Ute Bohnacker
Dados Biográficos
| ID | 1537577 |
|---|---|
| NOME | Ute Bohnacker |
| PRENOMES | Ute |
| SOBRENOME | Bohnacker |
| ASSINATURA | BOHNACKER U |
| AFILIAÇÕES | Uppsala University |
| ORCID | 0000-0002-6715-7470 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 22 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Arabic heritage language education in Sweden
In international comparisons, the Swedish heritage-language education (HLE) system is often described as being at the forefront of HLE in Europe. Following recent right-wing shifts in national politics, HLE has now come under threat. This article investigates the current state of HLE in Sweden, focussing on Arabic, through a survey of the literature, statistics on HLE provision and attendance and two empirical studies. Arabic is by far the most t…
(In)definites, pronouns and bare nouns
This study investigates the referential forms children use to introduce characters in Swedish, in a cross-sectional sample of oral narratives by 100 Turkish/Swedish bilinguals aged 4 to 7 and in a longitudinal sample from age 4 to 6 ( N = 10). We analysed development with age and how language proficiency (expressive vocabulary) and exposure affect children’s use of referring expressions, with a focus on referential appropriateness. In addition, a…
Beyond Language Scores
As in many other countries, baseline data concerning the linguistic development of bilingual children in Sweden are lacking, and suitable methods for identifying developmental language disorder (DLD) in bilinguals are lacking as well. This study presents reference data from 108 typically developing (TD) Turkish/Swedish-speaking children aged 4;0-8;1, for a range of language tasks developed specifically for the assessment of bilinguals (LITMUS tes…
Sweden's multilingual language policy through the lens of Turkish-heritage family language practices and beliefs
This study explores the language maintenance efforts of Turkish heritage-speaker families in Sweden and their relation to state-level language policy from three angles. First, Swedish mainstream language ideology is described as it manifests in legislation, language policy and mother-tongue tuition. Then, the language practices of the families of 105 Turkish/Swedish children (age four to seven) are characterised via a questionnaire survey. This i…
Storytelling in bilingual children
Preview this article: Storytelling in bilingual children, Page 1 of 1 /docserver/preview/fulltext/lab.00035.int-1.gif
Storytelling in bilingual Turkish-Swedish children
The empirical evidence for whether narrative macrostructure skills are shared between a bilingual child’s two languages is inconclusive, and it is not known how macrostructure (overall story structure) is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 100 Turkish-Swedish bilingual 4-to-7-year-old children growing up in Sweden. Oral narratives were elicited in both Turkish and Swed…
How do age, language, narrative task, language proficiency and exposure affect narrative macrostructure in German-Swedish bilingual children aged 4 to 6
Previous studies show mixed findings concerning whether higher-order story structure (macrostructure) is similar across bilinguals’ two languages. It is not known how macrostructure is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 46 German-Swedish bilingual 4- to 6-year-olds. Narratives were elicited in both languages with two picture-based tasks from the Multilingual Assessment…
A new perspective on referentiality in elicited narratives
This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age…
Character introductions in oral narratives of Swedish–German bilingual preschoolers
Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives of 4- and 6-year-old Swedish–German bilinguals ( N = 40) in both languages, elicited with MAIN Cat/Dog. We analyse effects of age group, language and animacy (human vs nonhuman characters) on the type of referring expression (indefinite NP and …
It is not the ideology but the resources
This Special Issue focuses on family language policy as part of the language maintenance and shift efforts of Turkish heritage-speaker families in Australia, Belgium, France, Sweden and the Netherlands
Turkish heritage families in Sweden
This paper explores family language policy in Turkish-speaking families in Sweden. Questionnaires were administered to the parents of 105 Turkish/Swedish children (age 4 − 7), targeting family language practices (including parent–parent, parent–child, child–parent, child-and-sibling conversation and language-fostering activities such as joint book reading, storytelling and mother tongue tuition), and parental language beliefs and attitudes. Despi…
Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4-7-Year-Olds with and without Developmental Language Disorder
The Arabic-speaking community in Sweden is large and diverse, yet linguistic reference data are lacking for Arabic-Swedish-speaking children. This study presents reference data from 99 TD children aged 4;0-7;11 on receptive and expressive vocabulary in the minority and the majority language, as well as for three types of non-word repetition (NWR) tasks. Vocabulary scores were investigated in relation to age, language exposure, and socio-economic …
On transfer and third language acquisition
Preview this article: On transfer and third language acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.20101.boh-1.gif
Vocabulary development in closely-related languages
This paper investigates vocabulary comprehension and production in 46 bilingual Swedish-German children age 4–6 growing up in Sweden. Using a newly developed tool, the Cross-linguistic Lexical Task (CLT, Haman, Łuniewska & Pomiechowska 2015 ), the children’s receptive and expressive vocabulary knowledge of nouns and verbs is assessed in both their languages, compared to each other and over age. Performance on test items of different word types (n…
Introduction to Main – Revised, how to use the instrument and adapt it to further languages
...
Adapting Main to Arabic
This paper provides some brief background information on the Arabic language and describes how MAIN (Multilingual Assessment Instrument for Narratives) was adapted to several varieties of Arabic
Main
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Tel…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009-2013)
Macrostructural organization of adults’ oral narrative texts
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its Baby Goats and Baby Birds stories, story structure and story complexity, concerning episodic organization, were examined across the 3 languages. As theoretical underpinnings, a multidimensional model of macrostructure was used. This model i…
The clause-initial position in L2 Swedish declaratives
In a recent study of the clause-initial position in verb-second declaratives (the prefield), Bohnacker & Rosén (2008) found significant differences between native Swedish and German concerning the frequencies with which constituents occurred in the prefield, as well as qualitative differences concerning the mapping of information structure and linear word order: Swedish exhibited a stronger tendency than German to place new information, the so-ca…
Introduction
The theme of this special issue of the Nordic Journal of Linguistics was intended to solicit contributions on Nordic languages being acquired as non-native languages as well as work on Nordic-language native speakers learning a second language, not necessarily a Nordic one. We adopted a wide definition of the term ‘second language’ (L2), i.e. a non-native (second, third, etc.) language acquired in late childhood, adolescence or adulthood, in a na…
When Swedes begin to learn German
This article investigates verb placement, especially Verb second (V2), in post-puberty second language (L2) learners of two closely related Germanic V2 languages: Swedish and German. Håkansson, et al. (2002) have adduced data from first language (L1) Swedish-speaking learners of German in support of the claim that the syntactic property of V2 never transfers from the L1 to L2 interlanguage grammars. Regardless of L1, learners are said to follow a…
When Swedes begin to learn German
This article investigates verb placement, especially Verb second (V2), in post-puberty second language (L2) learners of two closely related Germanic V2 languages: Swedish and German. Håkansson, et al. (2002) have adduced data from first language (L1) Swedish-speaking learners of German in support of the claim that the syntactic property of V2 never transfers from the L1 to L2 interlanguage grammars. Regardless of L1, learners are said to follow a…
Turkish heritage families in Sweden
This paper explores family language policy in Turkish-speaking families in Sweden. Questionnaires were administered to the parents of 105 Turkish/Swedish children (age 4 − 7), targeting family language practices (including parent–parent, parent–child, child–parent, child-and-sibling conversation and language-fostering activities such as joint book reading, storytelling and mother tongue tuition), and parental language beliefs and attitudes. Despi…
It is not the ideology but the resources
This Special Issue focuses on family language policy as part of the language maintenance and shift efforts of Turkish heritage-speaker families in Australia, Belgium, France, Sweden and the Netherlands
Sweden's multilingual language policy through the lens of Turkish-heritage family language practices and beliefs
This study explores the language maintenance efforts of Turkish heritage-speaker families in Sweden and their relation to state-level language policy from three angles. First, Swedish mainstream language ideology is described as it manifests in legislation, language policy and mother-tongue tuition. Then, the language practices of the families of 105 Turkish/Swedish children (age four to seven) are characterised via a questionnaire survey. This i…
Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4-7-Year-Olds with and without Developmental Language Disorder
The Arabic-speaking community in Sweden is large and diverse, yet linguistic reference data are lacking for Arabic-Swedish-speaking children. This study presents reference data from 99 TD children aged 4;0-7;11 on receptive and expressive vocabulary in the minority and the majority language, as well as for three types of non-word repetition (NWR) tasks. Vocabulary scores were investigated in relation to age, language exposure, and socio-economic …
When Swedes begin to learn German
This article investigates verb placement, especially Verb second (V2), in post-puberty second language (L2) learners of two closely related Germanic V2 languages: Swedish and German. Håkansson, et al. (2002) have adduced data from first language (L1) Swedish-speaking learners of German in support of the claim that the syntactic property of V2 never transfers from the L1 to L2 interlanguage grammars. Regardless of L1, learners are said to follow a…
The clause-initial position in L2 Swedish declaratives
In a recent study of the clause-initial position in verb-second declaratives (the prefield), Bohnacker & Rosén (2008) found significant differences between native Swedish and German concerning the frequencies with which constituents occurred in the prefield, as well as qualitative differences concerning the mapping of information structure and linear word order: Swedish exhibited a stronger tendency than German to place new information, the so-ca…
Introduction
The theme of this special issue of the Nordic Journal of Linguistics was intended to solicit contributions on Nordic languages being acquired as non-native languages as well as work on Nordic-language native speakers learning a second language, not necessarily a Nordic one. We adopted a wide definition of the term ‘second language’ (L2), i.e. a non-native (second, third, etc.) language acquired in late childhood, adolescence or adulthood, in a na…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Tel…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009-2013)
Macrostructural organization of adults’ oral narrative texts
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its Baby Goats and Baby Birds stories, story structure and story complexity, concerning episodic organization, were examined across the 3 languages. As theoretical underpinnings, a multidimensional model of macrostructure was used. This model i…
Vocabulary development in closely-related languages
This paper investigates vocabulary comprehension and production in 46 bilingual Swedish-German children age 4–6 growing up in Sweden. Using a newly developed tool, the Cross-linguistic Lexical Task (CLT, Haman, Łuniewska & Pomiechowska 2015 ), the children’s receptive and expressive vocabulary knowledge of nouns and verbs is assessed in both their languages, compared to each other and over age. Performance on test items of different word types (n…
Introduction to Main – Revised, how to use the instrument and adapt it to further languages
...
Adapting Main to Arabic
This paper provides some brief background information on the Arabic language and describes how MAIN (Multilingual Assessment Instrument for Narratives) was adapted to several varieties of Arabic
On transfer and third language acquisition
Preview this article: On transfer and third language acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.20101.boh-1.gif
Storytelling in bilingual children
Preview this article: Storytelling in bilingual children, Page 1 of 1 /docserver/preview/fulltext/lab.00035.int-1.gif
Storytelling in bilingual Turkish-Swedish children
The empirical evidence for whether narrative macrostructure skills are shared between a bilingual child’s two languages is inconclusive, and it is not known how macrostructure (overall story structure) is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 100 Turkish-Swedish bilingual 4-to-7-year-old children growing up in Sweden. Oral narratives were elicited in both Turkish and Swed…
How do age, language, narrative task, language proficiency and exposure affect narrative macrostructure in German-Swedish bilingual children aged 4 to 6
Previous studies show mixed findings concerning whether higher-order story structure (macrostructure) is similar across bilinguals’ two languages. It is not known how macrostructure is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 46 German-Swedish bilingual 4- to 6-year-olds. Narratives were elicited in both languages with two picture-based tasks from the Multilingual Assessment…
A new perspective on referentiality in elicited narratives
This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age…
Character introductions in oral narratives of Swedish–German bilingual preschoolers
Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives of 4- and 6-year-old Swedish–German bilinguals ( N = 40) in both languages, elicited with MAIN Cat/Dog. We analyse effects of age group, language and animacy (human vs nonhuman characters) on the type of referring expression (indefinite NP and …
It is not the ideology but the resources
This Special Issue focuses on family language policy as part of the language maintenance and shift efforts of Turkish heritage-speaker families in Australia, Belgium, France, Sweden and the Netherlands
Turkish heritage families in Sweden
This paper explores family language policy in Turkish-speaking families in Sweden. Questionnaires were administered to the parents of 105 Turkish/Swedish children (age 4 − 7), targeting family language practices (including parent–parent, parent–child, child–parent, child-and-sibling conversation and language-fostering activities such as joint book reading, storytelling and mother tongue tuition), and parental language beliefs and attitudes. Despi…
Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4-7-Year-Olds with and without Developmental Language Disorder
The Arabic-speaking community in Sweden is large and diverse, yet linguistic reference data are lacking for Arabic-Swedish-speaking children. This study presents reference data from 99 TD children aged 4;0-7;11 on receptive and expressive vocabulary in the minority and the majority language, as well as for three types of non-word repetition (NWR) tasks. Vocabulary scores were investigated in relation to age, language exposure, and socio-economic …
Sweden's multilingual language policy through the lens of Turkish-heritage family language practices and beliefs
This study explores the language maintenance efforts of Turkish heritage-speaker families in Sweden and their relation to state-level language policy from three angles. First, Swedish mainstream language ideology is described as it manifests in legislation, language policy and mother-tongue tuition. Then, the language practices of the families of 105 Turkish/Swedish children (age four to seven) are characterised via a questionnaire survey. This i…
(In)definites, pronouns and bare nouns
This study investigates the referential forms children use to introduce characters in Swedish, in a cross-sectional sample of oral narratives by 100 Turkish/Swedish bilinguals aged 4 to 7 and in a longitudinal sample from age 4 to 6 ( N = 10). We analysed development with age and how language proficiency (expressive vocabulary) and exposure affect children’s use of referring expressions, with a focus on referential appropriateness. In addition, a…
Beyond Language Scores
As in many other countries, baseline data concerning the linguistic development of bilingual children in Sweden are lacking, and suitable methods for identifying developmental language disorder (DLD) in bilinguals are lacking as well. This study presents reference data from 108 typically developing (TD) Turkish/Swedish-speaking children aged 4;0-8;1, for a range of language tasks developed specifically for the assessment of bilinguals (LITMUS tes…
Arabic heritage language education in Sweden
In international comparisons, the Swedish heritage-language education (HLE) system is often described as being at the forefront of HLE in Europe. Following recent right-wing shifts in national politics, HLE has now come under threat. This article investigates the current state of HLE in Sweden, focussing on Arabic, through a survey of the literature, statistics on HLE provision and attendance and two empirical studies. Arabic is by far the most t…
Linguistics (21 obras) · Psychology (16 obras) · Language Development and Disorders (15 obras) · Computer Science (11 obras) · Narrative (10 obras) · Philosophy (10 obras) · Reading and Literacy Development (8 obras) · German (7 obras) · Multilingual Education and Policy (7 obras) · Turkish (7 obras)