This study has the goal to analyze the strategy used by the Mapuche poets so called collage ethno-linguistic and to reveal how it is used by their authors. Given that we will analyze poems in which its authors are Mapuche, we want to investigate whether their own worldview, culture and religiosity is reflected into the poem.

For this purpose we will analyze three poems written by the Chilean Mapuche poets in order to have the proper overview of their lyrical poetry. Those poems are “Huida”, by Maribel Mora Curriao, “Quila” from Pedro Alonzo Retamal, and “Desde aquí” from the poet Jaqueline Caniguán.  On the other hand we will also inquire into other papers of several researchers that have studied the ethno-literature, such as Iván and Hugo Carrasco Muñoz and the paper written by the researcher Maria Ester Greve  in order to support our investigation.

Key words: ethnolinguistic collage, Maribel Mora Curriao, Pedro Alonzo Retamal, Jaqueline Caniguán, Mapuche poetry, world view, Mapuche religiosity. 

This paper is a study of the use of the prepositions to/with after the verb to talk in British and American English. The research is based on the material from the COBUILDDirect corpus, Longman American Spoken Corpus and New York Times CD-ROM. The common and different features of the use of talk to/with in different genres of American and British English as well as in written and spoken English were studied; special attention was paid to the factors which influence the choice of the prepositions. The research has shown that generally talk with is used much less than talk to and probably is undergoing the process of narrowing of meaning. With after talk seems to be used most often to refer to two-way communication while talk to is used to refer to both one- and two-way communication and is, therefore, more universal than talk with.

Stereotypes and myths are created by media to simplify and mystify reality. The two are used to form negative stereotypical images that are used as tools of social oppression in today’s white patriarchy. This essay will focus on how Toni Morrison’s The Bluest Eye depicts black womanhood and motherhood and resists the reductive images of black women through the narrative technique. In the text we find the stereotypical images of the Mammy and the Matriarch in the character Pauline "Polly" Breedlove, both simplifying and mystifying black motherhood but also condescending towards African-American family constellations. The text resists these images by making readers inhabit Polly who at first fits in to the two archetypes, only to then give us additional information and use an engaging narrative technique that invites the reader to decide if Polly really is the Mammy and the Matriarch.

The present project investigates the impact of the grammaticalised progressive on event conceptualisation in English and Persian. It applies the Heidelberg–Paris framework using single event descriptions for analysis at the sentence level and story re-narrations at the discourse level. The empirical data test the hypothesis that the progressive has an impact on information selection and discourse structuring in event conceptualisation in terms of infrequent endpoint encodings and language-specific patterns of perspective-taking in structuring discourse. Languages lacking the grammaticalised progressive clearly show different effects.

There are system-based similarities/differences in aspect between English and Persian. They have the progressive in common but differ with respect to the imperfective–perfective distinction. This difference is manifested as an increase in the use of the progressive in English. In contrast, the Persian system with two aspectual non-past forms which are possible for expressions of ongoingness leads to decreased use of the particular dāštan-progressive.

The key finding for the single, motion event descriptions is that the dāštan-progressive in Persian shows less frequent endpoint encodings, like in English, as compared to languages lacking the progressive. However, the imperfective bare mi-form is associated with frequent endpoints while English shows no such association because the progressive must always be used.

In narratives, differences emerge again due to the different typology. When the uses of the progressives in re-narrations are differentiated for clause type, the progressive in English is used equally in main and sub-clauses, though more dominantly in sub-clauses in Persian. These sub-results speak about differences in perspective-taking between these L1s.

The analysis of the complexities involved in aspect establishes that the bare mi-form in Persian can denote ongoingness in cases where the progressive is obligatory in English as it has no optional verb form. Consequently, the typological difference of the absence/presence of the imperfective–perfective categories leads to a significant increase in the use of the progressive in English, which results in a cross-linguistically different, and L1-specific, patterns of perspective-taking in the narrative discourse in English and Persian. Thus, despite the fact that the L1s have the progressive aspect, their principles of use differ as they are dependent on the relevant aspectual system.

Relating the results to linguistic relativity and cross-linguistic influence, the study shows that owing to the grammatical category of the progressive in common, event conceptualisation is similar in English and Persian in terms of infrequent endpoint encodings in single motion event descriptions, despite the overall typological difference. However, L1-related influence on the principles of use of the progressive in L2 English is considerable in the narrative discourse of the advanced L2 users of English as they seemingly proceed from the principles of use in L1 Persian towards those in L1 English.

Gender representation is a core part of a democratic society. Gender has evolved past the heteronormative construction and is more of a continuum (Fausto-Sterling, 2000 in Motschenbacher, 2011). Educational materials are therefore an important tool where the school system can ensure inclusivity of the non-binary and LGBTQIA+ community. Previous research on English as a second language (ESL) textbooks used in secondary and upper secondary schools around the world have shown a gender imbalance with the male gender being dominant (Bahman and Rahimi, 2010; Barton and Sakwa, 2012: Brusokaitė and Verikaite-Gaigalienė, 2015). The present study is investigating the coverage of binary, non-binary and LGBTQIA+ characters in digital textbooks in upper secondary Swedish schools (English, 5, 6, 7) by employing a content analysis. The content analysis was initiated by first considering female, male, non-binary and LGBTQIA+ characters. The pronouns and names were supported by extending the analyses to adjectives and adverbs of manner used to describe the binary and non-binary genders and the activities performed by them. Data of adjectives and adverbs of manner connected to the binary, non-binary and LGBTQIA+ identities were also collected from the three selected textbooks. The findings reveal that there is a gender imbalance regarding the visibility of the female gender. In two out of the three textbooks male dominance is prevalent with approximately 30 % more male visibility. Non-binary and LGBTQIA+ characters are almost non-existent in the three selected textbooks, with a very limited number of characters included. The analysis also showed that there are multiple occurrences of gender-marked (Stanley, 1977) adjectives. However, the conclusion of the analysis of the adjective is that there is no gender bias because of the variation of the adjectives. 

I mitten av 2017 uppstod en diplomatisk kris mellan Qatar och fyra grannländer, nämligen Saudiarabien, Förenade Arabemiraten, Bahrain och Egypten. Som följd av krisen avbröt dessa länder sina diplomatiska förbindelser med Qatar.Syftet med denna uppsats är att undersöka innehållet i nyhetsartiklar om den inträffade diplomatiska krisen från både Al-Jazeera och Al-Arabiya samt att försöka kartlägga hur rapporteringen skilde sig åt. De primära frågeställningarna i denna undersökning kommer att behandla vilka normer de två tv-kanalerna har använt sig av för att producera sina respektive nyhetsstoff samt vilka tillvägagångssätt som har tillämpats för att publicera eller rapportera till respektive publik. Vidare kommer undersökningen att försöka kartlägga, analysera och skildra andra aspekter av värde såsom objektivitetsnivån, hur finansieringen påverkade de två nyhetskanalernas nyhetskvalitet samt deras spridning. Undersökningen kommer att granska om nyhetsartiklarna i båda kanalerna har gett en nyanserad bild eller bara rapporterat en sida av händelsen. Samtliga frågeställningar har sammanfattats i två huvudpunkter. Den första punkten syftar till att klargöra vilka språkliga skillnader som förekommer i rapporteringen om Qatarkrisen i de två satellit-tv-kanalerna Al-Jazeeras och Al-Arabiyas nyhetsartiklar. Den andra punkten avser att undersöka om Al-Jazeera och Al-Arabiya har varit neutrala eller påverkade av sina respektive regeringars politiska inställning i rapporteringen om Qatarkrisen.Jag har analyserat fem artiklar från varje kanal för att se vilken information som förmedlas. Som jag kommer att förtydliga, finns det tydliga tendenser som visar att rapporteringen av vissa händelseförlopp i Qatarkrisen skiljer sig avsevärt åt, vilket eskalerade krisen. Utifrån innehållsanalys och temaanalys med kodning presenterar jag en jämförelse av hur språket och ordvalet skiljer sig i nyhetsrapporteringen. Både innehållsanalys och tematisk analys har samma mål, nämligen att analysera material genom att dela upp texten i små innehållsenheter och sedan analysera texterna (Vaismoradi et al, 2013, ss. 400–402). Resultatet av denna jämförelse visar tydliga skillnader i ordval och parafraser av samma nyheter mellan de båda kanalerna. Till exempel rapporterade Al-Jazeera i den första nyheten att Qatars nyhetsbyrå hade hackats och att falska uttalanden av emiren hade publicerats. Al-Arabiya undvek dock att nämna att nyhetsbyrån hade hackats och rapporterade istället att alla uttalanden av emiren var falska.Denna studie baseras på tidigare forskning av forskarna Leon Brakho och Kristina Riegert, som har skrivit flera böcker om arabiska massmedier. Dessutom har jag använt tre olika teorier för att besvara frågeställningarna, nämligen normativ teori, auktoritär teori och gestaltningsteori.Denna studie baseras på tidigare forskning av forskarna Leon Brakho och Kristina Riegert, som har skrivit flera böcker om arabiska massmedier. Dessutom har jag använt tre olika teorier för att besvara frågeställningarna, nämligen normativ teori, auktoritär teori och gestaltningsteori.Genom jämförelsen mellan nyhetsartiklarna åskådliggörs att kanalerna har använt olika termer och ord om samma händelse. Samtidigt förekommer mer motstridig terminologi i rapporteringen mellan de båda nyhetskanalerna. Det var anmärkningsvärt att se hur uppbyggnaden av varje nyhetsartikel, samt hur varje kanal skildrar eller rapporterar om en viss händelse, skilde sig åt.

Denna uppsats är en litteraranalys av romanen Tiššārī av Inaam Kachachi. Analysen undersöker begreppet identitet och vad som bidrar till stärkandet av det, beroende på erfarenheterna man har varit med om. Metoden för analysen av denna roman är narratologi där strukturen i texten studeras närmare med fokus på ordningen av händelser samt vem berättaren av romanen är. Resultatet som har uppnåtts är att det finns flera irakiska identiteter som presenteras i olika tidsepoker och ur olika karaktärers perspektiv. Denna analys visar även vikten av kollektiva minnen som huvudkaraktären återberättar för att bidra till bevarandet och vidarebyggandet av den irakiska identiteten.

L’enseignement de la grammaire et son efficacité ont été au centre de plusieurs recherches, oùon constate que l’apprentissage d’une nouvelle langue est souvent facilité par la maîtrise de ses éléments grammaticaux.

Le but de ce mémoire est d’une part de mieux comprendre comment les enseignants du français en Suède enseignent la grammaire dans les cours de français langue étrangère à l’école.

D’autre part, nous avons également étudié l'attitude des enseignants et des élèves face àl’enseignement de la grammaire et observé les approches pédagogiques adoptées dans les manuels scolaires de FLE pour l’enseignement de la grammaire.

Une méthode qualitative a été utilisée pour la présente étude. Des entretiens avec quatre enseignantes du français, neuf séances d’observation au cours de FLE pour voir de près les méthodes utilisées pour enseigner la grammaire et des questionnaires distribués aux élèves du FLE en 9 -ème année. En plus, deux manuels scolaires pour la classe 7 ont été sélectionnés afin d’examiner les approches grammaticales exprimées dans les exercices de la grammaire. À la suite des réponses reçues lors des entretiens, nous pouvons constater que les attitudes des enseignants face à l’importance la grammaire sont très positives, mais ils pensent que la grammaire doit être énoncée plus clairement dans le programme d’étude et le CERC.

Nos données montrent aussi que les enseignants du FLE préfèrent inclure la grammaire à travers un enseignement explicite plutôt qu’implicite, et que les enseignants ont recours à un enseignement explicite, inductif ou déductif de la grammaire pour fournir une meilleure compréhension aux apprenants.

Les 15 réponses au questionnaire, nous a permis de comprendre que la majorité des élèves ont une attitude positive envers le rôle de la grammaire française et qu’ils ont besoin deconnaitre la grammaire pour maitriser le français. Les résultats du questionnaire ont montré également que les élèves préfèrent un enseignement basé sur la déduction pour apprendre la grammaire de la langue cible.

Quant aux deux manuels scolaires, ils ne suivent pas les mêmes démarches didactiques. En effet, dans le manuel scolaire La Nouvelle Chouette B, l’apprenant est amené à découvrir les notions grammaticales à travers un texte support ou corpus et des séries d’exercices et ceci est guidé par l’enseignant. Cependant, le manuel scolaire Arc en Ciel 7 suit une démarche explicite et déductive car, une règle de grammaire est toujours énoncée et expliquée aux élèves en français et en suédois avec quelques exemples à l’appui, au début de chaque chapitre. À la suite, les élèves font une série d’exercices où ils apprennent à appliquer la règle de grammaire enseignée.

This is a comprehensive study on expressions of modality in one of the largest Turkic languages, Kazakh, as it is spoken in China. Kazakh is the official language of the Republic of Kazakhstan and is furthermore spoken by about one and a half million people in China in the Xinjiang Uyghur Autonomous Region and in Aksai Kazakh Autonomous County in Gansu Province.The method employed is empirical, i.e. data-oriented. The modal expressions in Kazakh are analyzed in a theoretical framework essentially based on the works of Lars Johanson. The framework defines semantic notions of modality from a functional and typological perspective. The modal volition, deontic evaluation, and epistemic evaluation express attitudes towards the propositional content and are conveyed in Kazakh by grammaticalized moods, particles and lexical devices. All these categories are treated in detail, and ample examples of their different usages are provided with interlinear annotation. The Kazakh expressions are compared with corresponding ones used in other Turkic languages. Contact influences of Uyghur and Chinese are also dealt with.The data used in this study include texts recorded by the author in 20102012, mostly in the northern regions of Xinjiang, as well as written texts published in Kazakhstan and China. The written texts represent different genres: fiction, non-fiction, poetry and texts published on the Internet. Moreover, examples have been elicited from native speakers of Kazakh and Uyghur.

The Appendix contains nine texts recorded by the author in the Kazakh-speaking regions of Xinjiang, China. These texts illustrate the use of many of the items treated in the study.

Many studies and much research highlight the importance of English pronunciation. This study aims to find out how English teachers describe the difficulties their students face with English pronunciation and how English teachers think about improving their students' pronunciation. In this study, we use a qualitative study to have a better understanding of students' pronunciation in English. The research is based on a qualitative questionnaire shared with 14 qualified English teachers from three different schools, asking for their opinions about the students' pronunciation and the teaching of oral language skills and pronunciation possibilities. We identified three themes: 1-English sound system 2-pronunciation with flaws, 3-pronunciation training and listening exercises. The result shows that the teachers are aware of the difficulties that the Swedish students face in pronunciation and the strategies they can use in the class to improve their pronunciation. In addition to that, they also show that students make mistakes when pronouncing certain sounds.

Our conclusion, as this study shows, is that there are other factors that cause students to make mistakes. One factor is that there are some phonemes in English that do not exist in the students' mother tongue, another factor is the students lack knowledge of pronunciation rules. According to research, students' pronunciation will be improved once the students are aware of these differences and factors that affect their pronunciation. 

This chapter introduces the rest of the book by rapidly surveying the names of the Uralic languages and their speakers’ numbers, as well as discussing the relative size and age of the family and its nine branches. It outlines the prehistory of these branches and then goes on to sketch in outline the phonological and lexicogrammatical features that the editors think most interesting, problematic, suggestive, and instructive. The reader should come away from reading this chapter with an understanding of the four kinds of information contained in the rest of the book. These are (i) how and which speech sounds are used (vowels and vowel harmony, stress, consonants, and consonant gradation); (ii) how nouns and verbs change their shapes in sentences—case, number, and predestination (in nouns) and tense, mood, and object indexing (in verbs); (iii) how words are put together to make clauses and complex sentences; and (iv) how new words are made (derivation and compounding). The chapter also introduces the more important theoretical conventions that the editors have found most useful in characterizing Uralic languages. To make the chapter accessible to as wide as possible a readership, most of the terminology used is cast in a basic linguistic theory framework. 

The Harry Potter series, although primarily written for young adults has managed to be widely popular amongst readers of different ages. The series has been able to entice both young and adult readers all over the world as it provides readers with ample opportunities for self-recognition and thus even self-reflection. Other than providing readers with opportunities for self-recognition the series also provides multiple examples of different important real-world issues such as mental health, othering, discrimination, and the stereotype threat.

          In the Harry Potter series, readers are introduced to a whole new world filled with magic, witches, wizards, and other magical beings. The magical world is, however, still very similar to our world; it follows the same timeline as the real world, showcases different teenage problems as well as similar social structures and issues. 

         In today’s society immigrants and students from different nationalities, cultures and backgrounds are very common, leading to othering, stereotyping and prejudices being real issues that need to be addressed in today’s multicultural classes. Students are in need of support and encouragement to better understand and handle these issues in their everyday life.

          Drawing on these ideas this essay will, by using a thematic analysis of the Harry Potter series, focus on the depth of the prejudices presented in the series by examining the underlying structural understanding of othering and racialization which readers are not always aware of being prejudiced against and how these prejudices are presented in the series. The aim is to show how the issues of unconscious biases and othering in the Harry Potter series are presented through the themes and characterization and how they can be used in eliciting empathy by alerting students to the fact that othering and discrimination are often based on unconscious biases found within the society.

Depuis au moins 17 ans la matière scolaire la langue française baisse en popularité au lycée suédois. Pendant la même période, des sondages internationaux comme l’enquête PISA ont montré que l’école suédoise n’accomplit pas de bons résultats. C’est la politique scolaire qui par ses directives forme le développement de l’enseignement, et, par conséquent, les connaissances chez les étudiants. Les directives très importantes pour les professeurs sont les plans d’études (en suédois ämnesplaner), et ceux-ci devraient être des soutiens pour les professeurs dans leur enseignement.

Ceci dit, comment se porte le français, une des langues vivantes?

Dans cette étude, nous cherchons à trouver comment le plan d’études pour les langues vivantes a influencé l’enseignement du français au lycée. La méthode utilisée est qualitative et phénoménologique. Nous avons étudié un nombre de documents sur le sujet pour obtenir une image factuelle.  Pour compléter l’étude nous avons également interviewé trois professeurs avec une grande expérience de l’enseignement. L’objectif était d’obtenir leurs points de vue sur l’importance qu’ils donnent aux plans directifs.

Les résultats ont montré que le plan d’études actuel donne aux  professeurs une grande liberté sur comment former leurs enseignements. Comme conséquence, cette possibilité est favorable aux enseignants expérimentés mais elle donne moins de soutiens aux enseignants novices.  Nous pouvons aussi constater que ce manque de cursus consultatif peut apporter un enseignement moins efficace, surtout quand le système scolaire suédois manque de professeurs diplômés. En outre, après avoir étudié  des rapports sur la situation des langues vivantes, nous avons remarqué qu’il semble y avoir un manque de volonté politique de fortifier ces langues.     

This article presents the editio princeps of a Mandaean amulet inscribed on a lead lamella (MLSC 4). The amulet contains two formula. The first describes how the children of Ptahil, who are described as “the guardians of the ruins”, wreak havoc in the world. The formula draws heavily on Mandaean lore. The second formula is mostly lost, and only the end survives. The article discusses material aspects of the artefact and provides a full transliteration and translation of its contents, a reconstruction of some broken sections based upon unpublished parallels, and notes that relate to linguistic and literary aspects of the text.

Young members of minoritized linguistic communities often face a situation of double marginalization. On one hand, many communities have struggled to maintain their languages due to oppression and assimilation politics, which often leads to a language shift. On the other hand, many young members also experience a language purism within the community, mostly from older generations, criticizing the young members’ linguistic practices and language skills. This paper explores how young Tornedalians, Kvens and Lantalaiset use social media as an arena for metapragmatic reflexions on minority language learning and Meänkieli maintenance. Drawing on data from the social media platform Instagram, this paper examines the role of Meänkieli in young peoples’ life and identity. The paper also explores how social media can contribute to create community among young Tornedalians, Kvens and Lantalaiset.

The Norwegian company Hurtigruten operates ships cruising along the Norwegian coast and has played an important role in tourism for over a century. This article provides a multimodal discourse analysis of the website advertising Hurtigruten’s most popular journey, drawing on a critical tourism studies approach. It aims to answer the question as to what central themes emerge in tourism discourse on Norway, targeted at an international audience. Central characteristics of tourism discourse (Dann 1996), i.e., strangerhood, conflict, authenticity, and playfulness, are shown to be crucial in the analysed material. The paper discusses the notion of authenticity as a performative strategy in the promotion of Norwegian cruise tourism. One central aim of this paper is finding out what and how the notion of “authentically Norwegian” is advertised. The results imply that these topics, and especially the notion of authenticity, are aligned with general tourism imaginaries, which are similar globally.

This issue, the first of volume 4, marks the start of Multimodality & Society’s fourth year and provides a good moment to look across the past 3 years to review and reflect on the journal’s contribution to multimodality. Multimodality & Society aims to consolidate and advance multimodal theory, methodologies, and empirical understanding of interaction and communication. This editorial considers the collective contribution of the 12 issues published to date and points to how the journal can continue to push the boundaries of multimodality forward. We highlight the significance of the journal’s expansion of multimodal formats, and several directions embedded in the journal scope which we have advanced.

The Danish National Archives in Copenhagen houses several thousand manuscript fragments, the remains of numerous works that were cut up and used in the bindings of later books. The majority of these fragments are written in Latin, Middle Low German, or Danish, although a few in Old Swedish also survive. Five of these Old Swedish fragments are published and discussed in this article. They contain parts of two of St Birgitta’s Revelations (Liber Caelestis) and of St Bernard’s A Rule of Good Life (Ad sororem modus bene vivendi in christianam religionem), known in Old Swedish as Ett gudhelikt lifwærne. The Birgittine texts are from an early stage of the retranslation process when compared to other extant versions and include several unique wordings that demonstrate the specific use of the original manuscript in a monastic environment. The Bernard fragments are one of just two extant versions and appear to predate the version in Stockholm, Royal Library, A 9; as such, they are an important witness to the propagation of the saint’s writings in Sweden.

The Danish National Archives in Copenhagen houses several thousand manuscript fragments, the remains of numerous works that were cut up and used in the bindings of later books. The majority of these fragments are written in Latin, Middle Low German, or Danish, although a few in Old Swedish also survive. Five of these Old Swedish fragments are published and discussed in this article. They contain parts of two of St Birgitta’s Revelations (Liber Caelestis and Revelationes Extravagantes) and of St Bernard’s A Rule of Good Life (Ad sororem modus bene vivendi in christianam religionem). The Birgittine texts are from an early stage of the retranslation process when compared to other extant versions and include several unique wordings that demonstrate the specific use of the original manuscript in a monastic environment. The Bernard fragments are one of just two extant versions and may predate the version in Stockholm, Royal Library, A 9; as such, they are an important witness to the propagation of the saint’s writings in Sweden.

De fleste studier om jøder, muslimer og kristne i middelalderens Europa fokuserer på de områder, hvor de levede sammen. Behandlingen af de ikke-kristne i de komplekse spændinger mellem kirken og de sekulære myndigheder danner kernen i disse studier, som fx sigter på at undersøge de spontane udbrud af antijødisk vold i dele af Central- og Vesteuropa eller virkeligheden bag den fredelige sameksistens, ”convivencia”, i Spanien. Følgerne af bl.a. korstogene, pesten, økonomisk nedtur samt politisk og social uro i disse områder regnes som de vigtigste faktorer i de skiftende forhold mellem de tre grupper naboer. Forholdene påvirkede også de skriftlige fremstillinger, da litteratur i middelalderen ligesom nu var et af de vigtigste midler, hvorved man udtrykte sin verdensopfattelse og skabte mening og struktur i det omkringliggende samfund. Disse tekster giver en et vigtigt indblik i, hvordan kristne europæere tænkte og hvad der optog dem.

Between the Viking Age and the Middle Ages, there was a noticeable change in relations between Scandinavia and the Islamic world – the sources point to a shift from travel and trade to hostility and war. Muslims did not settle in the North until the eighteenth century, and during the Middle Ages there was little contact between Scandinavians and ‘real’ Muslims. So how did Danes and Swedes imagine and describe this Other? Is there anything unusual or unexpected about the portrayal of Muslims? How does this image compare to that of the other great religious opponent, the Jew? By investigating East Norse devotional texts, travel literature, saints’ lives, romances and accounts of Ottoman warfare, this paper aims to draw out some of the major themes in medieval Scandinavian descriptions of Muslims and Islam.

Jews were not permitted to settle in Scandinavia until the modern era (Denmark 1622, Sweden 1718) and Muslims did not arrive in significant numbers until the late twentieth century. Yet despite the fact that there was no resident population, Muslims and, in particular, Jews can be found in many different literary genres (including sermons) and works of art (including wall-paintings, altar pieces and sculptures). These two non-Christian groups in medieval Scandinavia are thus an example of what Gloria Cigman with regard to England has called “absent-presence”, although in Denmark and Sweden they were not a memory or continuation from a pre-expulsion era but rather manifestations of the imagination that drew upon pre-existing classical and foreign traditions.

This paper surveys the extant vernacular sermon material from medieval Denmark and Sweden that mentions Muslims and Jews and attempts to categorise the different types and uses of the representations. As the extant corpus of sermon material from medieval Denmark and Sweden is rather small, I shall look briefly at the saints’ lives and legends that were often used to fashion exempla in sermons. The paper will also consider the rich treasury of wall paintings and how these pictures reinforced the ideas about Jews propagated in sermons. (There are no unequivocal images of Muslims, Saracens or Turks in medieval Danish and Swedish wall paintings.)

Finally, the paper will attempt to trace the Scandinavian imagery and influences back to ‘continental’ Europe and uncover what sorts of ideas about Muslims and Jews were useful enough to Scandinavians to survive the long journey north.

The image of the Jews as the killers of Jesus has its origins in the Gospels where Jews are portrayed as responsible – directly or indirectly – for the Crucifixion. The enduring myth of the Christ-killer has evolved over nearly two millennia to find a variety of expressions in religion, politics, philosophy, literature and drama. In this article, I examine how Jews are portrayed as murderers in late medieval descriptions of the Passion found in Old Danish sermons and devotional literature. The influence of the saints Augustine of Hippo, Thomas Aquinas and Birgitta of Sweden is examined as also is the question of Jewish culpability in each of the texts and what this would have meant to the audience and readers. The Christkiller motif is shown to be an effective and flexible tool for the Church in marking the boundaries of vita christiana and in teaching empathy and spirituality to its members.

Published in 1516, Poul Ræff's Iudeorum Secreta, a translation of Johannes Pfefferkorn's The Conlession of the Jews, was a landmark in the development of anti-Jewish polemics in Denmark.

For the first time, Danes were presented with descriptions of Jewish ceremonies that aimed to portray these practices as dangerously anti-Christian, superstitious and deviating from 'real' Biblical Judaism. Contemporary Judaism is described as a rabbinical construction that is worthy of nothing but ridicule and mockery.  Lessons in Contempt explores this key text that comprises a valuable source for a range of academic disciplines: the history of antisemitism, the study of Jewish-Christian relations, social history, the history of religious culture, and medieval and early modern Danish language and literature.

This book includes an outline of how Jews were portrayed in medieval Danish vernacular literature; a description of Pfefferkorn's life and works; a discussion of Ræff's translation and publication of Iudeorum Secreta; a presentation of the language and style of the Danish version, as well as an edition of the text together with the Latin original, an English translation and an extensive commentary.