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Fanny Forsberg Lundell

Contact information

Email: fanny.forsberg.lundell@ratio.se
Links: Google Scholar

Fanny Forsberg Lundell is Professor of French at Stockholm University and a part-time researcher at Ratio. Her research focuses on second language acquisition, language, and integration, with particular emphasis on French, Spanish, and Swedish.

At Ratio, she has authored two reports on language and labor market integration. She also conducts several research projects on the role of language in the workplace and on language training at work.

Related publications

Article (with peer review)

Language and civic education requirementsas gatekeepers or tools for economicintegration: a question of gender?

Rehnberg, P. and Forsberg Lundell, F.

Publication year

2025

Published in

Sociolinguistica 2025; aop

Abstract

Over the 21st century, European governments have introduced language and civic knowledge-tests as requirements for integration stages such as permanent residency and citizenship. Such requirements have been justified as a tool to incentivize host-language acquisition among immigrants and improve integration. By applying the newly developed Language Policy Index for Migrants to recent rounds of the European Social Survey, we explore whether these desired effects exist. We focus on the economic integration of non-EU migrants, for whom these requirements mainly apply. In a logistic multilevel model with ESS-data from 18 countries, no support is found that stricter requirements improve employment for non-EU migrants in general. However, there is no pattern suggesting that chances of employment are higher in lenient settings either. When incorporating a gender dimension, results suggest that strict requirements may have excluding effects on the employment of male non-EU migrants, while they could benefit that of female non-EU migrants. We relate this to gender-based differences in labor market attachment, occupational choice, and the importance of language proficiency in working tasks. This study joins a rather limited literature evaluating civic integration requirements and makes a contribution regarding the gender aspect, further underscoring the complexity of the effects of these policies.

Book chapter

Methodology in research on individual differences and French as a second language

Arvidsson, K., & Forsberg Lundell, F.

Publication year

2025

Published in

In M. Howard (Ed.), Approaches and Methods in French Second Language Acquisition Research (pp. 284-307). John Benjamins Publishing.

Abstract

This chapter concerns methods used in research on individual differences and second language (L2) French learning. The importance of individual differences for L2 learning is increasingly recognized in the SLA literature (e.g., Dewaele, 2009, 2011; Moyer, 2014; Douglas Fir Group, 2016), and a relatively large number of studies focus on L2 French. In this chapter, we first make an account of the existing research, starting with the research contexts that are represented and the methods that have been used. Then, we provide an overview of the linguistic variables and the individual differences that have been investigated. We then describe existing study designs and data collection instruments, as well as some ethical considerations related to participant recruitment, data elicitation, data storage, and data sharing. Finally, we discuss the existing research methods from a critical point of view, highlighting their contribution to and limitations within research on individual factors and second language acquisition in general. This leads us to identify areas that remain to be investigated and to suggest ways to advance the study of individual differences and L2 French learning from a methodological point of view.

Working paper

Working Paper No. 382: Language and Civic Education Requirements – Gatekeepers or Tools for Economic Integration?

Rehnberg, P., & Forsberg Lundell, F. (2025). Language and Civic Education Requirements – Gatekeepers or Tools for Economic Integration? Ratio Working Paper No. 382.

Publication year

2025

Published in

Ratio Working Paper Series.

Abstract

Over the 21st century, European governments have introduced language and civic knowledge-tests as requirements for integration stages such as permanent residency and citizenship. Such requirements have been justified as a tool to incentivize host-language acquisition among immigrants and improve integration. By applying the newly developed Language Policy Index for Migrants to recent rounds of the European Social Survey, we explore whether these desired effects exist. We focus on the economic integration of third-country nationals (TCNs), for whom these requirements mainly apply. In a logistic multilevel model with ESS-data from 18 countries, no support is found that stricter requirements improve employment for TCNs in general. However, there is no pattern suggesting that chances of employment are higher in lenient settings either. When incorporating a gender dimension, results suggest that strict requirements may have excluding effects on the employment of male TCNs, while they could benefit that of female TCNs. We relate this to gender-based differences in labor market attachment, occupational choice, and the importance of language proficiency in working tasks. This study joins a rather limited literature evaluating civic integration requirements and adds a contribution regarding the gender aspect, further underscoring the complexity of the effects of these policies.

Related publications

Article (with peer review)

Language and civic education requirementsas gatekeepers or tools for economicintegration: a question of gender?

Rehnberg, P. and Forsberg Lundell, F.

Publication year

2025

Published in

Sociolinguistica 2025; aop

Abstract

Book chapter

Methodology in research on individual differences and French as a second language

Arvidsson, K., & Forsberg Lundell, F.

Publication year

2025

Published in

In M. Howard (Ed.), Approaches and Methods in French Second Language Acquisition Research (pp. 284-307). John Benjamins Publishing.

Abstract

Working paper

Working Paper No. 382: Language and Civic Education Requirements – Gatekeepers or Tools for Economic Integration?

Rehnberg, P., & Forsberg Lundell, F. (2025). Language and Civic Education Requirements – Gatekeepers or Tools for Economic Integration? Ratio Working Paper No. 382.

Publication year

2025

Published in

Ratio Working Paper Series.

Abstract

Over the 21st century, European governments have introduced language and civic knowledge-tests as requirements for integration stages such as permanent residency and citizenship. Such requirements have been justified as a tool to incentivize host-language acquisition among immigrants and improve integration. By applying the newly developed Language Policy Index for Migrants to recent rounds of the European Social Survey, we explore whether these desired effects exist. We focus on the economic integration of third-country nationals (TCNs), for whom these requirements mainly apply. In a logistic multilevel model with ESS-data from 18 countries, no support is found that stricter requirements improve employment for TCNs in general. However, there is no pattern suggesting that chances of employment are higher in lenient settings either. When incorporating a gender dimension, results suggest that strict requirements may have excluding effects on the employment of male TCNs, while they could benefit that of female TCNs. We relate this to gender-based differences in labor market attachment, occupational choice, and the importance of language proficiency in working tasks. This study joins a rather limited literature evaluating civic integration requirements and adds a contribution regarding the gender aspect, further underscoring the complexity of the effects of these policies.