Pia Sundqvist

• Källkvist, Marie; Sandlund, Erica; Sundqvist, Pia & Gyllstad, Henrik (2024). Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden. The European Journal of Applied Linguistics and TEFL. ISSN 2192-1032. 13(1), p. 23–44. Show summary

  Globalisation and migration have brought greater diversity to English-as-a-foreign-language (EFL) classrooms. In their daily practice, language teachers gain first-hand experience and develop strategies for managing such diversity. The present study focuses on experienced EFL teachers, positioned as “knowledge generators” (Cummins, 2021, p. 313), aiming to map, document, and understand their language practices in multilingual classrooms from the perspectives of translanguaging pedagogy (García & Wei, 2014, p. 20) and teacher beliefs (Borg, 2006; Uljens, 1997). Drawing on classroom observation and semi-structured interview data from four secondary-school EFL teachers in Sweden, the study addressed three research questions concerning (1) the extent and purposes of the use of different named languages in the classroom, (2) teacher strategies for encouraging student use of English in class, and (3) the beliefs underpinning teachers’ observed language practices. Findings revealed that English was the default and desired classroom language for all four teachers. They also used Swedish to provide translation equivalents, translations of task instructions, to explain grammar, and to communicate with students individually. Regarding strategies to encourage students to speak English in class, teachers reported always speaking English in class themselves, carefully selecting engaging teaching materials, and sometimes topicalising student utterances in Swedish by encouraging the class to develop a translation into English jointly. Teachers’ beliefs underpinning these practices were (a) student comprehension is paramount, (b) the need to use any resource necessary for securing student comprehension, particularly students’ first languages (L1s), and (c) the importance of Swedish-English bilingualism in Swedish society. The article closes by suggesting implications for lower secondary school EFL language practices.

• Sundqvist, Pia (2024). Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics. ISSN 0267-1905. p. 1–13. doi: 10.1017/S0267190524000072. Full text in Research Archive Show summary

  In light of findings from research on informal foreign/second language (L2) learning, with a focus on English as a target language and using the concept of extramural English (EE), this position paper argues that learners’ engagement in EE (through activities such as watching television or films or playing digital games) constitutes an important individual difference (ID) variable that needs to be included in studies that aim to measure L2 English proficiency or development. In addition, it is suggested that if EE as an ID variable is left out in such studies in the future, the rationale for exclusion should be clearly stated. This position paper also discusses research instruments and methods used in this area of research, the benefits and drawbacks of different methods, and identifies research gaps and under-researched learner groups. Further, it is argued that in some contexts, EE has replaced classroom activities as the starting point for and foundation of learning English.

• Sundqvist, Pia & Nilsson, Rickard (2024). Integrating commercial-off-the-shelf games in L2 English vocabulary instruction. In Lee, Ju Seong; Zou, Di & Gu, Michelle Mingyue (Ed.), Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators. Palgrave Macmillan. ISSN 978-3-031-51542-2. p. 3–15. doi: 10.1007/978-3-031-51540-8_1. Full text in Research Archive Show summary

  Research has shown that playing commercial-off-the-shelf (COTS) games can have a positive influence on L2 English vocabulary learning. COTS games are commercially available digital games, either for computer or console, which are designed for entertainment (Reinhardt, Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan/Springer International Publishing, 2019). Thus, such games constitute a resource for vocabulary learning, but one that appears largely unexplored in the field. In this chapter, we focus on how secondary-school teachers can implement COTS games in English language teaching by drawing on students’ extramural experiences of gaming while using English for the purpose of intentional vocabulary learning for all—gamers and non-gamers alike. We report on two projects carried out in Sweden among three groups of students at three different levels (ages 13–16) who gave oral presentations about games. In this chapter we describe in detail both projects, from start to finish, and reflect on the outcomes.

• Sundqvist, Pia & Uztosun, Mehmet Sercan (2023). Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability. TESOL Quarterly. ISSN 0039-8322. doi: 10.1002/tesq.3296. Full text in Research Archive
• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Acikara Eikhoff, Seda & Sundqvist, Pia (2023). Exploring the effects of target-language extramural activities on students’ written production. Journal of Second Language Writing. ISSN 1060-3743. 62. doi: 10.1016/j.jslw.2023.101062. Full text in Research Archive Show summary

  Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

• Källkvist, Marie; Gyllstad, Henrik; Sandlund, Erica & Sundqvist, Pia (2023). Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school. In Ericson, Gudrun; Bardel, Camilla & Little, David (Ed.), Collaborative research in language education . De Gruyter Mouton. ISSN 978-0-230-27243-9. p. 59–70. doi: https:/doi.org/10.1515/9783110787719-005. Full text in Research Archive Show summary

  This chapter focuses on challenge and reciprocity in researcher–student collaborative labour (Zigo 2001) in a large multilingual secondary school in Sweden. The school was recruited for a larger longitudinal study of classroom language policy. For the purposes of the present chapter, we analysed ethnographic data to shed light on the well-known challenge of recruiting and retaining students to participate in longitudinal research, and on aspects of reciprocity, which was operationalized as benefits that both parties, i.e. students and researchers, needed or desired (Trainor and Bouchard 2013). Results show that of the 43 students who were present in the classrooms studied, 35 (81%) provided written, informed consent to fill in a language-background questionnaire and participate in an interview. Fewer students with low grades consented to participate, but those who did provided data no less rich than that provided by students with top grades. As to reciprocal benefits, the researchers secured the research data needed, but also new knowledge about students’ heritage languages and the multilingual territories they had left prior to settling in Sweden. Another benefit relates to empowerment. The researchers were empowered by learning culturally appropriate terminology to use when communicating about multilingual and multi-ethnic territories; and interview data suggest that students were empowered when positioned as experts on their multilingual repertoires and the language ecology in their prior home territories. Finally, the chapter reveals that researchers’ stance of reciprocity evolved organically over time through their ethnographic engagement in the classrooms.

• Byman Frisén, Liliann; Sandlund, Erica & Sundqvist, Pia (2023). Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet. Utbildning & lärande. ISSN 2001-4554. 17(2), p. 11–38. doi: 10.58714/ul.v17i2.15844. Full text in Research Archive
• Sundqvist, Pia; Sandund, Erica; Källkvist, Marie & Gyllstad, Henrik (2022). Language practices in English classrooms: Guest editors’ introduction to the special issue. Languages. ISSN 2226-471X. 7(4). doi: 10.3390/languages7040291. Full text in Research Archive
• Källkvist, Marie; Erica, Sandlund; Sundqvist, Pia & Gyllstad, Henrik (2022). Intercultural interaction in the multilingual classroom. In Kecskes, Istvan (Eds.), The Cambridge Handbook of Intercultural Pragmatics. Cambridge University Press. ISSN 9781108884303. p. 836–868. doi: https:/doi.org/10.1017/9781108884303.033. Full text in Research Archive
• Gyllstad, Henrik; Sundqvist, Pia; Sandlund, Erica & Källkvist, Marie (2022). Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms. Language Learning. ISSN 0023-8333. 73(2), p. 403–444. doi: 10.1111/lang.12527. Full text in Research Archive
• Källkvist, Marie; Gyllstad, Henrik; Sandlund, Erica & Sundqvist, Pia (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms. HumaNetten. ISSN 1403-2279. 48, p. 138–167. doi: 10.15626/hn.20224807. Full text in Research Archive Show summary

  This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal institutional policy document, their teacher and fellow students.

• Reinders, Hayo; Lai, Chun & Sundqvist, Pia (2022). Introduction: Language Learning and Teaching Beyond the Classroom. In Reinders, Hayo; Lai, Chun & Sundqvist, Pia (Ed.), The Routledge handbook of language learning and teaching beyond the classroom . Routledge. ISSN 9781003048169. p. 1–6. Full text in Research Archive
• Sundqvist, Pia (2022). Learning across the lifespan: Age, language learning, and technology. In Ziegler, Nicole & González-Lloret, Marta (Ed.), The Routledge handbook of second language acquisition and technology . Routledge. ISSN 9781351117586. p. 343–355. Full text in Research Archive
• Källkvist, Marie; Gyllstad, Henrik; Sandlund, Erica & Sundqvist, Pia (2022). Språkpraktiker som didaktiskt kontrakt i skolämnet engelska. In Nordin, Andreas & Uljens, Michael (Ed.), Didaktikens språk: Om skolundervisningens mål, innehåll och form. Gleerups Utbildning AB. ISSN 978-91-511-0548-2. p. 103–120.
• Schurz, Alexandra & Sundqvist, Pia (2022). Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden. Applied Linguistics. ISSN 0142-6001. 43(5), p. 934–957. doi: 10.1093/applin/amac013. Full text in Research Archive Show summary

  Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective. Upper secondary English teachers (N=534) from Austria, France (‘dubbing countries’), Finland, and Sweden (‘subtitling countries’) answered a web-based survey on their students’ EE practices and the estimated impact on teaching and learning. Results showed that overall EE use appears lower in the dubbing countries, especially France (p < 0.001). The teachers’ estimated effect of EE on different areas of learning overall was also the weakest in France (p < .01). Further, teachers in subtitling countries agreed more strongly with statements about adapting instruction to what is (not) learned extramurally (p < 0.001). As EE use is growing, individual learner needs within a class, such as emerging gaps in learner motivation and/or language knowledge and skills, will increasingly have to be catered to in ELT.

• Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (2022). En skriftserie som sträcker på sig: Introduktion till det första fristående ASLA-numret. In Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (Ed.), Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap [Language in school, leisure time, and working life: Current arenas for Swedish research in applied linguistics] . Association suédoise de linguistique appliquée (ASLA). ISSN 978-91-87884-29-0. p. 1–14. doi: https:/doi.org/10.15626/asla2022.29. Full text in Research Archive
• Sundqvist, Pia (2022). Extramural English in language education. In Mohebbi, Hassan & Coombe, Christine (Ed.), Research questions in language education and applied linguistics: A reference guide. Springer. ISSN 978-3-030-79142-1. p. 201–205. doi: 10.1007/978-3-030-79143-8_37.
• Byman Frisén, Liliann; Sundqvist, Pia & Sandlund, Erica (2021). Policy in practice: Teachers’ conceptualizations of L2 English oral proficiency as operationalized in high-stakes test assessment. Languages. ISSN 2226-471X. 6(4). doi: 10.3390/languages6040204. Full text in Research Archive
• Sundqvist, Pia; Gyllstad, Henrik; Källkvist, Marie & Sandlund, Erica (2021). Mapping teacher beliefs and practices about multilingualism: The development of the MultiBAP questionnaire. In Juvonen, Päivi & Källkvist, Marie (Ed.), Pedagogical translanguaging – Theoretical, methodological and empirical perspectives . Multilingual Matters. ISSN 9781788927369. p. 56–75. doi: 10.21832/9781788927383-006. Full text in Research Archive
• Sandlund, Erica & Sundqvist, Pia (2021). Rating and reflecting: Displaying rater identities in collegial L2 English oral assessment. In Salaberry, M. Raphael & Burch, Alfred Rue (Ed.), Assessing speaking in context: Expanding the construct and its applications. Multilingual Matters. ISSN 9781788923804. p. 132–161. doi: 10.21832/9781788923828-007. Full text in Research Archive
• Sundqvist, Pia; Sandlund, Erica; Skar, Gustaf Bernhard Uno & Tengberg, Michael (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 8(1), p. 3–29. doi: 10.46364/njmlm.v8i1.605. Full text in Research Archive
• Sundqvist, Pia (2020). Sweden and informal language learning. In Dressman, Mark & Sadler, Randall (Ed.), The Handbook of Informal Language Learning. John Wiley & Sons. ISSN 978-1-119-47230-8. p. 319–332. doi: https:/doi.org/10.1002/9781119472384.ch21. Full text in Research Archive
• Sundqvist, Pia & Sandlund, Erica (2019). Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test. In Salaberry, Rafael & Kunitz, Silvia (Ed.), Teaching and Testing L2 Interactional Competence. Routledge. ISSN 9781138038998. p. 357–396. doi: 10.4324/9781315177021-14. Full text in Research Archive
• Sundqvist, Pia; Sandlund, Erica; Källkvist, Marie; Fredholm, Kent & Dahlberg, Maria (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever. In Ljung Egeland, Birgitta; Roberts, Tim; Sundqvist, Pia & Sandlund, Erica (Ed.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018. Karlstad University Press. ISSN 978-91-87884-27-6. p. 19–41. Full text in Research Archive
• Sundqvist, Pia (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology. ISSN 1094-3501. 23(1), p. 87–113. doi: 10.10125/44674. Full text in Research Archive
• Henry, Alastair; Korp, Helena; Sundqvist, Pia & Thorsen, Cecilia (2018). Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters. TESOL Quarterly. ISSN 0039-8322. 52(2), p. 247–273. doi: 10.1002/tesq.394.
• Sundqvist, Pia; Wikström, Peter; Sandlund, Erica & Nyroos, Lina (2018). The teacher as examiner of L2 oral tests: A challenge to standardization. Language Testing. ISSN 0265-5322. 35(2), p. 217–238. doi: 10.1177/0265532217690782. Full text in Research Archive
• Nyroos, Lina; Sandlund, Erica & Sundqvist, Pia (2017). Code-switched repair initiation: The case of Swedish eller in L2 English test interaction. Journal of Pragmatics. ISSN 0378-2166. 120, p. 1–16. doi: 10.1016/j.pragma.2017.08.008. Full text in Research Archive
• Sylvén, Liss Kerstin & Sundqvist, Pia (2016). Undervisning på och i engelska, Pedagogik för högskolelärare. Gidlunds förlag. ISSN 9789178449378. Show summary

  Att vara en god högskolelärare och ständigt vilja förbättra sin undervisning är en viktig del av lärarens identitet. Här måste alla inom högskolan ta sitt ansvar. Det gör man genom att synliggöra utbildningsfrågor och undervisningssituationer. Aktiva högskolelärare måste skapa mötesplatser där lärande, innovation och kvalitet diskuteras. Pedagogik för högskolelärare bidrar till utvecklingen av kreativa lärandemiljöer vid landets lärosäten. Bokens innehåll bildar en struktur över högskolepedagogiska insatser för kvalificering av lärare och studenter. Certifierade högskolelärare ska behärska strategier, bedömning, rådgivning, forskning och handledning. Innehållet exemplifierar ämnesövergripande strategier samt visar metoder för att dela god praxis. Ämnesföreträdare, forskare, handledare, doktorander och kursansvariga finner ett intressant innehåll, får goda råd och utvecklar därefter egna tankar. Boken bidrar, kort sagt, till teoribildningen kring kunskapsområdet, stöder de studerandes kunskapsutveckling och stärker lärarens praktik. Urvalet av bidrag ger en bild av högskolepedagogikens bredd och djup. Enskilda kapitel beskriver ämnesområdets komplexitet, konkreta lektionsförslag, studenternas utmaningar och lärarens etisk-moraliska antagande

• Sundqvist, Pia (2016). Gaming and young language learners. In Farr, Fiona & Murray, Liam (Ed.), The Routledge handbook of language learning and technology. Routledge. ISSN 9780415837873. p. 446–458.
• Sandlund, Erica; Sundqvist, Pia & Nyroos, Lina (2016). Research-based professional development workshops for EFL teachers: Focus on oral test interaction and assessment. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 4(1), p. 24–48. doi: 10.46364/njmlm.v4i1.295.
• Sandlund, Erica; Sundqvist, Pia & Nyroos, Lina (2016). Testing L2 talk: A review of empirical studies on second language oral proficiency testing. Language and Linguistics Compass. ISSN 1749-818X. 10(1), p. 14–29. doi: 10.1111/lnc3.12174.
• Sylvén, Liss Kerstin & Sundqvist, Pia (2016). Validation of a test measuring young learners’ general L2 English vocabulary knowledge. Novitas-ROYAL (Research on Youth and Language). ISSN 1307-4733. 10(1), p. 1–23.
• Sandlund, Erica & Sundqvist, Pia (2016). Equity in L2 English oral assessment: Criterion-based facts or works of fiction? Nordic Journal of English Studies (NJES). ISSN 1502-7694. 15(2), p. 113–131. doi: 10.35360/njes.365. Full text in Research Archive
• Sundqvist, Pia & Olin-Scheller, Christina (2015). Engelska på fritiden och engelska i skolan – en omöjlig ekvation? . Educare. ISSN 1653-1868. p. 53–72.
• Olin-Scheller, Christina & Sundqvist, Pia (2015). Sweden – fertile ground for digital fandoms. Transformative Works and Cultures. ISSN 1941-2258. 19. doi: 10.3983/twc.2015.0621.
• Sundqvist, Pia & Wikström, Peter (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System (Linköping). ISSN 0346-251X. 51, p. 65–76. doi: 10.1016/j.system.2015.04.001.
• Sundqvist, Pia (2015). About a boy: A gamer and L2 English speaker coming into being by use of self-access. Studies in self-access learning. ISSN 2185-3762. 6(4), p. 352–364. doi: 10.37237/060403.
• Sundqvist, Pia & Sylvén, Liss Kerstin (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL. ISSN 0958-3440. 26(1), p. 3–20. doi: 10.1017/S0958344013000232.
• Sandlund, Erica & Sundqvist, Pia (2013). Diverging task orientations in L2 oral proficiency tests – a conversation analytic approach to participant understandings of pre-set discussion tasks. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 2(1). doi: 10.46364/njmlm.v2i1.71.
• Sundqvist, Pia & Olin-Scheller, Christina (2013). Classroom vs. extramural English: Teachers dealing with demotivation. Language and Linguistics Compass. ISSN 1749-818X. 7(6), p. 329–338. doi: 10.1111/lnc3.12031.
• Sundqvist, Pia (2013). The SSI Model: Categorization of digital games in EFL studies. The European Journal of Applied Linguistics and TEFL. ISSN 2192-1032. 2(1), p. 89–104. doi: 10.14705/rpnet.2013.000166.
• Sylvén, Liss Kerstin & Sundqvist, Pia (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL. ISSN 0958-3440. 24(3), p. 302–321. doi: 10.1017/S095834401200016X.
• Sylvén, Liss Kerstin & Sundqvist, Pia (2012). Similarities between playing World of Warcraft and CLIL. Apples - Journal of Applied Language Studies. ISSN 1457-9863. 6(2).
• Sundqvist, Pia & Sylvén, Liss Kerstin (2011). Fritidsspråk i femman - framtidens studenter formas. In Ylikiiskilä, Antti & Westman, Maria (Ed.), Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun, 12-13 November, 2010. Language for the future. Papers from the ASLA Symposium in Falun, 12-13 November, 2010.. Swedish Science Press. ISSN 978-91-87884-23-8. p. 186–198.
• Sundqvist, Pia (2011). A possible path to progress: Out-of-school English language learners in Sweden. In Benson, Phil & Reinders, Hayo (Ed.), Beyond the language classroom. Palgrave Macmillan. ISSN 978-0-230-27243-9. p. 106–118. doi: https:/doi.org/10.1057/9780230306790_9.
• Sandlund, Erica & Sundqvist, Pia (2011). Managing task-related trouble in L2 oral proficiency tests: Contrasting interaction data and rater assessment. Novitas-ROYAL (Research on Youth and Language). ISSN 1307-4733. 5(1), p. 91–120.
• Sundqvist, Pia (2010). Extramural engelska – En möjlig väg till studieframgång. Karlstads universitets Pedagogiska Tidskrift (Kapet). ISSN 1653-4743. p. 94–109.

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• Sundqvist, Pia & Sandlund, Erica (2024). Testing talk: Ways to assess second language oral proficiency. Bloomsbury Academic. ISBN 9781350066014. 288 p.
• Sundqvist, Pia; Sandund, Erica; Källkvist, Marie & Gyllstad, Henrik (2023). Language practices in English classrooms: From primary school to higher education. MDPI. ISBN 978-3-0365-5967-4. 211 p.
• Reinders, Hayo; Lai, Chun & Sundqvist, Pia (2022). The Routledge handbook of language learning and teaching beyond the classroom . Routledge. ISBN 9781003048169. 441 p.
• Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (2022). Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap [Language in school, leisure time, and working life: Current arenas for Swedish research in applied linguistics] . Association suédoise de linguistique appliquée (ASLA). ISBN 978-91-87884-29-0. 314 p.
• Ljung Egeland, Birgitta; Roberts, Tim; Sundqvist, Pia & Sandlund, Erica (2019). Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018. Karlstad University Press. ISBN 978-91-87884-27-6. 341 p.
• Henry, Alastair; Sundqvist, Pia & Thorsen, Cecilia (2019). Motivational Practice: Insights from the Classroom. Studentlitteratur AB. ISBN 978-91-44-11848-2. 329 p.
• Sundqvist, Pia & Sylvén, Liss Kerstin (2016). Extramural English in Teaching and Learning: From Theory and Research to Practice. Palgrave Macmillan. ISBN 978-1-137-46047-9. 298 p.

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• Rindal, Ulrikke & Sundqvist, Pia (2024). Oh my gosh! Emotion and engagement with extramural English among 6-year-olds. Show summary

  Research has shown that self-initiated engagement with English outside school – extramural English (EE) – is related to the development of foreign/second language (L2) English proficiency (Sundqvist, 2009). Since learners do activities they enjoy while using their L2, EE reflects both emotional and cognitive engagement (Sundqvist & Uztosun, 2023). However, limited research has explored young learners using digital technologies in their L2. This paper presents a study exploring EE engagement among three 6-year-olds (1st-graders) through informal interviews with artefacts in combination with observations in the home (Coupland & Creese, 2015). The participants, one with a high score (Bro) and two with medium scores (Celine and Marcus) on a picture vocabulary test, were sampled from the STAGE project (University of Oslo, 2021). Audio recordings of home interviews and field notes were analysed inductively to explore how engagement with games, YouTube and music created affordances for L2 learning in the home. The results showed how Bro, Celine and Marcus were exposed to English-speaking media and actively engaged with English using digital platforms. Their engagement was characterised by social interaction and shared interests with family members, in homes with generally positive attitudes towards multilingualism and encouragement of English language use. Overall, the results suggest that a combination of positive attitudes and access to technical devices affords incidental L2 English learning in the home. Such type of EE engagement will most likely influence learners’ proficiency in different ways, suggesting it might be challenging for teachers to elicit latent competence in the youngest learners. Informal conversations with the participants’ teacher suggested that Bro’s above-average L2 English vocabulary knowledge developed from extensive gaming remained undiscovered in the first months of schooling, while Celine’s music interest and initiated dialogues about everyday topics as well as idiomatic expressions (e.g., ”Oh my gosh!”) might have been more accessible during English lessons.

• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Sundqvist, Pia & Kim, Taehyeong (2024). Self-initiated L2 English activities and their effects on lexical complexity in student writing. Show summary

  Frequent engagement in extramural English (EE) activities (i.e., English-language activities that students engage in outside of the classroom) has been shown to positively influence L2 students’ receptive and productive skills (e.g., Sundqvist, 2009, 2019; Sylvén & Sundqvist, 2012). There are also indications in previous studies that the type of EE input students receive affects their production. For example, Kaatari et al. (2023) found that written input (reading) had a positive impact exclusively on students’ noun phrase complexity, whereas spoken input (conversation and watching) was associated exclusively with more diverse vocabulary. Written input may thus be expected to result in more frequent use of features commonly associated with academic writing, while spoken input may be expected to result in a broader, though not necessarily more advanced or sophisticated, vocabulary. The present study starts off where Kaatari et al. (2023) left off by systematically testing the role of the type of input students receive through EE activities focusing specifically on lexical complexity. As lexical complexity has been shown to be correlated with writing quality (Kyle & Crossley, 2016), investigating the relationship between EE activities and lexical complexity seems like a fruitful next step toward increasing our understanding of the specific role that different EE activities play across student levels. In order to cover more of the construct of lexical complexity, we extend Kaatari et al.’s (2023) study of lexical diversity to also include lexical sophistication and by including a wider range of student levels. We look at junior and senior high school student writing in L2 English from the Swedish Learner English Corpus (SLEC; Kaatari et al., forthc.). SLEC contains information about how many hours per week students engage in five EE activities: reading, watching, conversation, social media, gaming. We use three types of lexical sophistication measures that have been shown in the psycholinguistics literature to have high validity: contextual distinctiveness (Nelson et al., 1998), concreteness (Brysbaert et al., 2014), and age of exposure (Dascalu et al., 2016). We also use one measure of lexical diversity (moving average type-token ratio; Covington & McFall, 2010). Specifically, we ask the following research questions that also serve as our hypotheses: 1) Does frequent engagement with spoken conversation (conversation and watching) result in a higher degree of linguistic diversity than other types of EE exposure? 2) Does frequent engagement with longer written input (reading) result in a higher degree of linguistic sophistication, than other types of EE? 3) Does lexical complexity improve steadily across student levels? To test these specific hypotheses, we use Structural Equation Modeling (SEM; see Larsson et al., 2021). Competing measured variable path analysis models were fitted, systematically looking at the hypothesized effects of the different EE activities on the four complexity measures. The best-fitting model (χ2: 0.14, df: 20, CFI: 0.99, RMSEA: 0.033[0.00–0.064], SRMR: 0.067) confirmed all three of our hypotheses. It thus seems crucial to avoid grouping EE activities together into a single category, but instead consider what type of input students are exposed to. We also discuss implications for teachers.

• Sandlund, Erica & Sundqvist, Pia (2024). TT FAIR: Forskningsbaserade principer för muntliga språkprov.
• Kaatari, Henrik; Larsson, Tove; Wang, Ying & Sundqvist, Pia (2024). The impact of extramural English activities on lexical sophistication in intermediate-level L2 student writing. Show summary

  Frequent engagement in extramural English (EE) activities (i.e., English-language activities that students engage in outside of the classroom) has been shown to positively influence L2 students’ vocabulary size, listening and reading comprehension, and oral proficiency (e.g., Sundqvist, 2009, 2019; Sylvén & Sundqvist, 2012). However, while previous studies have greatly contributed to our understanding of the relationship between EE and students’ receptive knowledge as typically measured through formal tests, our understanding of the relationship between such activities and students’ production remains somewhat rudimentary (though see Kaatari et al., 2023 and Sundqvist & Wikström, 2015). In particular, as lexical complexity has been shown to be strongly correlated with writing quality (Kyle & Crossley, 2016), it seems that an investigation of the relationship between EE activities and lexical complexity would be a fruitful next step toward increasing our understanding of the role that EE activities play in L2 English writing. Against this background, the present study examines the effect of EE activities on one important aspect of lexical complexity – lexical sophistication – in intermediate-level student writing in L2 English. Furthermore, we test the hypothesis posed in Kaatari et al. (2023) that certain EE activities may lead students to produce more speech-like (or informal) writing. The study uses data from the Swedish Learner English Corpus (SLEC; Kaatari et al., forthcoming), which consists of argumentative texts written by Swedish junior and senior high school students (school years 7–12). SLEC includes data on how many hours per week students (i) read in English, (ii) watch TV shows or movies in English, (iii) engage in conversations in English, (iv) use social media with English content, and (v) communicate in English while playing computer/video games. We also make use of two reference corpora: ICLE-SE (written university-level argumentative texts) and LINDSEI-SE (spoken university-level interaction). The following research questions are investigated: • What effect (if any) do different EE activities and school year have on lexical sophistication? • Focusing on EE activities and school year, what differences and similarities are there of lexical sophistication in SLEC vs. ICLE-SE and LINDSEI-SE? We use three types of lexical sophistication that have been shown in the psycholinguistics literature to have high validity: contextual distinctiveness (Kiss et al., 1973; Nelson et al., 1998), concreteness (Brysbaert et al., 2014; Coltheart, 1981), and age of exposure (Dascalu et al., 2016). We then fitted one regression model per measure. The results showed that extramural English reading has a positive impact on concreteness. For the other two types of lexical sophistication measures, no significant effect of the EE activities was found, whereas school year was a significant predictor for all measures included. The results further showed that the student texts included in the SLEC are more similar to LINDSEI-SE (speech) than they are to ICLE-SE (writing) in terms of lexical sophistication. Although only small differences were found, the results also showed that the extramural English reading group exhibits most similarities to the university writing in ICLE-SE.

• Sundqvist, Pia & Ulfat, Nasrin (2024). Another STAGE for learning: Starting age of formal instruction, extramural English, and L2 English proficiency levels. Show summary

  This presentation is part of STAGE [STarting AGe and Extramural English], a project whose aim is to provide insights into the input-acquisition relationship by unraveling the relative contribution of formal instruction and extramural English (EE, Sundqvist, 2009) to second/foreign language (L2) learners’ English proficiency. Specifically, the project investigates the impact of an early start of formal instruction in an input-rich context by comparing early starters in Norway (English introduced in grade 1; i.e., similar to Sweden, grades 1–3) and late starters in Flanders (English introduced in grade 7/8). Using a cross-sectional design, learners in both settings are compared in grade 1 (age 5–6, baseline data), grade 6 (age 11–12), and grade 10 (age 15–16) in terms of their EE, vocabulary knowledge, reading comprehension, and speaking. Thus, the starting age of instruction differs, but both contexts are similar regarding the omnipresence of out-of-school English. The study presented is grounded in theories about L2 acquisition: sociocultural theory (Lantolf & Thorne, 2006) and usage-based perspectives on learning (Cadierno & Eskildsen, 2015). Results from research show, e.g., that in regions where L2 TV programs are subtitled (L1), learners tend to have large amounts of EE from an early age (Hannibal Jensen, 2017), as English is the dominant language of popular culture; such regions have advantages in terms of L2 learning. Studies exploring EE and L2 learning have consistently shown benefits of EE, for both instructed learners (Lindgren & Muñoz, 2013; Peters et al., 2019) and learners without any formal instruction yet (De Wilde et al., 2020; Puimège & Peters, 2019). While there is EE-research examining its relation to L2 proficiency, to date, there have been no controlled, large-scale studies comparing the association between different types of EE (e.g., gaming, watching television) and various proficiency measures in different age groups across different instructional contexts. Regarding starting age for L2 instruction, unlike for immigrant learners in naturalistic L2 learning settings (DeKeyser, 2011), there does not seem to be an age effect. An early start does not necessarily result in higher L2 proficiency when the weekly lesson time is limited; in fact, late starters catch up quickly because of higher cognitive maturity (Jaekel et al., 2017; Pfenninger & Singleton, 2017). Quantity and quality of input are more important predictors of L2 proficiency (Muñoz, 2014). Moreover, so far, research into early instruction has mainly been conducted in regions where English exposure tends to be limited to school, with very little research into the long-term effects of an early start in regions providing large amounts of EE. In our presentation, focus is on quantitative findings about characteristics of EE in Norway and Flanders. Data consist of questionnaires, language diaries, and interviews. A non-probability sampling methods was used (Dörnyei & Taguchi, 2010); the sample was a carefully selected convenience sample (Norway: N=579; Flanders: N=c. 450, to be completed). Quantitative data are currently being analyzed. EE is expected to be similar in both settings at all three levels. The results will be discussed considering the symposium theme.

• Schurz, Alexandra & Sundqvist, Pia (2024). Bringing learners’ extramural English into the classroom. Teacher-reported practices in four countries.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2024). Comparing quantitative instruments for mapping extramural English: Young learners’ exposure, writing skills and grammaticality judgements. Show summary

  In previous work on informal second language learning, several methods have been adopted to measure extramural English (EE; Sundqvist, 2009), including questionnaires (e.g., Puimège & Peters, 2019), language diaries (e.g., Hannibal Jensen, 2017), interviews (e.g., Sylvén, 2022), and focus groups (De Wilde & Eyckmans, 2022). Despite the methodological challenges that come with mapping exposure, to our knowledge, no previous study has compared different EE instruments. In this presentation, we share our experiences of gauging young Flemish participants’ (age 11–12) EE using two quantitative instruments (i.e. a questionnaire and a language diary), while investigating the link between exposure, writing skills and grammaticality judgement.

• Nilsson, Rickard & Sundqvist, Pia (2024). Hör dataspel hemma i engelskklassrummet? En lärare nyttjar elevers gejmingkunskaper i syfte att bygga ordförråd och öva muntlig engelska.
• Sundqvist, Pia & Uztosun, Mehmet Sercan (2024). A validated scale for measuring engagement in extramural (out-of-school) English activities – and how extramural English connects with how well L2 learners think they can speak.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2024). Linking input and acquisition: Young learners’ extramural English, writing and grammar skills before English instruction. Show summary

  In many European (subtitling) countries, young L2 learners have ample opportunity to engage with English outside of the classroom. Studies have not only shown learners’ extensive amounts of extramural English (EE; Sundqvist, 2009), they have also consistently reported positive relationships between EE and several language proficiency measures, including vocabulary knowledge (e.g., Hannibal Jensen, 2017; Puimège & Peters, 2019), listening proficiency and reading proficiency (e.g., De Wilde et al., 2020; Lindgren & Muñoz, 2013). These positive associations were found with learners who had already received English lessons (e.g., Hannibal Jensen, 2017) and with those who had not (e.g., De Wilde et al., 2020). The present study aims to extend existing knowledge on the relationship between young learners’ EE and language proficiency by focussing on learners’ writing and grammaticality judgement, two language proficiency measures that have received little attention. We collected data from 444 Dutch-speaking children in the final year of primary school (age 11-12) who had not received formal English instruction. The participants completed an English writing test (European Commission, 2012) and a grammaticality judgement task (Pfenninger, 2014). A questionnaire was used to tap into learners’ EE and their language backgrounds. Our results show high levels of EE among participants and reveal considerable scores for writing (M = 8.7, max. = 32) and grammaticality judgement (M = 52.4, max. = 98), given that participants took part prior to English instruction. Preliminary simple linear regression analyses indicate that EE is a significant predictor of both writing proficiency (R2= .15, F(1, 97) = 16.67, p < .001) and grammar knowledge (R2= .29, F(1, 393) = 157.72, p < .001). These findings demonstrate, for the first time, that writing and grammar skills can be acquired through mere exposure. Supporting usage-based theories, this once again underlines the key role of input in the language learning process.

• Sundqvist, Pia; Gyllstad, Henrik; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin (2024). First-graders know L2 English vocabulary – viewing, gaming, YouTube. Show summary

  This presentation uncovers the relation between very young second/foreign language learners’ English vocabulary knowledge and extramural English (EE, Sundqvist, 2009). Research has shown that music, gaming, and TV are important EE sources (Puimège & Peters, 2019) and indicated gender-related differences for EE and vocabulary (Hannibal Jensen, 2017). Data were collected from 60 1st-graders (aged 5–6) in Norway: learner and parental questionnaires, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017). Results-wise, participants knew on average 12.32 words (SD=5.13). Gamers scored higher than non-gamers; no gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners.

• Sauro, Shannon; Sundqvist, Pia; Gudmundsdottir, Greta Björk & Nicolaou, Anna (2024). Critical virtual exchange to address teachers’ needs in times of conflict .
• Peters, Elke; Prophète, Elien & Sundqvist, Pia (2023). “I learnt English on YouTube”: Young Flemish learners’ out-of-class exposure, grammar knowledge and writing proficiency prior to formal English instruction. Show summary

  Although English is not an official language in Belgium, it is omnipresent in Flemish society. This creates ample opportunity for learners of English as a foreign language (EFL) to come into contact with English in an informal way. The relationship between extramural English (Sundqvist, 2009) and language learning has been of interest to SLA researchers for over a decade. Most studies have focused on learners’ receptive skills. These studies have consistently revealed positive associations between the amount of extramural English and different language proficiency measures, including reading (e.g.Sylvén & Sundqvist, 2012), listening (e.g. Lindgren & Muñoz, 2013), and, in particular, vocabulary (e.g. Hannibal Jensen, 2017; Jóhannsdóttir, 2018; Puimège & Peters, 2019). Fewer studies have looked at productive language skills, but positive relationships between extramural English and speaking (e.g. De Wilde et al., 2020) and productive vocabulary knowledge (Bollansée et al., 2021) have also been found. In this presentation, we will shed more light on the relationship between young EFL learners’ extramural English and two language proficiency measures that have received little attention: grammar knowledge and writing skills. We collected data from 444 Flemish pupils in the final year of primary school (Mage = 11.58 years) who had not received formal English instruction. The participants took an English grammaticality judgement test (Pfenninger, 2014) and a writing test, which consisted of four writing tasks (European Commission, 2012). They also completed a questionnaire on extramural English and their language background (Wouters et al., under review). Our results indicate that participants achieved relatively high scores on the grammaticality judgement test (M = 52.4, SD = 20.90, max. = 98), given that they had no prior English instruction at the time of the data collection. There was considerable variance in the writing test scores with some learners writing almost nothing, while others managed to write short English texts (M = 8.7, SD = 3.70, max. = 32) The data showed high levels of engagement with extramural English. The most popular activities were listening to music, gaming, social media and watching YouTube videos, which shows that learners’ mainly engage with English through popular media. Regression analyses revealed that extramural English is a significant predictor of both grammar skills (𝑅2= .29, F(1, 393) = 157.72, p < .001) and writing proficiency (𝑅2= .15, F(1, 97) = 16.67, p < .001). Our study extends previous findings by showing that learners can also acquire grammar knowledge and writing skills incidentally through extramural English. Our findings underline the importance of language input for second language acquisition and the potential of extramural English in young learners’ acquisition process. We will end our talk by elaborating on the pedagogical implications.

• Gyllstad, Henrik; Sundqvist, Pia; Peters, Elke; Rindal, Ulrikke Elisabeth; Skar, Gustaf B. & Ulfat, Nasrin (2023). Very young children know L2 English vocabulary – viewing, gaming, YouTube. Show summary

  This presentation uncovers the relation between young second/foreign language (L2) learners’ English vocabulary knowledge (meaning recognition) and their self-initiated use of English outside school, extramural English (EE, Sundqvist, 2009), and details results relating to individually tested vocabulary target items. To date, research has shown that music, digital games, and TV are important sources of EE (De Wilde et al., 2020; Puimège & Peters, 2019) and indicated gender-related differences in EE use and vocabulary knowledge (Hannibal Jensen, 2017; Sylvén & Sundqvist, 2012), but few studies have targeted very young learners. Data were collected from 60 learners aged 5–6 (grade 1) in Norway, consisting of a learner EE questionnaire (individual and oral administration), a parental questionnaire, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017) based on age-of-acquisition ratings of target items (Kuperman et al., 2012); an “I don’t know” (IDK) option was added. Measurement-wise, the score reliability was somewhat low but acceptable at .79, and the mean item-total correlation was .30. The participants varied widely as to their use of the IDK option (range 0-20; Mean: 3.62; about 30% never used it). Results-wise, despite young age and very little formal instruction in school, participants knew on average 12.32 words (SD=5.13), a finding relevant to teacher practice. Participants who reported playing video games scored higher than non-gamers but only significantly so for specific items. No gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners (the STAGE project).

• Sundqvist, Pia (2023). Balanskonstnärerna – engelsklärare som överbryggar mellan skol- och fritidsengelska och dessutom vet var gränsen går mellan det personliga och det privata .
• Gyllstad, Henrik & Sundqvist, Pia (2023). Effects of word definitions on meaning recall. A multisite intervention in language-diverse second language English classrooms.
• Källkvist, Marie; Sandlund, Erica; Sundqvist, Pia & Gyllstad, Henrik (2023). Translanguaging in EFL with students transitioning to secondary school: Towards a best practice? Show summary

  In secondary-school English-as-a-foreign-language (EFL) classrooms worldwide, English tends to be used alongside the society or community majority language (Brevik & Rindal 2020; Tsagari & Diakou 2015; Üstünel 2016), and research reveals greater participation and positive attitudes among students when translanguaging is permitted (Ebe 2016; Kleyn 2016; Saxena 2009; Ollerhead 2019; Seltzer & Collins 2016). In Sweden, research in EFL in school years 8-9 (age 14-16) suggests that a translanguaging approach to vocabulary teaching and learning is superior to a monolingual approach (Gyllstad et al. 2022; Källkvist et al. 2022). The present study focuses on year 7 (age 12-13), which normally marks the transition from primary to secondary school, where pupils are expected to communicate monolingually in standardized, national tests. We document classroom translanguaging practices and associated beliefs among four experienced EFL teachers, aiming to understand what ‘best practice’ (beprövad erfarenhet), which is a policy concept (Skolverket 2020), for year 7 may be. Drawing on ethnography of language policy (Hornberger & Johnson 2007), we conducted linguistic ethnography (classroom observation, linguistic landscape analysis, policy-document analysis and interviews), addressing three questions: 1) To what extent and for what purposes did experienced EFL teachers translanguage? 2) By what means did the same teachers encourage students to use English? 3) What beliefs underpinned the same teachers’ practices? Inductive content analysis (Bryman 2016) revealed that all four teachers aimed for English to be the classroom language, but practices meant to encourage students to speak in English as well as some translanguaging practices differed. For example, teachers sometimes responded differently when students used Swedish (the language of schooling), and full translanguaging, i.e. using students’ entire linguistic repertoires, was encouraged in a small group only. We end by reflecting on a best practice for year 7 based on the documented practices, teachers’ beliefs and on multilingualism research in psycholinguistics (Grosjean 2008).

• Sundqvist, Pia & Uztosun, Mehmet Sercan (2023). L2 English speaking anxiety and perceived competence: Comparing gamers and non-gamers in Scandinavia. Show summary

  Today it is commonly acknowledged that foreign/second language (L2) learning goes beyond the classroom walls. The concept Extramural English (EE, Sundqvist, 2009) and its framework (Sundqvist & Sylvén, 2016) offer a theoretical basis for explaining self-initiated activities outside the classroom that contribute to learning, whether incidental or intentional. Studies show that EE may enhance English development among learners of different ages (Hannibal Jensen, 2017; Lee & Dressman, 2018; Rankin et al., 2006) and that it can foster positive affective states (Lai et al., 2015; Lee & Drajati, 2020; Reinders & Wattana, 2015). Further, research has revealed benefits of particular EE activities, such as watching television (Puimège & Peters, 2019), listening to music (De Wilde et al., 2022), and playing video games (Sundqvist, 2019). To date, however, few EE studies have focused on speaking anxiety, a crucial individual difference variable in L2 learning (Woodrow, 2006). This study aims to fill this gap by investigating whether EE gamers (n = 115) and non-gamers (n = 255) in Scandinavia (mean age: 30.85; age range: 11–87) differ in terms of self-reported L2 English speaking anxiety and perceived competence (variables: speaking, understanding, reading, writing, pronunciation, oral fluency, spoken accuracy, and overall speaking ability). The participants responded to an online questionnaire. Independent samples t-test results yielded statistically significant differences for all variables: gamers reported feeling less anxious and having more positive perceived L2 competence. The findings suggest that gaming can play an important role in L2 learning by decreasing negative – and increasing positive – affective states.

• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Acikara Eikhoff, Seda & Sundqvist, Pia (2023). On the impact of extramural activities on L2 student writing. Show summary

  Frequent engagement in Extramural English (EE) activities (i.e., out-of-school English-language activities) has been shown to positively influence non-native-speaker high school students’ vocabulary size in English (Sundqvist 2009). However, our understanding of the relationship between EE activities and students’ productive skills, in particular with regard to lexical diversity and grammatical complexity, remains somewhat rudimentary. This study examines the effect of EE activities on lexical diversity and noun phrase (NP) complexity features in high school student second-language writing and answers the following questions: • What effect (if any) does EE activities have on lexical diversity and/or NP complexity? • Are there differences between purely receptive EE activities vs. other types of EE activities in terms of the effect of lexical diversity and NP complexity, and, if so, what are the differences? A balanced subset of the Swedish Learner English Corpus (SLEC; grades 10–11; n=200) was used. SLEC contains detailed information about how frequently students engage in five EE activities: social media, conversation, reading, watching, and gaming. We used moving average type-token ratio to measure lexical diversity and the rate of occurrence of attributive adjectives and prepositional phrases as modifiers in NPs to measure NP complexity. We applied measured variable path analysis from the Structural Equation Modeling framework (SEM). Specifically, we fitted three competing models, looking at the effect of different sets of EE activities on all three complexity measures in a single model. The best-fitting model (CFI: 96.6, RMSEA: 0.023[0.00–0.067], SRMR: 0.039) confirmed our hypotheses that (a) EE activities (mostly) have a positive effect on students’ lexical diversity and NP complexity, and (b) that the purely receptive activities (in particular reading) had a stronger effect on lexical diversity. Reference Sundqvist, P. 2009. Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary. Karlstad University Studies, 2009:55.

• Sundqvist, Pia (2023). Walk the line: Teaching L2 English and young learners’ gaming inside and outside the classroom.
• Sundqvist, Pia (2023). Skal sammenligne engelsknivået i Norge og Belgia. [Newspaper]. A-magasinet.
• Sundqvist, Pia (2023). ─ Vi må gjøre det vi kan for å støtte lærere og ukrainske barn på flukt. [Internet]. Det utdanningsvetenskaplige fakultet.
• Schurz, Alexandra & Sundqvist, Pia (2023). Learning English through online games and TV shows? Teachers' views on opportunities for learning and implications for teaching. Yours Truly (Suomen englanninopettajat ry). 30, p. 8–10.
• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Acikara Eikhoff, Seda & Sundqvist, Pia (2022). Exploring the effect of target-language extramural activities on students’ written production.
• Sundqvist, Pia (2022). Gaming and informal learning of English among Swedish youth.
• Sundqvist, Pia (2022). STAGE-prosjektet: Engelsk på første trinn.
• Sundqvist, Pia (2022). Young Swedish L2 English learners and changed self-perceptions. Show summary

  In this talk, keeping the goal of #YouthMediaLife in mind, I will draw on research on extramural English and what it has taught us about the informal learning of English in out-of-school settings on the one hand, and the crucial role of media in the lifeworlds of young people on the other. Extramural English (EE) refers to ‘English outside the walls of the classroom’ in activities such as listening to music, watching streamed media content, and online gaming. EE activities are always initiated by the learners themselves, generally for the purpose of entertainment. However, both incidental and intentional (and online and offline) learning of L2 English is covered by the concept. Based on survey and interview data collected over a decade, I have had the opportunity to examine some learners’ EE and media engagement from middle school until the end of lower secondary school. In my presentation, I will let some of their voices speak to the audience. It will become clear how former learners of English have turned into daily users of English who, contrary to popular belief, demonstrate advanced English knowledge – not least thanks to their consumption of English media, according to themselves.

• Sundqvist, Pia (2022). The pyramid is upside down: Age, instruction, and L2 English learning.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2022). Exposure and grammar: Young L2 learners’ extramural English and grammaticality judgement prior to formal instruction.
• Byman Frisén, Liliann; Sundqvist, Pia & Sandund, Erica (2022). Hur stora skillnader är det i matriser för muntlig bedömning? . LMS : Lingua. ISSN 0023-6330. p. 12–15.
• Sundqvist, Pia (2022). Extramural English, media influence, and identity: Focus on Swedish L2 English learners and changed self-perceptions. Show summary

  In my presentation, I will draw on research on extramural English and what it has taught us about the informal learning of English in out-of-school settings on the one hand, and the crucial role of media in the lifeworlds of young people on the other. Extramural English (EE) refers to ‘English outside the walls of the classroom’ in activities such as listening to music, watching streamed media content, reading books, and online gaming. EE activities are always initiated by the learners themselves, generally for the purpose of entertainment. However, both incidental and intentional (and online and offline) learning of L2 English is covered by the concept. Based on survey and interview data collected over a decade, I have had the opportunity to examine learners’ EE habits from middle school until the end of lower secondary school. In my presentation, I will present some preliminary findings and let learner voices speak to the audience. It will become clear how former learners of English have turned into daily users of English who, contrary to popular belief, demonstrate advanced English knowledge – according to themselves, not least thanks to their consumption of English media.

• Sundqvist, Pia (2022). 15 Years of Researching Extramural English: Lessons Learned for ELT. Show summary

  In this talk, keeping the theme of the conference in mind, I will focus on what fifteen years of research on extramural English has taught us about informal learning of English in out-of-school settings, and how such research findings can inform English language teaching (ELT). During this time period, there has been a clear global trend of implementing formal instruction of English as a foreign/second/additional language (L2) early in primary school (Nikolov & Mihaljević Djigunović, 2011), even though there is little empirical evidence that an early start is beneficial for learners in the long run (Muñoz & Singleton, 2011). Interestingly, during the same period, the opportunities for learning English informally have been richer than ever thanks to technological advancements, learners’ increased access to the internet, and the status of English as a global language (Graddol, 2006). Extramural English (EE) refers to ‘English outside the walls of the classroom’ in activities such as listening to music, reading books, watching streamed media content, and online gaming (Sundqvist, 2009). EE activities are initiated by the learners themselves, generally for the purpose of entertainment. However, both incidental and intentional (and online and offline) learning of L2 English is covered by the concept (Sundqvist & Sylvén, 2016). Because EE plays a crucial role in most learners’ daily lives, it is essential that teachers gain knowledge about learners’ EE, but how can that be done, and what are some pedagogical implications for ELT? My presentation aims to shed light on questions such as these.

• Sundqvist, Pia & Nilsson, Rickard (2022). Young gamers in the digital wilds: Implications of gaming preferences on L2 English vocabulary learning and teaching. . Babylonia Journal of Language Education. ISSN 1420-0007. 1, p. 14–19. Show summary

  This study involves young learners of English as a foreign/second language (L2) in Sweden. The aim is to see whether there is a relation between their online gaming habits on the one hand and L2 English vocabulary knowledge and listening comprehension on the other, and to investigate known words more closely in relation to their gaming preferences. We collected data with the help of a questionnaire, a vocabulary test, and a listening comprehension test, and analyzed data using a mixed method. The results showed positive correlations between gaming frequency and vocabulary knowledge as well as listening comprehension. Playing multiplayer games appeared more common among those who reported playing always, compared with those who played often or rarely. Pedagogical implications are discussed.

• Sundqvist, Pia & Peters, Elke (2022). Teaching L2 English in primary school or not? A comparative pilot study of young learners in input-rich settings with different starting ages of formal English instruction. Show summary

  Findings from research on the role of age in foreign/second language (L2) learning are inconclusive, and very few studies include possible learning from engagement in Extramural English activities (EE, Sundqvist, 2009). The two STAGE sister projects aim to fill this gap in research by conducting cross-sectional studies and comparing results for learners in Norway and Flanders (the Dutch-speaking part of Belgium) on measures of English proficiency and EE from three age groups: learners in grade 1 (age 6–7), grade 6 (age 11–12), and grade 10 (age 15–16). Norway and Flanders are comparable societies with similar education systems and access to English, but different starting points for English instruction in school: early in Norway (grade 1) and late in Flanders (grade 7/8). This presentation presents the results from a pilot study involving participants aged 11–13 in Sweden (a country similar to Norway, early start) and Flanders (N=144). Data were collected through an EE-questionnaire, a listening comprehension test, and the Picture Vocabulary Size Test (PVST, Anthony & Nation, 2017). Data were analyzed quantitatively. While participants’ engagement in EE was very similar among participants from both settings in terms of frequency and types of preferred EE activities (e.g., listening to music and gaming), the early starters scored higher than the later starters on both tests, which might indicate a positive effect from having received formal instruction (Swedish participants), as opposed to only having been exposed to EE (Flemish participants). Implications for English language teaching and educational policy will be discussed.

• Källkvist, Marie; Sundqvist, Pia; Gyllstad, Henrik & Sandlund, Erica (2021). Flerspråkiga praktiker: en resurs i engelskundervisningen?
• Sundqvist, Pia & Uztosun, Mehmet Sercan (2021). The development of the Extramural English Scale.
• Sundqvist, Pia (2021). Online gaming and game-changing: From learning to teaching. Show summary

  In this talk, with the theme of this year’s roundtable in mind, I will outline empirical work on the relationship between online gaming and second/foreign language (L2) learning. From the many perspectives on this topic, I will focus on research that examines how different variables (such as age, gender, and L2 proficiency) are related to different types of learning via game-mediated interactions with young and adolescent learners engaged in a plethora of English-mediated activities outside of school, including listening to music, reading books, watching streamed media content, as well as gaming online. To be able to participate in online gameplay together with others can be an extremely strong motivator for learning English since English tends to be the default language used in massively multiplayer online games. In my plenary address, I explain positive relationships between online gaming (typically so-called commercial-off-the-shelf games) and various aspects of L2 proficiency, discussing factors like ‘time played’ and ‘types of games played’, with some discussion of languages other than English. I will conclude by asking whether gaming might be a game-changer for L2 teaching in the way it has already been for L2 learning.

• Sundqvist, Pia (2021). Language learning beyond the classroom. [Internet]. Stockholm University.
• Sundqvist, Pia (2020). Extramural English research: Definition, findings, and implications. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret. ISSN 1893-1499. 9, p. 17–21.
• Sundqvist, Pia (2019). Nyheter från Vetenskapsradion. [Radio]. Sveriges Radio.
• Sundqvist, Pia (2019). Tonåringars engelska bättre av mycket dataspel. [TV]. TV4.
• Ahmadian, Shilan; Brevik, Lisbeth M. & Sundqvist, Pia (2019). Jentene bruker engelsk til å snakke om fag - guttene bruker engelsk til alt mulig. Bedre Skole. ISSN 0802-183X. p. 82–87.
• Sundqvist, Pia; Brevik, Lisbeth M.; Sandlund, Erica & Rindal, Ulrikke Elisabeth (2019). Conference paper: A comparative study of language use in L2 English multilingual secondary school classrooms in Norway and Sweden. Show summary

  It is crucial that teaching practices rest on empirical findings from classroom research. In Norway and Sweden, second language (L2) English teachers have for a long time been guided by monolingual (English Only, EO) ideology, as this is believed to aid learning and many students are proficient enough to use English as the medium of communication (Others, Author1, & Author3, 2017; Lundahl, 2012). While the predominant ideology has been EO, observation studies of classroom work have revealed that in practice, many teachers enact a bilingual, English-Norwegian/Swedish, classroom language policy (Author2 & Author4, 2018; Lundahl, 2012; Author3 & Author1, 2016; Swedish Schools Inspectorate, 2011). However, in light of the growing linguistic diversity in schools in both countries, English may be the only shared language in a particular classroom, which in turn may provide support for EO teaching practices (Lundahl, 2012). Teachers may also adopt teaching practices aligning with a translanguaging ideology and pedagogy in adapting to the multilingual classroom (García & Wei, 2014), which would entail involving students’ entire language repertoires. Notably, there is little guidance from national English curricula regarding classroom language use, leaving teachers to rely on their own professional judgement for what language(s) to use to facilitate students’ learning. Internationally, empirical studies from multilingual L2 English classrooms are scarce, but much needed. The key research question is, then, what languages are used in such classrooms in Norway and Sweden? In this small-scale study, video and audio data were collected from seven lessons in three secondary school classrooms in each country, totaling 14 lessons. Learners were around 14 years old, which means that data were drawn from the 9th grade in Norway and the 8th grade in Sweden. Data were coded using the time-stamping method (Author2 & Author4, forthcoming), employing four codes: (1) ‘Norwegian/Swedish’; (2) ‘English’; (3) ‘Both’ (i.e., code-switching between Norwegian/Swedish and English), and (4) ‘Other language(s)’. A quantitative analysis was then carried out, examining the frequency and duration of each code, and putting those findings also in relation to the total speaking time of each lesson, followed by a qualitative analysis, focusing on characterizing the language practices. Preliminary findings reveal a range from English Only-dominant classrooms to classrooms where the majority language (Norwegian/Swedish) dominated. Whereas code-switching occurred frequently, there was hardly any use of other languages. Findings are discussed in light of learner group compositions, teacher beliefs about language learning and multilingualism, and didactic decisions in situ.

• Sundqvist, Pia & Sylvén, Liss Kerstin (2018). Unveiling the force of learner-initiated informal language learning: Extramural learning. Language Magazine. January, p. 30–31.
• Sylvén, Liss Kerstin & Sundqvist, Pia (2017). Editorial. Special issue: Computer-assisted language learning (CALL) in extracurricular/extramural contexts. CALICO journal. ISSN 0742-7778. 34(1), p. i–iv. doi: 10.1558/cj.31822.
• Sundqvist, Pia (2016). Ny studie: Dataspelande barn får större ordförråd - Nyhetsmorgon (TV4). [TV]. TV4.
• Sundqvist, Pia (2011). Review: McKay (2010), Assessing young language learners. Cambridge: Cambridge University Press. Linguistlist. ISSN 1068-4875.
• Sundqvist, Pia (2011). Recension av Peder Stenbergs doktorsavhandling Den allvarsamma leken – Om World of Warcraft och läckaget. Karlstads universitets Pedagogiska Tidskrift (Kapet). ISSN 1653-4743. 7(1), p. 157–167.
• Sundqvist, Pia (2010). Review: Denham och Lobeck (Eds.) (2010), Linguistics at school: Language awareness in primary and secondary education. Linguistlist. ISSN 1068-4875.
• Sundqvist, Pia (2010). ♫ Schlafsjo, jä, jä, jä ♫ – om sambandet fritidsengelska – skolresultat. LMS : Lingua. ISSN 0023-6330. p. 15–17.
• Sundqvist, Pia & O'Dowd, Robert (2022). The VALIANT Virtual Exchange manual. Erasmus+.
• Faltas, Marcella; Latuny, Yaël; Sundqvist, Pia & Wikström, Peter (2019). Improving second language vocabulary through gaming. OASIS Summary of Sundqvist, P. & Wikström, P. (2015) in System. OASIS.
• O'Reilly, David; Sundqvist, Pia; Wikström, Peter; Sandlund, Erica & Nyroos, Lina (2018). The teacher as examiner of L2 oral tests: A challenge to standardization. OASIS Summary of Sundqvist et al. (2018) in Language Testing . OASIS.

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