Erica Sandlund
Dados Biográficos
| ID | 659442 |
|---|---|
| NOME | Erica Sandlund |
| PRENOMES | Erica |
| SOBRENOME | Sandlund |
| ASSINATURA | SANDLUND E |
| AFILIAÇÕES | Karlstad University |
| ORCID | 0000-0002-7286-1577 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Extramural English and social interaction
Research shows that adolescents learn English as a foreign/second language (L2) extramurally, but few studies have explored the connection between extramural English (EE), speaking, and interactional competence (IC). This exploratory mixed-methods study investigates 21 10th-grade L2 English learners in Norway and Flanders who answered an EE questionnaire and participated in a video-recorded speaking test (National English Speaking Test, NEST). Th…
Teachers’ reported beliefs and practices about multilingualism
An increasingly globalised world has led to great language diversity in institutional settings. Sweden is no exception; 3 of 10 students in compulsory school have a migrant background. Increased diversity may result in challenges, e.g. knowing how to balance the use of the target language with other languages represented among the students to facilitate learning and interaction. As educational policy documents for Swedish schools offer little gui…
Effects of Word Definitions on Meaning Recall
Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an int…
Language Practices in English Classrooms
English is taught in classrooms across the globe to learners of all ages, from very young learners in primary school to older learners who have reached retirement and occupy their time in the so-called third age by studying English
On the interactional challenges of revealing summative assessments
Collaborative assessment talk has become increasingly common in schools for teachers as well as students. • For students, making an evaluative claim entails navigating appropriate levels of self-praise and self-deprecation. • For teachers, revealing judgements challenges social and structural preferences about agreement and professional positions. • Great faith in collaborative assessment practices is challenged in terms of effectiveness by socia…
Policy in Practice
Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students' performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims t…
How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors
While paired student discussion tests in EFL contexts are often graded using rubrics with broad descriptors, an alternative approach constructs the rubric via extensive written descriptions of video-recorded exemplary cases at each performance level. With its long history of deeply descriptive observation of interaction, Conversation Analysis (CA) is one apt tool for constructing such exemplar-based rubrics; but to what extent are non-CA speciali…
Knowledge talk in performance appraisal interviews
Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to …
The teacher as examiner of L2 oral tests
The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its …
Code-switched repair initiation
Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi et al., 2013b, Kitzinger, 2013). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus…
Testing L2 Talk
In this review article, empirical studies published from 2004 through 2014 on second‐language (L2) oral proficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests. Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peer tests as an organizing principle for the studies examined, recent developments in L2 oral proficiency testing research are situated, rev…
From paper to practice
This paper examines how a standardized question is launched and received in a corpus of performance appraisal interviews, with a focus on how pre-formulated questions are translated into interaction. Using conversation analysis, we demonstrate that the same question becomes many different actions in practice. Prefaces as well as prosodic and lexical alterations make relevant different responses, and as such, the question can be recruited to init…
Prescribing conduct
In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrate…
Prescribing conduct
In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrate…
Code-switched repair initiation
Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi et al., 2013b, Kitzinger, 2013). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus…
Effects of Word Definitions on Meaning Recall
Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an int…
Policy in Practice
Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students' performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims t…
From paper to practice
This paper examines how a standardized question is launched and received in a corpus of performance appraisal interviews, with a focus on how pre-formulated questions are translated into interaction. Using conversation analysis, we demonstrate that the same question becomes many different actions in practice. Prefaces as well as prosodic and lexical alterations make relevant different responses, and as such, the question can be recruited to init…
Prescribing conduct
In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrate…
Testing L2 Talk
In this review article, empirical studies published from 2004 through 2014 on second‐language (L2) oral proficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests. Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peer tests as an organizing principle for the studies examined, recent developments in L2 oral proficiency testing research are situated, rev…
Code-switched repair initiation
Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi et al., 2013b, Kitzinger, 2013). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus…
The teacher as examiner of L2 oral tests
The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its …
Knowledge talk in performance appraisal interviews
Drawing on ethnomethodology and conversation analysis, this paper examines video-recorded sequences of interaction where ‘knowledge’ is made relevant in annual performance appraisal interviews (PAIs) in a Swedish bank. We examine how managers and employees collaboratively construct, define, and negotiate knowledge, and seek to understand what knowledge talk is recruited for accomplishing on individual and organizational levels. The study aims to …
How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors
While paired student discussion tests in EFL contexts are often graded using rubrics with broad descriptors, an alternative approach constructs the rubric via extensive written descriptions of video-recorded exemplary cases at each performance level. With its long history of deeply descriptive observation of interaction, Conversation Analysis (CA) is one apt tool for constructing such exemplar-based rubrics; but to what extent are non-CA speciali…
On the interactional challenges of revealing summative assessments
Collaborative assessment talk has become increasingly common in schools for teachers as well as students. • For students, making an evaluative claim entails navigating appropriate levels of self-praise and self-deprecation. • For teachers, revealing judgements challenges social and structural preferences about agreement and professional positions. • Great faith in collaborative assessment practices is challenged in terms of effectiveness by socia…
Policy in Practice
Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students' performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims t…
Language Practices in English Classrooms
English is taught in classrooms across the globe to learners of all ages, from very young learners in primary school to older learners who have reached retirement and occupy their time in the so-called third age by studying English
Effects of Word Definitions on Meaning Recall
Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an int…
Teachers’ reported beliefs and practices about multilingualism
An increasingly globalised world has led to great language diversity in institutional settings. Sweden is no exception; 3 of 10 students in compulsory school have a migrant background. Increased diversity may result in challenges, e.g. knowing how to balance the use of the target language with other languages represented among the students to facilitate learning and interaction. As educational policy documents for Swedish schools offer little gui…
Extramural English and social interaction
Research shows that adolescents learn English as a foreign/second language (L2) extramurally, but few studies have explored the connection between extramural English (EE), speaking, and interactional competence (IC). This exploratory mixed-methods study investigates 21 10th-grade L2 English learners in Norway and Flanders who answered an EE questionnaire and participated in a video-recorded speaking test (National English Speaking Test, NEST). Th…
Psychology (11 obras) · Language, Discourse, Communication Strategies (7 obras) · Linguistics (7 obras) · EFL/ESL Teaching and Learning (6 obras) · Mathematics education (6 obras) · Multilingual Education and Policy (5 obras) · Communication (4 obras) · Computer Science (4 obras) · Conversation analysis (4 obras) · Discourse Analysis in Language Studies (4 obras)