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  • 1.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History, The Hugo Valentin Centre.
    A multilingual soul2020In: Multilingual is normal: An Anthology of Voices, Talking About Talking / [ed] Cate Hamilton, Cate Hamilton , 2020, p. 98-100Chapter in book (Other (popular science, discussion, etc.))
  • 2.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, German.
    Gelebte Mehrsprachigkeit im Plattenbau: Untersuchungen von Narrativen und Praktiken russlanddeutscher junger Erwachsener2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the lived multilingualism of a group of young Russian-German adults who as children migrated together with their families from post-Soviet states to the Federal Republic of Germany during the 1990s. Today these adults live in a ‘Plattenbau’ housing estate in a small town in one of the new federal states of Germany. The large pre-fabricated concrete-slab system-built housing estates that were built during the GDR-era are today generally considered as deprived areas due a combination of decreasing population and high unemployment.

    This thesis shows how young Russian-Germans create a multilingual community of practice and use various aspects of language and non-linguistic resources for identity construction. The data analysed in this thesis comes from ethnographic studies conducted during three phases of fieldwork between Spring 2011 and Spring 2012. The data was collected at a youth centre where the group of young Russian-German adults regularly met.

    Combining intensive participant observation, field notes, photos, and narrative interviews the thesis is a mixed-method investigation. Underpinning the analysis of the research data are theoretical models of the relationship between language, identity, and space. Methodologically this study combines linguistic ethnography, narrative analysis, and membership categorization analysis.

    The thesis argues that an ethnographical-narrative approach is a powerful tool that is able to highlight the role of language(s) and non-linguistic resources for identity construction in social spaces, illustrates how young Russian-Germans construct a web of multilingual identities by using social categories to position themselves and others, and shows how the lived multilingualism of  young Russian-German adults influences all aspects of their social lives. For example, the thesis shows the maintenance of Russian as a heritage language within Russian-German families, yet and an avoidance of visible signs of the Russian-German heritage in public spaces.

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  • 3.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Guest Editor’s Note2021In: Multiethnica: Journal of the Hugo Valentin Centre, ISSN 0284-396X, E-ISSN 2002-3413, Vol. 41, p. 7-10Article in journal (Other academic)
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  • 4.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Uppsala, Sweden.
    Guest Editor’s Note2021In: Multiethnica: Journal of the Hugo Valentin Centre, ISSN 0284-396X, E-ISSN 2002-3413, Vol. 41, p. 7-10Article in journal (Other academic)
  • 5.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    "In Deutschland wird nicht gelogen." Eine Fallstudie zur sprachlichen Identität einer Spätaussiedlerin in Sprachbiographien2015In: Visionen und Illusionen: Beiträge zur 11. Arbeitstagung schwedischer Germanistinnen und Germanisten, Text im Kontext in Göteborg am 4./5. April 2014 / [ed] Magnus P. Ängsal, Frank Thomas Grub, Frankfurt am Main: Peter Lang Publishing Group, 2015, p. 41-50Chapter in book (Refereed)
  • 6.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Levande flerspråkighet i Plattenbau: En undersökning av rysslandstyska unga vuxna, deras språkpraktiker och identitet2023In: Kungl. Humanistiska Vetenskaps-Samfundet i Uppsala: Årsbok 2021-2022 / [ed] Merja Kytö, Uppsala: Kungl. Humanistiska Vetenskaps-Samfundet i Uppsala , 2023, p. 95-105Chapter in book (Other academic)
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  • 7.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Meänkieli i Stockholm: Om meänkieli, dess historia och användning2022Book (Other (popular science, discussion, etc.))
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  • 8.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Review: Piroska Kocsány: Grundkurs Linguistik. Ein Arbeitsbuch für Anfänger.2012In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 84, no 2, p. 221-223Article, book review (Other academic)
  • 9.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Skönlitteraturens betydelse för språkligt och kulturellt återtagande2024Other (Other academic)
  • 10.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Soziale Kategorisierung und Positionierung als Mittel der Identitätsherstellung2013In: Perspektiven: Das IX. Nordisch-Baltische Germanistentreffen, 14.- 16. Juni 2012 in Bergen/Os / [ed] Michael Grote, Kjetil Berg Henjum, Espen Ingebritsen, Jan Paul Pietzuch, Stockholm: US-AB , 2013, p. 383-394Chapter in book (Refereed)
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  • 11.
    Ackermann-Boström, Constanze
    Umeå University, Faculty of Arts, Department of language studies.
    "Språket fick jag inte med mig som liten": unga meänkielibrukares samtal om språkbevarande i sociala medier2021In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 42, no 4, p. 32-50Article in journal (Refereed)
    Abstract [en]

    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 uoung 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.

  • 12.
    Ackermann-Boström, Constanze
    Institutionen för språkstudier Umeå universitet.
    ”Språket fick jag inte med mig som liten”: Unga meänkielibrukares samtal om språkbevarande på sociala medier2021In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 42, no 4, p. 32-50Article in journal (Refereed)
    Abstract [en]

    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.

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  • 13.
    Ackermann-Boström, Constanze
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mohr, Susanne
    NTNU - Norges Teknisk-Naturvitenskapelige Universitet, Trondheim, Norway.
    “For explorers by explorers”: A discursive analysis of cruise tourism in Norway2023In: Skandinaviske Sprogstudier, E-ISSN 1904-7843, Vol. 14, no 1, p. 1-29Article in journal (Refereed)
    Abstract [en]

    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.

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  • 14.
    Ackermann-Boström, Constanze
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reath Warren, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Collaboration across scales in education for mother tongue teachers2023Conference paper (Refereed)
    Abstract [en]

    In the Swedish school system, mother tongue education has been available, under certain regulations, as an elective subject, since the Home Language Reform of 1977 (Reath Warren, 2017). Since its introduction, the subject has been the subject of debate and contestation (Salö et al., 2018) but nonetheless, researchers have found that mother tongue instruction offers opportunities for development of literacies in the mother tongue and other languages as well as supporting learning in general (see Utbildningsdepartementet, 2019, for an overview of research). Among the structural challenges the subject faces, is that there are no specific qualifications required to become a mother tongue teacher, nor regulated educational pathways in Sweden, although several universities in Sweden do offer courses and programmes on different aspects of mother tongue instruction.In this presentation, an online resource for professional development for mother tongue teachers in Sweden will be presented, and analysed. This resource is the result of an initiative and funding from the Swedish National Agency for Education, and collaborations between researchers, mother tongue teachers and The National Agency for Education over one academic year. The online resource comprises seven units which each include a theoretical text exploring didactic or pedagogical perspectives relevant for mother tongue teachers, discussion questions addressing central concerns in the theoretical text and a classroom activity which mother tongue teachers are then invited to discuss, test and evaluate together with colleagues. The theoretical texts and activities were produced by a team that included both researchers and mother tongue teachers. In each of the seven units, perspectives from Sweden’s five national minority languages are also provided, given the very particular conditions under which students and teachers of these languages work.In the presentation, we argue that the ideological space created by policies that provide the opportunity to study mother tongues at school in Sweden stimulated the creation of this online resource, which opens up an implementational space for the development of mother tongue education (Hornberger 2005). The professional development programmes are moreover, created through collaboration across the scales of context, anchoring them in both20research and best practice, as well as providing a valuable space for interaction and learning for mother tongue teachers.

  • 15. Jonsson, Carla
    et al.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att skapa samiska rum i modersmålsundervisning genom temaarbete2024Other (Other academic)
  • 16.
    Reath Warren, Anne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Identitetsutveckling i modersmålsundervisningen2024Other (Other academic)
  • 17. Valijärvi, Riitta-Liisa
    et al.
    Blokland, Rogier
    Kangas, Elina
    Ackermann-Boström, Constanze
    Umeå University, Faculty of Arts, Department of language studies.
    Kuoppa, Harriet
    Meänkieli2022In: Linguistic minorities in Europe online / [ed] Lenore Grenoble; Pia Lane; Unn Røyneland, Mouton de Gruyter, 2022Chapter in book (Refereed)
  • 18.
    Valijärvi, Riitta-Liisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Finno-Ugric Languages. UCL University College London.
    Blokland, Rogier
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Finno-Ugric Languages.
    Kangas, Elina
    Swedish Institute for Language and Folklore.
    Ackermann-Böstrom, Constanze
    Umeå University, Umeå, Sweden.
    Kuoppa, Harriet
    Örnsköldsviks kommun, Örnsköldsvik, Sweden.
    Meänkieli2022In: Linguistic Minorities in Europe Online, ISSN 2510-5361Article in journal (Refereed)
1 - 18 of 18
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