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	title        = {Lexical diversity and mild cognitive impairment},
	abstract     = {This paper explores the role that various lexical-based measures play for differentiating between individuals with mild forms of cognitive impairment (MCI) and healthy controls (HC). Recent research underscores the importance of language and linguistic analysis as essential components that can contribute to a variety of sensitive cognitive measures for the identification of milder forms of cognitive
impairment. Subtle language changes serve as a sign that an individual’s cognitive functions have been impacted, potentially leading to early diagnosis. Our research aims to identify linguistic biomarkers that could distinguish between individuals with MCI and HC and also be useful in predicting MCI.},
	booktitle    = {Proceedings of the 10th International Conference of Experimental Linguistics, 25-27 September 2019, Lisbon, Portugal},
	editor       = {Antonis Botinis},
	author       = {Johansson, Sofie and Lundholm Fors, Kristina and Antonsson, Malin and Kokkinakis, Dimitrios},
	year         = {2019},
	publisher    = {ExLing Society},
	address      = {Athens, Greece},
	ISBN         = {978-618-84585-0-5},

	title        = {Ordförståelsens betydelse för en- och flerspråkiga elevers läsförståelse i naturvetenskapliga ämnen},
	abstract     = {Forskningsprojektet SALT, (Science and Literacy Teaching), med finansiering från Vetenskapsrådet, syftar till att stödja lärares språkundervisning i de naturvetenskapliga ämnena i årskurs 7-9. I flera internationella studier har det konstaterats att elevers kunskaper över tid (2000-2012) i bl.a. läsförståelse och naturvetenskapliga ämnen försämras (OECD Pisa, 2015). Forskning visar att kunskap om ordens betydelse är grundläggande för förståelse av innehållet i undervisningen (Saville-Troike 1984).

Forskningsfrågan i denna delstudie är om det finns ett samband mellan ordkunskap och läsförståelse i en naturvetenskaplig skolkontext. I studien användes ett ordkunskapstest för att bedöma den receptiva kunskapen om ämnesrelaterade ord i naturvetenskap. Ett läsförståelsetestet för att besvara frågor om textrelaterad, associativ och interaktiv textrörlighet, enligt  textrörlighetsbegreppet (Linder et al. 2010). 

I studien har mixed methods tillämpats då ordkunskapstestet var kvantitativt och läsförståelsetestet kvalitativt. 80 en- och flerspråkiga elever från fyra högstadieklasser i årskurs 9 i två större städer i Sverige deltog i studien.

Samband mellan ordkunskap och läsförståelse har undersökts genom statistisk klusteranalys. Resultatet visar olika indelningar av elevgrupper där alla har god eller mycket god kunskap om ord. Eleverna grupperas på olika sätt beroende på vilken typ av textrörlighet som avses. Textrelaterad rörlighet behärskar 75% av eleverna. Associativ rörlighet och interaktiv rörlighet behärskar 40% av eleverna. Korrelation mellan god ordkunskap och läsförståelse är tydlig, framför allt gällande associativ och interaktiv textrörlighet.

Linder, C., Östman, L., Roberts, D. A., Wickman, P. O., Ericksen, G., & MacKinnon, A. (2010). Scientific literacy and students’ movability in science texts. In Exploring the landscape of scientific literacy (pp. 84-99). Routledge.
Saville‐Troike, Muriel (1984). What really matters in second language learning for academic achievement? TESOL quarterly, 18(2), 199-219.
PISA (2015). 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik  http://www.skolverket.se/statistik-och-utvardering/internationella-studier/pisa/svenska-elever-battre-i-pisa-1.255083

	booktitle    = {Presentation på NordAnd-konferensen, 27-29 maj 2019, København},
	author       = {Johansson, Sofie and Lyngfelt, Anna},
	year         = {2019},

	title        = {The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective},
	abstract     = {The fact that parallel English and Swedish data were collected on
two consecutive occasions in the CLISS project offers a unique opportunity
to compare the effects of CLIL in terms of English as well as
Swedish language development on a longitudinal basis. A substantial
proportion of the students taking part in the CLISS project were second
language (L2) speakers of Swedish, which from a multilingual perspective
makes such comparisons even more interesting. This chapter concerns
vocabulary development with a special focus on L2 Swedish
students in CLIL. Before turning to the field of L2 vocabulary development
and the actual study, we will give a brief background of English in
multilingual Sweden, the recently adopted Swedish Language Act, and
multilingual students in CLIL.},
	booktitle    = {Investigating content and language integrated learning : insights from Swedish high schools},
	editor       = {Liss Kerstin Sylvén.},
	author       = {Johansson, Sofie and Lindberg, Inger},
	year         = {2019},
	publisher    = {Multilingual Matters},
	address      = {Bristol. UK},
	ISBN         = {978-1-78892-240-1},
	pages        = {236--258},

	title        = {Visualizing Vocabulary: An Investigation into Student Assignments in CLIL and Non-CLIL Contexts},
	abstract     = {This chapter describes the investigation of texts written in the students’
first language (L1) by CLIL and non-CLIL students participating
in the CLISS project during their three-year upper secondary school
period. The focus is on academic language proficiency in Swedish, where
the practices of certain linguistic features characterizing academic texts
are examined. The study includes 520 texts and the aim is to visualize,
that is, to illustrate, various aspects of the vocabulary which are believed
to be characteristic of the text genres of the essays, and examine the students’
productive vocabulary in written assignments by using quantitative
measures. For this purpose, corpus linguistic methods have been applied
to identify two features in academic prose, namely the use of nominalizations
and verbs in the passive tense (Schleppegrell, 2004). In addition,
lexical profiling (Nation & Anthony, 2016), identifying some of the most
frequent words in Swedish, was carried out to visualize the general vocabulary
and to explore to what degree the students’ vocabulary contains the
most frequent and common words or if, and to what extent, they use lowfrequency
words. Combining these two methods is beneficial when examining
the vocabulary in the students’ texts. The results are reported as the
means of the two student groups and analyzed statistically. A qualitative
analysis of texts from two individual students is also provided.},
	booktitle    = {Investigating content and language integrated learning : insights from Swedish high schools},
	editor       = {Liss Kerstin Sylvén.},
	author       = {Johansson, Sofie and Ohlsson , Elisabeth},
	year         = {2019},
	publisher    = {Multilingual Matters},
	address      = {Bristol, UK},
	ISBN         = {978-1-78892-240-1},
	pages        = {216--235},