Browsing by Author "Soghari Vash, Neda"

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Do our stories shape our identity? A case study of narratives and discourses among Iranian immigrants in Sweden.
(2023-07-07) Soghari Vash, Neda; University of Gothenburg/Department of Languages and Literatures; Göteborgs universitet/Institutionen för språk och litteraturer
Global migration movements are a daily occurrence in our globalized world. Immigrants’ identities evolve and are affected by the cultural norms, policies, and practices in host countries during their journeys. Throughout this paper, I examine how Iranian immigrants’ narratives affect the subjectivities of immigrants in Sweden and how they negotiate these narratives to construct their experiences and form identities. This study has taken a qualitative approach and utilized transcripts of in-depth interviews of nine educated Iranian immigrants to Sweden to compile its findings. It aims to understand how self-perception and identity are represented through discourse and narrative. The focus is on immigrants’ discourses and identities, which reflect the complexity of immigration realities and experiences and the reasons for the identity transformation of immigrants.
YOUNG CHINESE LEARNERS’ ATTITUDE TOWARD CODE-SWITCHING IN ENGLISH
(2021-12-29) Soghari Vash, Neda; University of Gothenburg/Department of Languages and Literatures; Göteborgs universitet/Institutionen för språk och litteraturer
It is quite challenging for young students to learn English as a second language. To alleviate this, supporting teaching methods can be used within English learning classes. Teachers play a significant role in students' learning process. They have the responsibility to provide students appropriate learning experiences and support. In other words, teachers are the ‘scaffolding’ who help students expand their learning boundaries and by creating a supportive educational environment, they motivate students and facilitate learning process. In bilingual classes, codeswitching is considered a helpful teaching and learning method. Code-switching and scaffolding guide enable learners to work within their zone of proximal development, the support which allows students to effectively participate in the learning task. This paper investigates how codeswitching can be an asset to English language learning among young learners in Beijing, China. It explores learners’ attitudes toward code-switching where it is allowed and encouraged due to free code-switching use in classroom. A qualitative approach has been adopted and two methods used for gathering the data; questionnaire surveys and observations within English teaching online sessions. A total of twenty-one young Chinese students and ten educators participated in the study. It was found that younger participants expressed more positive attitudes regarding codeswitching as the language barriers decreased when students could code-switch freely within a lesson. In addition, the findings illustrate how code-switching contributes to a better understanding of actual language usage in classroom.