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This paper introduces the Swedish Mu-ClaGED dataset, a new dataset specifically built for the task of Multi-Class Grammatical Error Detection (GED). The dataset has been produced as a part of the multilingual Computational SLA shared task initiative. In this paper we elaborate on the generation process and the design choices made to obtain Swedish MuClaGED. We also show initial baseline results for the performance on the dataset in a task of Grammatical Error Detection and Classification on the sentence level, which have been obtained through (Bi)LSTM ((Bidirectional) Long-Short Term Memory) methods.

We present our initial experiments on binary classification of sentences into linguistically correct versus incorrect ones in Swedish using the DaLAJ dataset (Volodina et al., 2021a). The nature of the task is bordering on linguistic acceptability judgments, on the one hand, and on grammatical error detection task, on the other. The experiments include models trained with different input features and on different variations of the training, validation, and test splits. We also analyze the results focusing on different error types and errors made on different proficiency levels. Apart from insights into which features and approaches work well for this task, we present first benchmark results on this dataset. The implementation is based on a bidirectional LSTM network and pretrained FastText embeddings, BERT embeddings, own word and character embeddings, as well as part-of-speech tags and dependency labels as input features. The best model used BERT embeddings and a training and validation set enriched with additional correct sentences. It reached an accuracy of 73% on one of three test sets used in the evaluation. These promising results illustrate that the data and format of DaLAJ make a valuable new resource for research in acceptability judgements in Swedish.

The second volume of the textbook contains information about finishing materials, products and engineering systems in relation to the interior design of a modern building. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic characteristics, which are important for creating an expressive subject-spatial environment. The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the work program. The content meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.

The first volume of the textbook describes the main groups of building and finishing materials and products, their structure and properties. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic features, which are important for creating an expressive subject-spatial environment. The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the requirements of the Federal State Educational Standard of the latest generation and the work program. It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.

The article presents a new language learner corpus for Swedish, SweLL, and the methodology from collection and pesudonymisation to protect personal information of learners to annotation adapted to second language learning. The main aim is to deliver a well-annotated corpus of essays written by second language learners of Swedish and make it available for research through a browsable environment. To that end, a new annotation tool and a new project management tool have been implemented, – both with the main purpose to ensure reliability and quality of the final corpus. In the article we discuss reasoning behind metadata selection, principles of gold corpus compilation and argue for separation of normalization from correction annotation.

The minireview describes the state-of-the-art of Swedish monolingual lexicography. The main actors in the field, both commercial and non-commercial, are mentioned alongside with the description of lexicographic products that have been offered by them to the lexicon users. The minireview makes it clear that there is an obvious tendency among the Swedish dictionary users to abandon paper-based dictionaries and switch over to online portals and apps, which influences the practices adopted by commercial publishing houses, such as Norstedts, Bonniers, Natur & Kultur. Among the leading non-commercial players, the Swedish Academy, the Swedish Language Bank, Institute for Language and Folklore are named. Swedish monolingual lexicography offers, however, dictionaries produced not only by experts but also by non-experts (i.e. using the efforts of the crowd).

The paper presents a cross-European survey on teachers and crowdsourcing. The survey examines how familiar language teachers are with the concept of crowdsourcing and addresses their attitude towards including crowdsourcing into language teaching activities. The survey was administrated via an online questionnaire and collected volunteers’ data on: (a) teachers’ experience with organizing crowdsourcing activities for students/pupils, (b) the development of crowdsourced resources and materials as well as (c) teachers’ motivation for participating in or employing crowdsourcing activities. The questionnaire was disseminated in over 30 European countries. The final sample comprises 1129 language teachers aged 20 to 65, mostly working at institutions of tertiary education. The data indicates that many participants are not familiar with the concept of crowdsourcing resulting in a low rate of crowdsourcing activities in the classroom. However, a high percentage of responding teachers is potentially willing to crowdsource teaching materials for the language(s) they teach. They are particularly willing to collaborate with other teachers in the creation of interactive digital learning materials, and to select, edit, and share language examples for exercises or tests. Since the inclusion of crowdsourcing activities in language teaching is still in its initial stage, steps for further research are highlighted. U radu je predstavljeno europsko istraživanje o nastavnicima i gomilizaciji (engl. crowdsourcing). U istraživanju je ispitano koliko su nastavnici jezika upoznati s konceptom gomilizacije te su ispitani njihovi stavovi o uključivanju gomilizacije u aktivnosti poučavanja jezika. Istraživanje je provedeno s pomoću mrežnog upitnika, a prikupljani su podatci o: (a) iskustvu nastavnika u organizaciji gomilizacijskih aktivnosti s učenicima/studentima, (b) razvoju gomilizacijskih resursa i materijala, kao i (c) motivaciji nastavnika za sudjelovanjem u gomilizaciji i upotrebi njezinih aktivnosti. Upitnik je distribuiran u više od 30 europskih zemalja. Uzorak obuhvaća 1129 nastavnika jezika u dobi od 20 do 65 godina, koji rade uglavnom u institucijama tercijarnog obrazovanja. Podatci upućuju na to da ispitanici nisu upoznati s konceptom gomilizacije, zbog čega je niska stopa gomilizacijskih aktivnosti u učionici. Međutim, velik je postotak nastavnika koji su voljni sudjelovati u gomilizaciji kako bi se razvili obrazovni sadržaji za jezike koje poučavaju. Posebno su voljni surađivati s drugim nastavnicima u stvaranju interaktivnih digitalnih obrazovnih sadržaja te odabirati, uređivati i dijeliti jezične primjere za vježbe i testove. Budući da je uključivanje gomilizacijskih aktivnosti u poučavanje jezika još u povojima, istaknuti su koraci za daljnja istraživanja.