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  • 101.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Chaining and Fluidity in "multilingual" Communication: Reflections from Empirical Research on Oral, Signed and Written Social Practices2012Inngår i: Multilingualism in Europe / [ed] Csilla Bartha, Budapest: Tinta Publishing House & Research Center for Multilingualism , 2012Kapittel i bok, del av antologi (Fagfellevurdert)
  • 102.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Challenging understandings in pluralistic societies: language and culture loose in school sites and losing sight of democratic agendas in education?2004Konferansepaper (Fagfellevurdert)
  • 103.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Challenging understandings in pluralistic societies: language and culture loose in school sites and losing sight of democratic agendas in education?2004Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, nr 3, s. 11-36Artikkel i tidsskrift (Annet vitenskapelig)
  • 104.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Challenging understandings of bilingualism in the Language Sciences from the lens of research that focuses Social Practices2012Inngår i: Learning, social interaction and diversity: exploring school practices / [ed] Eva Hjörne, Geerdina van der Aalsvoort, Guida de Abreu, Rotterdam: Sense Publishers , 2012, s. 85-102Kapittel i bok, del av antologi (Fagfellevurdert)
  • 105.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Communication and literacies in visually oriented classrooms: exploring the activity of “högläsning” in deaf schools in Sweden2002Konferansepaper (Fagfellevurdert)
  • 106.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Communication-practices and identities inside and outside school arenas in Sweden: languages, literacies and cultural practices in the 21st century2009Konferansepaper (Fagfellevurdert)
  • 107.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Conceptual and methodological points of departure & socio-historical reflections on “cultural diversity in Sweden”: Understanding communication and identities in culturally diverse school settings in present day Sweden2008Konferansepaper (Fagfellevurdert)
  • 108.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Creating and (re)negotiating boundaries: representations as mediation in visually oriented multilingual Swedish school settings2010Inngår i: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, nr 3, s. 251-276Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article brings together salient findings regarding communication and identity through studies of everyday social practices, studies of discourses about these practices and policy documents pertaining to special schools from previous and ongoing ethnographic projects based at the KKOM-DS (Communication, Culture and Diversity - Deaf Studies) research group in Sweden. Central findings regarding the complex nature of language usage in these 'bilingual' Swedish-Swedish Sign Language settings are highlighted and the key concept of different types of chaining is empirically explicated. The work presented here also takes its point of departure in how Self and Other are represented in everyday talk, in how the organisation of time and space and how the sociohistorical discourse about language, 'bilingualism' and identity in policy documents mediate a particular world view in terms of an 'imagined and pure homogeneity'. Together, these two empirically grounded analyses highlight a tension between human beings' ways of being or their actions and orientations in social practices and human beings' ways of understanding and conceptualising bilingualism in educational settings. The empirical analyses suggest that understanding linguistic competencies and the organisation of the primary languages in the special schools, on the one hand, and human beings' use of both the languages, on the other hand, are very different phenomena.

  • 109.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Critical empirically based reflections on development of biliteracy: cross-cultural examples from hearing and deaf groups2011Konferansepaper (Fagfellevurdert)
  • 110.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Critical explorations in understanding communication, culture and diversity2008Konferansepaper (Fagfellevurdert)
  • 111.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Deaf children: practising literacy or participating in literacy practices?: Or “understanding some of the paradoxes & dilemmas in Swedish deaf education at the end of the 20th century”1999Konferansepaper (Fagfellevurdert)
  • 112.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Delaktighet för elever med funktionshinder: hur kan det förstås och vad vet vi?2007Konferansepaper (Annet vitenskapelig)
  • 113.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Democracy, participation and didactics: language issues in everyday life and in research2008Konferansepaper (Annet vitenskapelig)
  • 114.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Didactics of communication and identity in settings that are labeled "inclusive"2008Konferansepaper (Annet vitenskapelig)
  • 115.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Discursive-technological practices and belonging to a language: explorations of diversity and signs of deaf and hearing memberships: Paper presented in the panel: “Desire, technology and language: The discursive power of technologies in Deaf arenas” (Society for linguistic anthropology)2001Konferansepaper (Fagfellevurdert)
  • 116.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Diskursiva och teknologiska resurser på visuella tvåspråkiga pedagogiska arenor2001Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, nr 1, s. 55-83Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article attempts to make visible everyday activities and underlines the importance of ethnographic studies of communication in order to allow for expanded understandings of diversity and bilingualism in the context of ”one school for all”. The article is based on studies conducted in visual educational arenas (i e settings for Deaf students that can be understood as ”segregating integrated”). Technological tools are used as resources and a natural part of activities in these arenas. In addition different linguistic systems are used in complex patterned ways. Here different codes and systems are chained  together in two ways: local chaining and event chaining. Demystifying interaction between human beings and between human beings and cultural artefacts and tools in institutional settings enables an understanding of bilingualism in terms of complex discursive-technological practices . This is contrasted against a common reductionistic conceptualisation of bilingualism that is problematic.

  • 117.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Diversity, disability or handicap?: Reflections on and from "special" education2005Konferansepaper (Fagfellevurdert)
  • 118.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Drawing boundaries in everyday life: identity markers in everyday school settings in Sweden2003Konferansepaper (Fagfellevurdert)
  • 119.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    En segregerad skolform för vissa inom ramen för en-skola-för alla [A segregated school for some within the framework of a common-school-for-all]: Vad kan vi lära från sociohistoriska och tvärgeografiska blickar? [What can we learn from socio-historical and cross-geographical perspectives?]2011Konferansepaper (Annet vitenskapelig)
  • 120.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Everyday language practices and notions of identities in deaf bilingual school settings2000Konferansepaper (Fagfellevurdert)
  • 121.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Everyday literacies: students, discourse and social practice. [Av] Michele Knobel2000Inngår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 11, nr 3, s. 428-430Artikkel, omtale (Annet vitenskapelig)
  • 122.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Explorations in bilingual instructional interaction: a sociocultural perspective on literacy2002Inngår i: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 12, nr 5, s. 557-587Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The research reported here attempts to understand issues of Swedish Deaf bilingual students’ secondary language learning and literacy practices. In Swedish schools for the Deaf Swedish Sign Language is considered to be the students’ primary language and written Swedish is considered to be their secondary language. By using ethnographically inspired methodology the project has been analyzing bilingual instructional interaction and everyday language use in these settings. Notions of Global Lesson Patterns, Local-Chaining and Linguistic Complexity are explicated in an effort to show how instructional interactions can afford (or limit) learning possibilities in bilingual settings. Students appear to unwittingly receive opportunities to participate in literacy activities in lessons where Swedish is not explicitly focused. A sociocultural approach to the understanding of learning, development and language has important implications for the teaching and learning of secondary languages, both in Deaf bilingual classrooms and in bilingual classrooms in general.

  • 123.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Forskning om mångfald och utbildningsinstitutioner som arenor för mångfald: demokratiska aspekter2004Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, nr 2, s. 115-149Artikkel i tidsskrift (Annet vitenskapelig)
  • 124.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Från läs- och skrivkompetenser till literacy: ett sociokulturellt och kommunikativt perspektiv på språkanvändning2006Inngår i: Ord och bild ger mening: om literacy i förskola och skola [Svensklärarföreningens årsskrift 2006] / [ed] Madeleine Ellvin, Stockholm: Svensklärarföreningen , 2006, s. 7-19Kapittel i bok, del av antologi (Fagfellevurdert)
  • 125.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Going beyond the Great Divide: Reflections from Deaf Studies2007Inngår i: Deaf Worlds: Deaf People, Community and Society, ISSN 1362-3125, Vol. 23, nr 2, s. 69-87Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper begins by briefly introducing the great divide in deafness reserach and the place research from educational sciences perspectives has in this field in Sweden. Subsequently, a distinction is made between institutional and research agendas vis-a-vis educational arenas. Based upon this, some recent critique raised against areas of Swedish (special) educational research is addressed. This critique has shaped some choices in the work being carried out at the research group described. This article presents an account of trends in the international Deaf educational research in the section that follows. It discusses, against this backdrop, some issues in the Swedish research before describing and qualifying the nature of research being conducted at the Deaf Studies group within the KKOM-DS research group in Örebro.

  • 126.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Gränsdragning och gränsöverskridande: identiteter och språkande i visuellt orienterade skolsammanhang i Sverige2003Inngår i: Ett vardagsliv med flera språk / [ed] Jakob Cromdal, Ann-Carita Evaldsson, Stockholm: Liber , 2003, s. 154-178Kapittel i bok, del av antologi (Fagfellevurdert)
  • 127.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Gränsdragningar och identiteter [Creating boundaries and identities]: en skola för (nästan) alla [A school for (almost) everyone]2011Inngår i: Pedagogiska Magasinet, ISSN 1401-3320, nr 4, s. 52-57Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 128.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Inclusion, communication and didactics: education for all or education for "the Other"2008Konferansepaper (Annet vitenskapelig)
  • 129.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Inclusion matters in a democratic society2008Konferansepaper (Annet vitenskapelig)
  • 130.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Instructional interaction in deaf bilingual upper secondary schools in Sweden: an exploration of language ideologies and practices1999Konferansepaper (Fagfellevurdert)
  • 131.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Instructional interaction: practising language and the practices of language at the bilingual Swedish schools for the deaf1999Konferansepaper (Fagfellevurdert)
  • 132.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Languages and identities in school arenas: Communication-practices in plurilingual and multicultural settings at the beginning of the 21st century2006Konferansepaper (Fagfellevurdert)
  • 133.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Learning communication and identity in Swedish special schools: a sociohistorical and interactional analysis2007Konferansepaper (Fagfellevurdert)
  • 134.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Literacies and deaf education: a theoretical analysis of international and Swedish literature2004Bok (Fagfellevurdert)
  • 135.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Literacy matters in Swedish deaf education2002Konferansepaper (Fagfellevurdert)
  • 136.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Lärande forskning och de utmaningar vi möter i dagens samhälle  [Learning research and the challenges we face in present day society]: om gränser, gränslandet och “(re)search” [On boundaries, borderlands and “(re)search”]2012Konferansepaper (Annet vitenskapelig)
  • 137.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Meaning making processes in human communication: chaining in and between language codes and modalities2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper focuses dimensions of human communication in social practices that can be characterised by the use of more than one language code, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated bi- or multilingual oral talk, signed talk and literacy communication are presented. The examples used to illustrate the theoretical ideas raised in this article are taken from the literature available on oral, signed and written communication. Thus the purpose in this paper is to juxtapose analytically derived findings from traditionally segregated fields of study – (hearing) bilingualism, visually oriented (deaf) bilingualism, (multilingual) literacies and (hearing so-called) monolingual communication.

    The analysis of situated or context-bound mundane talk represents a perspective and interest in human communication in terms of meaning making semantic processes that can be distinguished from linguistic analysis of competencies or psychological measurements of cognitive resources or structures or the sociological analysis of attitudes or demographic patterns or analysis of competencies from a handicap or special educational perspective. Focusing social practices – what is communicated by human beings and the ways in which communication occurs – allows, it is suggested, for leaving behind a view of language as a static entity or a monological perspective on language.

  • 138.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Mediation and a third position in deaf research: studies of languaging and subject positions2012Konferansepaper (Fagfellevurdert)
  • 139.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Människans språk och identiteter [Human language and identities]: utmaningar och en tredje position [Challenges and a third position]2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 140.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Privileging identity positions and multimodal communication in textual practices: intersectionality and the (re)negotiation of boundaries2012Inngår i: Literacy practices in transition: perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters , 2012, s. 75-100Kapittel i bok, del av antologi (Fagfellevurdert)
  • 141.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Reflections and issues on language, culture and identity in the 21st century2010Konferansepaper (Fagfellevurdert)
  • 142.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Representations as mediation: revisiting understandings of language and identity in present day northern settings2010Konferansepaper (Fagfellevurdert)
  • 143.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Representations of diversity and culture: critically understanding identity through the analysis of a Swedish national project "Exemplary schools for diversity"2009Konferansepaper (Fagfellevurdert)
  • 144.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Research areas and globalisation [1] och Forskningsområde och globalisering [2]: en engelsk och en svensk expertrapport till University Sign Language utredning2003Rapport (Annet vitenskapelig)
  • 145.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Re-thinking human diversity & multilingualism in Europe: critical reflections from empirical research on oral, written & signed communication2011Konferansepaper (Fagfellevurdert)
  • 146.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    (Re)visiting borderlands: learning, communicating, identities inside and outside school settings2010Konferansepaper (Fagfellevurdert)
  • 147.
    Bagga-Gupta, Sangeeta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Re-visiting "turn" positions and making languaging visible2016Konferansepaper (Fagfellevurdert)
  • 148.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    'Scaffolding identities and learning at construction sites': literacies and representations as mediation across time and space in an Indian NGO2012Konferansepaper (Fagfellevurdert)
  • 149.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Scaffolding social developmental trajectories in an Asian megacity: NGO’s as sites for sustainable change2012Konferansepaper (Fagfellevurdert)
  • 150.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Social interaction in learning and instruction: joining fources, losing focus?2009Inngår i: Fostering Communities of Learners, 2009Konferansepaper (Fagfellevurdert)
1234567 101 - 150 of 1135
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