereed)
    Abstract [en]

    The paper discusses the notion of onomastic inclusion and exclusion of teenagers in their everyday life. The socio-onomastic site is a Swedish mediumsized town, Halmstad, which is somewhat segregated. This indirectly affects youngsters. In the study, two layers are studied – the geographical and the virtual environments. The first component study describes the geographical environment based on commercial signs around four different squares. The results show that in the center English appears on signs as often as Swedish do, while Swedish is preferred in the middle class areas and Arabic sometimes exists around the square where many Arabic speakers live. The second component study describes teenagers’ created usernames for everyday interaction in social media through their mobile phones. The results show close links to offline personal names, and that teenagers create new kinds of social hierarchies and draws on resources from a variety of languages.

  • 220.
    Gustafsson, Malin
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Bryngelson, Annika
    Halmstad University, School of Teacher Education (LUT).
    "Vi tyckte bara om båten": Boksamtal i förskola och skola.2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstrakt

    Syftet med studien var att undersöka om det finns en utveckling i boksamtal från förskola till skola. Ett annat syfte med studien var att undersöka hur pedagogerna arbetade med boksamtal i ett utvalt rektorsområde. För att uppfylla syftet genomfördes intervjuer med pedagoger och lärare i förskola och skola. Genom intervjuerna söktes en klarhet i hur pedagogerna och lärarna planerar, lägger upp och genomför boksamtal i de olika verksamheterna. För att få en tydligare bild hur boksamtalen genomfördes togs det del av ett färdiginspelat material, där studerades det hur boksamtalen gick till i både förskola och skola. Materialet som framkom under studien ställdes sedan mot tidigare forskning och teorier kring samspel, språk och miljö och tolkades utifrån en hermeneutisk ansats.

     

    Resultatet som framkom var att både pedagoger och lärare arbetar på liknande sätt och att boksamtalen genomförs på ungefär samma tillvägagångssätt i de olika verksamheterna. Studien visar även att barn och elever utvecklar språket, samspelet och att våga tala inför andra.

     

     

    Nyckelord: samspel, samtal, miljö, barn/elev, pedagog/lärare

     

  • 221.
    Gustavsson, Jonas
    Halmstad University, School of Humanities (HUM).
    Subjects Matter: The Subject-Object Dichotomy in Toni Morrison's Jazz2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the subject-object dichotomy between men and women in Toni Morrison’s Jazz and the thesis of the essay is that this dichotomy develops into subject-object harmony.

    Through Simone de Beauvoir’s theory regarding the subject-object dichotomy and a close reading of the novel, this essay concludes that Jazz shows the possibility of reciprocal relationships built on friendship. In other words, the dichotomy changes into harmony, which makes it possible for both men and women to reach freedom and fulfilment in transcendence.

  • 222.
    Gustavsson, Josefine
    Halmstad University, School of Education, Humanities and Social Science.
    "Asså is this actually happening jag får ju stress": Om kodväxling på YouTube2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats undersöks svensk-engelsk kodväxling i vloggar publicerade på videoplattformen YouTube mellan november 2017 och april 2018. Syftet är att undersöka kodväxlingarnas struktur, funktion och interna skillnader mellan olika youtubers. Det transkriberade materialet har samlats in från åtta vloggar publicerade av fyra olika youtubers mellan november 2017 och april 2018. För att uppnå studiens syfte och besvara frågeställningarna skapades fyra korpusar där kodväxlingarna kategoriserades enligt struktur, funktion och sedan jämfördes sinsemellan. Den vanligaste typen av kodväxling är ettordsväxlingar medan en majoritet av kodväxlingarna har en fatisk funktion. Den komparativa delen av uppsatsen visar att kodväxling förekommer olika mycket hos olika youtubers, men även att det finns vissa skillnader både när det gäller vilka kodväxlingsfunktioner och vilka typer av kodväxling som används av respektive videoskapare.

  • 223.
    Göbel, Oskar
    Halmstad University, School of Education, Humanities and Social Science.
    Making Space to be Heard: A Phenomenographic Study on the Distribution of Talking Space in an English Class2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim for this study has been to research how talking space is distributed in an Englishspeaking classroom in Swedish schools. This aim has been answered by conducting a phenomenographic research method, as well as semi-qualitative interviews which have been analysed with regard to related literature and research. A second aim has been to establish whether teachers make use of pedagogical tools while trying to distribute talking space. Both literature and research, as well as the Swedish National Agency of Education, deem it essential that students utilize their talking space in order to optimise their English-speaking abilities, while additional research emphasizes the benefits of pedagogical tools as aids to achieve this. Experience suggests it is not unusual for learners to have difficulties in creating and recognising opportunities to speak in class. A major motivating factor for conducting this study has thus been to discover what teachers do to encourage less communicative students to contribute orally. The results show that teachers tend to be aware of the need to make their students speak as much as possible, although their methods trying to achieve this vary. The results also show that the interviewees display an overall negative attitude towards physical pedagogical tools, but that they instead view their students, general teaching methods, the setting of assignments etc, as pedagogical tools in their own right to achieve this purpose.

  • 224.
    Göransson, Yvonne
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Hildingsson, Anna
    Halmstad University, School of Teacher Education (LUT).
    IKT med fokus på läs- och skrivundervisningen: Varför ska inte vi använda IKT när övriga samhället anväder det? Så vi måste ju göra det!2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 225.
    Hagberg, Helena
    Halmstad University, School of Humanities (HUM).
    Listening to Jane: A Comparison of the Original Novel Jane Eyre and Three Abridged Audio Book Versions    from the Point of View of Genre.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    While some people enjoy reading full-length novels, most people have a difficult time concentrating on reading or even finding the time to do it. Audio books, especially abridged ones, may be a way for people to enjoy fiction without having to read the whole novel and they can listen to the text at the same time as they do other things. The purpose of this essay is to study whether the abridged audio books can be a valid replacement for the full novel in terms of genre. The essay compares Jane Eyre by Charlotte Brontë in its full length with three abridged audio books of the same novel. In these three audio versions the original text has been abridged in varying degrees so that the shortest version runs to fifty minutes, the second shortest to three hours and the longest to six hours. The three genres I focus on are the Romance, the Gothic novel and the female Bildungsroman. I present genre-specific features and then analyze how these characteristics are affected in the abridged versions of Jane Eyre.

  • 226.
    Haglund, Amanda
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Werme, Rebecka
    Halmstad University, School of Education, Humanities and Social Science.
    Pedagogen, barnet och boken: - En studie om samspel i samband med boksamtal.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att utifrån ett sociokulturellt perspektiv studera vilket samspel som möjliggörs i boksamtalet samt hur pedagog och barn använder sig av boken och bilden i detta samspel. I vår studie intog vi ett aktionsforskande förhållningssätt och iscensatte boksamtal som dokumenteras med hjälp av videoinspelning. Totalt producerades cirka två timmars empirisk data som bearbetades med hjälp av interaktionsanalys. Vi använde oss av begreppen samspel, verktyg, handlingar, kommunikation och kontext för att förstå det som synliggjordes i vår empiri. Det framkom fyra återkommande teman: Boken och bilden som verktyg för- samspel, lärande-, återberättande- och kommunikation. Vår övergripande slutsats utifrån vår empiri är att hur pedagoger och barn använder sig av bok och bilder har betydelse för vilken kommunikation samt vilket samspel som möjliggörs och sker i samband med boksamtal.

  • 227.
    Hagård, Jannie
    Halmstad University, School of Education, Humanities and Social Science.
    Rönneberga by: Kartläggning av en historisk ägonamnsmiljö2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I följande uppsats behandlas ägonamn i Rönneberga by. Syftet är att utifrån äldre karthandling tyda och lokalisera ägonamn, och därefter kartlägga ägonamnsmiljön i sin helhet genom en nyritad karta. Utifrån förekomna ägonamn i undersökningsområdet, plockas även eventuellt rättsindicerande namn ut. Karta ritas på underlag av en äldre karta i ritningsprogrammet OCAD, och metoden kan beskrivas som kalkering. Resultatet visar en miljö med namn som beskriver ägornas form, brukande, placering och intilliggande lokaler. Ägonamnen stödjer även historiskt material och tidigare studier om att det en gång fungerat som häradets tingsställe.

  • 228.
    Hammarström, Alva
    Halmstad University, School of Education, Humanities and Social Science.
    Hur genus förmedlas av barn och till barn: En studie om genus i bilderboken som en genre2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genus är ett begrepp som beskriver hur det socialt och kulturellt är att vara kvinna eller man. Inom litteraturvetenskapen växer intresset för genusinriktade studier där man tittar på hur genus konstrueras i litteraturen. Den här studien undersöker hur genus förmedlas till barn genom en bilderbok. En bilderbok idag är något som är självklart för många men samtidigt oklart. Bilderboken har sin plats på biblioteket och i bokhandeln men det finns inte alla gånger en klar definition av vad bilderböcker är. Syftet med studien är att studera bilderboken som en egen genre och hur en nutida bilderbok kan skildra genus. 

    Analysen kommer att gå in på de valda författarna och illustratörernas, Pija Lindenbaum och Per Gustavsson, uppbyggnad av en bilderbok. Diskussionen kring analysen kommer att vara genusfokuserad och där kommer flicka mot flicka och pojke mot pojke i Lindenbaum och Gustavssons bilderböcker att sättas emot varandra. Studien visar på att Lindenbaum och Gustavsson är normbrytande bilderboksförfattare som med olika typer av huvudkaraktärer bryter normen. 

  • 229.
    Hamp, Anna Maja
    Halmstad University, School of Education, Humanities and Social Science.
    Liv på egna villkor: En queerteoretisk tolkning av Janne i Peter Pohls Janne, min vän2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att tolka Janne i Peter Pohls Janne, min vän utifrån ett queerteoretiskt perspektiv. Genom att använda mig av queerteorins tankar om kön/genus, normalitet och identitet tror jag mig kunna ge en alternativ bild av Jannes liv. Mitt mål är att försöka hitta en bild som skiljer sig från den, så ofta förekommande i tidigare forskning, om flickan som måste klä ut sig till kille för att ha en chans till frihet. Istället kommer jag fokusera på hur Janne, i vänskapen med Krille och gänget, får möjlighet att skapa en identitet och ett liv på egna premisser.

  • 230.
    Hansson, Emma
    Halmstad University, School of Humanities (HUM). Halmstad University, School of Humanities (HUM).
    Awareness of Grammatical Differences between British and American English among Young Swedes 2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background and aim: According to the most recent curriculum for the Swedish upper secondary school1, the students should be able to differentiate between British and American English. Furthermore, they should be able to keep to one of the varieties, as this is a prerequisite of writing correct texts in English. In the present thesis, young Swedes’ awareness of grammatical differences between British and American standard English and which variety they use are investigated. The investigation is conducted by means of a questionnaire. The questionnaire was composed of three parts. The first part consisted of sentences written in English that the informants had to judge as written prevailingly in British or American English. In the second part, the informants had to translate sentences from Swedish to English, and then judge them as British or American. The third part of the questionnaire comprised questions concerned with language use and attitude, as well as questions on basic information such as the informants’ age, education and mother tongue.

    Results and conclusions: Nine informants fulfilled the inclusion criteria. The informants’ judgments of the sentences in English suggest that they are not entirely able to differentiate between British and American English. Moreover, their translations of the Swedish sentences indicate that the informants mix British and American English. Furthermore, they are not aware of which variety they use and the majority does not know whether they prefer British or American English. In addition, the findings could support the emergence of Euro-English, a Mid-Atlantic variety. 

  • 231.
    Hansson, Jenny
    Halmstad University, School of Teacher Education (LUT).
    The War of Ages: A Deconstruction of the Adult-Child Dichotomy in Roald Dahl's Matilda2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This literary essay is centered around Roald Dahl's Matilda and employs deconstructive theory in order to dismantle the binary relationship between adults and children that the novel's author attempts to uphold. The portrayal of adult characters as either evil or passive, and child characters as innocent and helpless, establishes children and grownups as juxtaposed and limits the choice of hero to a child. However, an analysis of the child hero reveals an identity that more resembles an adult. The essay contends that novel's protagonist, a child in body but not in mind, does not support the adult-child dichotomy that Dahl has established in Matilda.

  • 232.
    Haraldsson, Mathilda
    Halmstad University.
    Pippi Longstocking: Differences in the translations from Swedish to English, from 1950 and 2007: A structural comparison of two different translations of Pippi Longstocking from Swedish to English2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on comparing two different versions of Pippi Longstocking translated into English on a structural level. With the help of the research of the known linguistics John Catford and Paul Vinay & Jean-Louis Darbelnet, we compare how the two different translators, Tiina Nunnally (2007) and Florence Lamborn (1950) have translated the same book. This study compares these two translations for grammatical features and word choices on a structural level, for example use of verb tense and differences in Vinay & Darbelnet’s modulation. It also studies how the translators have done differently regarding Catford’s structural shifts. The essay also briefly looks at the cultural differences between the countries and how they have been translated.

    The aim of this project is not to determine which translation is better, but to compare and describe any differences and similarities found. It will look at how the two translators have handled the same problems differently (or similarly). The translations by Florence Lamborn and Tiina Nunnally have much in common, but in our result and analysis we present the differences.

  • 233.
    Hassel, Sebastian
    Halmstad University, School of Teacher Education (LUT).
    “It is a new world they live in”: A CBI Approach to the Post-Apartheid Experience in J.M. Coetzee’s Disgrace2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 234.
    Hast, Lennart
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Om siffrors påverkan inom retoriken2017Conference paper (Refereed)
    Abstract [sv]

    Retorik är studiet av hur ord och alla andra typer av symboler används för att påverka. De flesta som har läst retorik känner till retorikens väl använda tretal men i såväl tal som texter så förekommer siffror. Retorik i form av bokstäver och i form av ord och i form av siffror kompletterar och stödjer alltså varandra inom den retoriska praktiken på flera sätt. Siffror fungerar retoriskt när de påverkar hur människor strukturerar tankar och tar till sig information. Siffror kan också användas som bevismedel i en argumentation. Siffror kan exempelvis fungera som en legitimationskälla inom exempelvis reklam, beteendevetenskap, humaniora och naturvetenskap. Men sättet siffror används på möter ofta kritik. Den som argumentera med hjälp av siffror riskerar att anklagas för att vara manipulerande, omänsklig eller känslokall. Siffror i sig kan också ha en retorisk symbolisk betydelse, vilka vi påverkas av vid budskap. Siffror kan också producera påverkanseffekter och fungera som bildskapare, vilka kan kopplas till tolkningar och föreställningar. Dessa föreställningar kan i sin tur ha sitt ursprung i religion, filosofi, legender och myter. Vår presentation kommer att handla om siffrors betydelse inom retoriken och hur vi påverkas med hjälp av siffror.

  • 235.
    Hed, Max
    Halmstad University, School of Education, Humanities and Social Science.
    “Den kommer höras högt i alla ghettokidsens lur”: - En hermeneutisk analys om hur svensk hiphop och reggae konstruerar kön2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research shows how music presents gender in different ways depending on the genre, and that music can affect the listeners' behaviour. There is also research that shows how gender is constructed in different social arenas and through people's way of expressing themselves and communicating. The purpose of this study is to investigate how lyrics within Swedish reggae and hip hop can express and construct gender by analysing artists' lyrics from a gender perspective. Based on a social constructivist perspective characterized by gender theories by Yvonne Hirdman, Raewyn Connell, Judith Butler, Candace west and Don H. Zimmerman, the results of the text analysis can be investigated as a source of construction, reproduction and maintenance of gender and gender stereotypes. The study also takes a didactic perspective where a reflection describes how the results of the study can influence the teaching in the school. The result shows that Swedish hip hop and reggae can be a source of both construction and reproduction and maintenance of sex and gender. Lyrics within hip hop constructs an ideal image of men as successful in the music industry, independent and as a drug user while the image of women can be described as an object owned by the man and also compared to other physical objects, such as money and weapons. Lyrics within reggae constructs an ideal image of men as charming, the promotion of equality and cannabis smoking while women are portrayed as and communicates that the women should be powerful, beautiful and equal or superior to men.

  • 236.
    Hedkvist, Tobias
    Halmstad University, School of Humanities (HUM).
    Locating the 'inbetween': Hybridity, Magic and Identity in Salman Rushdie's The Satanic Verses2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 237.
    Heier, Karolina
    Halmstad University, School of Education, Humanities and Social Science.
    ENVISIONING YOUNG ADULT LITERATURE: A STUDY ON TEACHING ENVISIONMENT IN THE ESL-CLASSROOM2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on Judith A. Langer’s many years of literacy research and her concepts of ‘the literate mind’ and ‘envisionment building’ in the classroom. In addition to Langer’s theories, I consider several other strategies for reading, some of which have evolved from Langer’s ideas and are adapted to fit the teaching of English for Swedish upper secondary school. Furthermore, I discuss the benefits of teaching a foreign language with the help of literature in general and Young Adult (YA) literature in particular. Working with YA literature in the classroom can not only help students develop a greater empathy towards others, but is also well suited for teaching reading strategies to teenagers. In the analysis, I demonstrate a didactic approach with the help of extracts from Ruta Sepetys’ Between Shades of Gray (2011). My findings indicate that reading Young Adult literature can benefit teenagers’ personal growth as well as their language learning and general knowledge. Lastly, I assert that envisionment building can both lead to reevaluation of the readers themselves as well as to a greater understanding of different texts and the readers’ perception of the historical and contemporary world.

  • 238.
    Heuser, Lisa
    Halmstad University, School of Humanities (HUM).
    Bilingual Projects in Schools: How does the CLIL program influence the fluency of students?2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study aims to investigate students’ English at a Swedish secondaryschool concerning their fluency. Hereby students who take part in SPRINT(språk- och innehållsintegrerad inlärning och undervisning) will be compared withstudents who do not take part in this project.The study focuses on oral fluency, which is measured in tone groups. It came outthat students that take part in SPRINT programs have a higher amount of tonegroups than students who do not take part in these programs. Therefore one cansay they are more fluent in the language than other students.

  • 239.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    A Christian Courtier?: Conflicting Ideologies in Chrétien de Troyes' Perceval2004Conference paper (Other academic)
    Abstract [en]

    The session focuses on conflicts, or tensions, within the Christian tradition between individual consciousness and religious culture. The texts we consider exemplify in various ways the demands, paradoxes, and negotiations incurred by such a confrontation. Hans Popper examines the strife betweeb pacifist piety and forceful action in St Augustine's Confessions and City of God. Margrét Gunnarsdóttir Champuion reads Old English poetry in the light of contradictory conceptions of the soul. Kristina Hildebrand's concern is with the figure of the knight as a site of ideological clash in Chrétien de Troyes' Perceval, ou Le Conte du Graal.

  • 240.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    "As fayre an handid man": Malory's figurative language2018In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 12, no 4, p. 61-74Article in journal (Refereed)
    Abstract [en]

    Figurative language in Malory is not very varied, but is strongly connected to chivalry and the community standards that uphold it. This paper deals briefly with set figurative phrases, but focuses on similes and some other figurative phrases, especially ‘out of measure’ and phrases involving hands, as examples of this. The figurative language used has a number of functions: the similes are not original or intended to be so, but instead connect the depiction of chivalry to other chivalric texts; the phrases concerned with measure reminds the reader if the standards of the chivalric community, and the phrases involving hands retain a connection to the literal hands of the knight characters, bringing the violence perpetrated by a knight's hands into focus. The figurative language of Malory, while not as diverse and varied as we might expect were this a modern text, fulfils literary functions that are essential to this chivalric romance. © International Journal of Language Studies 2016

  • 241.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Att bli man och göras till kvinna : kön och kropp i Ridley Scott's Blade Runner2010In: Möjliga världar: Tekniken, vetenskapen och science fiction / [ed] Michael Godhe & Jonas Ramsten, Stockholm: Carlsson Bokförlag, 2010, p. 179-189Chapter in book (Refereed)
  • 242.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Bertram and Nennius: sources, editions, forgeries2018Conference paper (Refereed)
    Abstract [en]

    Charles Bertram is best known for his Britannicarum Gentium Historiæ Antiquæ Scriptores Tres, published in 1757. This contains two genuine chronicles, Gildas' and Nennius,' and Bertram's forgery of a chronicle by Richard of Cirencester, and while not having had an extensive print run, still exists in some libraries, including the Centre for Arthurian Studies at Bangor.

    The few studies that exist of Bertram's text focus on the forgery, but I owuld here like to look at one of the other two texts: that of Nennius. It seems clear that the inclusion of those two texts was intended to add credibility to the forgery, but considering that Bertram choose to publish Nennius's text again in 1758, it would seem to have meant more to him than a useful façade for his forgery. He provides it with a preface discussing its origin and sources, which indicates the extent of his interest.

    From his letters and his forgery, it seems clear that Bertram is always more interested in Roman Britain than in medieval Britain: his main interest in medieval texts is where they transmit knowledge of the Roman era. The Middle Ages are interesting only as a time when the texts of classical authors later lost were still to be found in monastic libraries, and when Roman remains were more visible, and in better repair, than they were in his time. Yet he was invested enough in Nennius to publish the text twice, at some expense to himself.

    His preface discusses the origins of Nennius' text, and its later fates in the hands of editors. It concerns itself specifically with what is Nennius' genuine text and what are later additions - a concern which produces some amusement, considering Bertram's own forgery. In this paper, I investigate Bertram's approach to Nennius, and why this text, so far removed from the Roman sources he primarily focused on, still fascinated him.

  • 243.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Between images: Understanding national identities2011Conference paper (Other academic)
    Abstract [en]

    Between 1747 and 1763, an Englishman living in Copenhagen, by the name of Charles Bertram, maintained a correspondence with Dr. William Stukeley. This correspondence covered primarily their mutual interest in antiquarianism, especially that of Britain. Throughout this correspondence, Bertram explicitly identifies himself as British, and expresses his great desire for Britain’s glory and success. For various reasons, Dr. Stukeley refuses to think of him as British, stating in 1757 that Bertram’s letter contained material of a type “as usual with foreigners.” In the terminology of an imagologist, Bertram’s auto-image, his idea of what it means to be British, differs from Stukeley’s. When I speak of imagology I am referring not to the study of public images, nor to geological studies, but to the study of national stereotypes and national identity as they appear in written texts. The aim of imagology “is to understand a discourse of representation rather than a society.” For this particular study, I am especially interested in what Leerssen calls “[p]atterns, not only of Othering, but also of the maintenance of selfhood through historical remembrance and cultural memory.” It appear to me that Bertram, in exile, and thus removed from the contemporary development of the auto-image ‘British,’ struggles to maintain his selfhood within an identity constructed as ‘British.’ He does this partly by literally writing himself into British history: he not only constructs a family history connecting him to historical occurrences, but ‘discovers’ – in fact fabricates - a medieval manuscript which depicts Roman Britain as vaster than it was. For me as the biographer, Bertram’s auto-image represents a two-fold problem. Firstly, there is the issue of point of view: whether Bertram should count as British or Danish, I cannot view either as an auto-image; to me, it will unavoidably be a hetero-image, an image of the Other. As Joep Leerssen points out, “[a]ny representation of cultural relations is a representation of a cultural confrontation; and the author's own cultural values and presupposititions are inevitably involved in this confrontation.” When speaking of Bertram’s understanding of himself as British, I end up involved in a similar cultural confrontation. Secondly, the image of ‘Britishness’ has shifted since the 18th century; what did it mean to be British then, to the British and to others, and how can this understanding be recaptured by a writer of the 21st century? In writing Bertram’s biography, I am obliged to confront this double difficulty.

     

     

  • 244.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Beverly Kennedy2019In: Journal of International Arthurian Society, E-ISSN 2196-9353, Vol. 7, no 1, p. 22-23Article in journal (Other academic)
  • 245.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    'But four lovers': Malory's Narratives of Courtly Love2010Conference paper (Other academic)
    Abstract [en]

    In Malory's story of Tristram, Isode sends greetings to Guinevere that 'there be within this londe but four lovers, and that is sir Launcelot and dame Gwenyver, and sir Trystrames and queene Isode'. However, despite this explicit comparison between the two great love stories of the Arthurian cycle, the relationships are markedly different. Whereas Lancelot and Guinevere largely remain inside the trope of knightly service to sovereign lady, Tristram's and Isode's interaction is less easily defined, drifting at times into a discourse of marriage rather than courtly love. This paper looks at the relationships from a perspective of power and control in courtly society.

  • 246.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    De-anglifying Bertram: from forger to foreigner2010Conference paper (Other academic)
    Abstract [en]

    Not much is known of Charles Bertram, English teacher and forger. He was born in London in 1723, at some point – possibly as a child – moved to Denmark with his fanily, and became a teacher of English at the Danish Sea Cadet Academy. Much of the information comes from his preserved letters: in 1746, Charles Bertram initiated a correspondence with William Stukeley – one which would eventually lead to the printing of a fake medieval ms and a posthumous reputation for Stukeley as naive and gullible. Bertram’s side of the correspondence is in the Bodleian, Stukeley’s has unfortunately been lost, together with most of Bertram’s papers. It covers contemporary news and politics, cures for various illnesses, and, most of all, their shared interest in British history and antiquarianism.

    From the beginning of this correspondence, Bertram positions himself as explicitly British, referring in his letters to “our Mother Isle of Britaine,” and to “our native Country,” states that he “had no other Profit in View than the serving my Native Country of Britain by my Publication of the Scriptores,” and finishes a discussion of contemporary British politics by stating  that “my love to my Native Country makes me wish it well.” Despite his living in Denmark, Charles Bertram perceives himself as an Englishman, and is anxious to be thus perceived by others.

    However, Stukeley, in 1757, after ten years of correspondence filled with patriotism, refers casually to the first letter as being “polite, full of compliments, as usual with foreigners.” In Stukeley’s eyes, all the protestations of patriotic fervour cannot make Bertram British. Clearly, Stukeley’s and Bertram’s definitions of what it meant to be an Englishman differed. In this paper, I argue that Bertram’s perceived un-Englishness is not primarily a case of his being domiciled abroad, but a matter of linguistics and of the image of Englishness.

    Stukeley’s comment on Bertram’s compliments indicates that the foreignness he perceives is primarily linguistic. Bertram, despite being fluent in English, lacks the sociolinguistic competence which informs the speaker what register to use: instead of elegant he becomes over-polite – as is also clear when his letters are compared to letters by his contemporaries. He is out of the English-speaking sphere, and quite possibly also out of his social class: while the articles claiming that he was the son of a silk dyer do not refer to any actual source for this statement, his attitude towards the prominent people around him indicates a desire to rise in society, and an insecurity of his ability to do so. His lack of sense of the proper register to use places him as not English, as foreign.

    The other source of this understanding of Bertram as foreign is a matter of image. Stukeley is not the only person who perceives Bertram as a foreigner. As it becomes increasingly clear that the ms is a forgery, more and more scholars are eager to point out that Bertram is not an Englishman: he does fit the image of the honest Englishman. In his 1853 Britannic Researches. Or New Facts and Rectifications of Ancient British History, Beale Poste refers to Bertram as “a foreigner born at London”, his primary argument seems to be that no Englishman would be guilty of such a forgery. In The Gentleman’s Magazine of 1853, B. B. Woodward points out that the ms name for a road appears to be an attempt to create an earlier form of Watling Street, but that no sources spell the name so, “nor in any way so much as suggestive of it to an English scholar.” Indeed, Bertram’s very eagerness to be English would appear to be considered suspect; his presentation of himself as English is clearly frowned upon.

    Bertram, then, attempts to present himself as English but does not succeed, due to a lack of sociolinguistic skill but also due to his being a forger. The correspondence and other texts enable us to see both what the expectations of an Englishman were at the times, but also to follow the attempts by an 18th century man to construct an identity of nationality and class.

     

  • 247.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Dining on Crusade: Sire de Joinville's The Life of Saint Louis and Food2011Conference paper (Other academic)
    Abstract [en]

    The number of culinary mss preserved indicates an extensive interest in food and cooking in the Middle Ages. Food also appears in other texts, though rarely defined clearly: 'all of the best' is a common expression. However, in Joinville's The Life of Saint Louis, eating is presented as both social interaction and as a deliberate exclusion from a social context. Food and eating also serve as a reminder of time of year in a different climate, and as an example of the exotic and different world of Outremer. This paper looks at the various meanings conveyed in Joinville's text through food and eating.

  • 248.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Fragile masculinity and beleaguered womanhood: the construction of white gender in some Swedish asatru groups2018Conference paper (Refereed)
    Abstract [en]

    While most Swedish asatru groups are explicit in their support of diversity, there is a significant fringe movement which embraces at least some white supremacist views. Ethnicity cannot be disconnected from gender, and these groups also promote a quasi-feminism which focuses solely on the protection of white womanhood from men of colour. This paper focuses on the intersection of racism, sexism, and religious faith in this fringe of asatru, and on the construction of white gender identity in opposition to a perceived threat from other ethnic groups.

  • 249.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    'God knows I speak true': narrative, gender, and the truth in William Morris’s The Defense of Guinevere2005Conference paper (Refereed)
    Abstract [en]

    William Morris’s The Defense of Guinevere combines two narrators: the implied author and Guinevere. This paper argues that Guinevere, whose voice is explicitly and implicity constructed as female, attempts to appropriate the story of her possible adultery and use it as a vehicle for her own truth, rather than that of her accuser. Guinevere’s appropriation of the narrative to tell her truth is, however, finally depicted as “unspeakable” and as insignificant compared to the combat, the male arena for truth-telling. Guinevere’s voice is the dominant one, but the implied author’s voice is more significant than the scant number of lines indicates: it opens and closes the poem, and emphasises Guinevere’s femininity. It expresses the male gaze, which is also present in the poem as the audience of listening knights. Although the implied author’s voice expresses sympathy for Guinevere it is distant and detached, in its clarity strongly contrasted against Guinevere's immediate, fragmented narrative, and that contrast, again, points to the femininity of Guinevere’s voice. Guinevere’s voice also constructs itself as female by using references to her beauty, to other women, and to her feminine modesty to defend and assert her truthfulness. Her voice is created inside a feminine sphere, never moving, through metaphor or phrase, into the masculine areas of combat, knighthood, and honour. Through her narrative, Guinevere re-appropriates the telling of her story, insisting on her own version of events. Still, in her narrative she emphasises, again and again, her inability to speak and the dangers of speaking. At the end of the poem, Guinevere’s spirited narrative defense is finally undermined by a return to male truth-telling: Lancelot arrives to save her, bringing the masculine assertion of truth by way of combat.

  • 250.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Her Desire and His: Letters between Fifteenth-century lovers2007In: The Erotic in the Literature of Medieval Britain / [ed] Amanda Hopkins, Cory James Rushton, Cambridge: D.S. Brewer, 2007, p. 132-141Chapter in book (Other academic)
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