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Sonja Barfod

Bio: Sonja Barfod is an academic researcher from Roskilde University. The author has contributed to research in topics: Language education & Context (language use). The author has an hindex of 2, co-authored 5 publications receiving 14 citations.

Papers
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01 Nov 2013
TL;DR: In this article, an e-learning package designed to support vocational language teaching in the Fehmarn Belt region, developed as part of two research projects at Roskilde University, the project Den Mentale Bro (The Mental Bridge) and the BeltScience project.
Abstract: The paper presents an e-learning package designed to support vocational language teaching in the Fehmarn Belt region, developed as part of two research projects at Roskilde University, the project Den Mentale Bro (The Mental Bridge) and the BeltScience project. The Fehmarn Belt region extends, in a broad definition, over northern Germany, the eastern part of Denmark and southern Sweden. Since 2009, Roskilde University has conducted research projects that aim to strengthen German-Danish regional cooperation in the region. The article presents the theoretical foundations of the e-learning package, its contents and methods, and describes the practical experience of its use. The e-learning package was developed on the basis of a needs analysis and in collaboration with local stakeholders. It consists of two modules: a language module that promotes vocational language skills, and a culture module that strengthens German-Danish intercultural skills. The package was developed in a German-Danish context, but its concepts of learning could also be applied to the acquisition of other languages.

2 citations

Journal Article
TL;DR: In this article, the authors introduce the context, learning objectives and organization of the so-called German language profile, which is presented from three perspectives: a language policy perspective, on which the language profile was developed; from the perspective of the teachers who designed the language profiles inspired by the CLIL approach; and from the students' perspective: How do students experience their learning process? How do they evaluate their learning results?
Abstract: Die Universitat Roskilde, Danemark, bietet als Teil ihrer Internationalisierungsstrategie studienbegleitenden Fremdsprachenunterricht fur alle Studierenden in den geistes- und sozialwissenschaftlichen Bachelorstudiengangen an. Der vorliegende Artikel fuhrt in den Kontext, die Lernziele und die Organisation der sogenannten Sprachprofile ein. Das deutsche Sprachprofil wird aus drei Perspektiven prasentiert: zunachst aus einer sprachenpolitischen Perspektive, auf deren Grundlage das Sprachprofil entwickelt wurde, und anschliesend aus der Perspektive der Lehrkrafte, die inspiriert durch den CLIL-Ansatz das Sprachprofil didaktisch gestalten. Abschliesend fokussieren wir auf die Perspektive der Studierenden: Wie erleben sie ihren Lernprozess? Welche Resultate erzielen sie ihrer Ansicht nach? As part of its internationalization strategy, Roskilde University, Denmark, offers German language courses as an accompaniment to all bachelor students of the humanities and social sciences. This article introduces the context, learning objectives and organization of this so-called language profile. The German language profile is presented from three perspectives: a language policy perspective, on which the language profile was developed; from the perspective of the teachers who design the language profile inspired by the CLIL approach; finally, from the students’ perspective: How do students experience their learning process? How do they evaluate their learning results?

2 citations

Journal ArticleDOI
TL;DR: Projektet Den Mentale Bro er udviklet på Roskilde Universitet afundervisere fra lics, center for learning and research as discussed by the authors .
Abstract: Projektet Den Mentale Bro er udviklet på Roskilde Universitet afundervisere fra lics, center for...

Cited by
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Journal ArticleDOI
TL;DR: The authors investigated how students develop their academic writing across language codes and registers in the multilingual contexts of a Swedish university and found that students' linguistic ideologies and their experiences can enable or restrict their capacity to draw on their varied repertoires.

35 citations

Dissertation
01 Jan 2019
TL;DR: In this paper, the sociolinguistic situation in Malawian universities is ascertained through investigating the language attitudes and patterns of language use of individuals within them, using a linguistic ethnographic approach with methods including participant observation; participant recording; interviews; and focus groups.
Abstract: It has been suggested that poor and ill-fitting language policies within Africa have led to a majority of its population being unable to effectively engage with education systems within their countries (Djite 2008). Language-in-education policies in Malawi are a prime example of this as Malawi’s language planning has repeatedly been criticised and epitomises the tension between the competing positions of English and the twelve Malawian languages in the country (Kayambazinthu 1998, Moyo 2001, Breton 2003). In 2014 a new language-in-education policy was announced in Malawi, which positioned English as the sole language to be used within education. This has led to increased debate around the appropriateness of English versus Malawian languages for educational purposes (Chiwanda 2014, Gwengwe 2014, see also Miti 2015a). A key criticism of Malawi’s language-in-education policies is that they are not developed based on sociolinguistic evidence (Moyo 2001), despite claims that sociolinguistic studies can play a crucial role in the creation and implementation of successful and beneficial language policies (Kishindo 2008, Mtenje 2013). Through investigating the ways in which the languages in Malawi co-exist within higher education, this study therefore seeks to provide sociolinguistic evidence which can be used to inform the policy debate in Malawi. The sociolinguistic situation in Malawian universities is ascertained through investigating the language attitudes and patterns of language use of individuals within them. Individuals in Malawian higher education have a variety of linguistic repertoires and this study explores: how students and staff make use of their multilingual linguistic repertoires to facilitate teaching, learning, and socialising in their institutions; the attitudes of students and staff towards the suitability of particular languages within higher education; and the impact this could have on educational language policy. The study adopts a linguistic ethnographic approach with methods including: participant observation; participant recording; interviews; and focus groups. Results show that Malawian universities are multilingual environments in which translanguaging occurs in both social and academic contexts. Students and staff show strongly positive attitudes towards the use of English within higher education and generally negative attitudes towards the use of Malawian languages. However, participants also exhibit favourable attitudes towards the use of a flexible language policy which embraces the multilingual reality of students and staff within the universities and allows translanguaging practices to take place.

33 citations

Journal ArticleDOI
01 Mar 2019
TL;DR: For instance, the authors found that graduate students' beliefs about translanguaging are highly positive, particularly for social settings and L2 learnings, and that they consider all linguistic resources available to learners without partitioning their use and are essential for promoting student learning.
Abstract: Translanguaging, as an approach to language, bilingualism, and bilingual education, considers all linguistic resources available to learners without partitioning their use and is essential for promoting student learning in the twenty-first century. Knowledge of university students’ beliefs about language use must be uncovered and examined; however, existing research has predominantly investigated perceptions of students in universities outside of the USA. In the present study, graduate students’ views about translanguaging practices were examined. Data were collected through a survey instrument and then analyzed using descriptive statistics. Results show that graduate students’ beliefs about translanguaging are highly positive, particularly for social settings and L2 learnings.

14 citations

Journal ArticleDOI
TL;DR: Classroom pedagogies that foster global, international, and intercultural (GII) learning across academic disciplines have the potential to reach all matriculated students, preparing them for divers...
Abstract: Classroom pedagogies that foster global, international, and intercultural (GII) learning across academic disciplines have the potential to reach all matriculated students, preparing them for divers...

10 citations