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- Yassin Iversen, Jonas, et al.
(författare)
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Negotiating translanguaging space : The case of Mother Tongue Tuition in Sweden
- 2024
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Konferensbidrag (refereegranskat)abstract
- In this presentation, the concept translanguaging space (Li, 2011, Zhu et al, 2017) is used to study classroom interaction in a Mother Tongue Tuition (MTT) classroom in Arabic. The case of Arabic here makes translanguaging space relevant for the study of classroom interaction in relation to the diglossic situation between MSA and varieties of Arabic. The aim with the article is to study classroom interaction in MTT Arabic as a translanguaging space. The study is part of a larger project on Mother Tongue Tuition in Sweden which is carried out in the form of action research combined with linguistic ethnography. Material used is from one teacher and students in grade three and consists of fieldnotes, audio recordings from classroom observations in MTT Arabic and one teacher interview. The use of translanguaging space, as both an arena for translanguaging and a space created through translanguaging (Li, 2011) makes visible the seamless shuttling between varieties, which is natural and necessary in Arabic language classrooms. The diglossic situation in Arabic means that while all students need to learn MSA, the challenges are greater for students with varieties that diverge more from the teacher’s. In this case the teacher’s Levantine dialect was closer to that of some of the students, while other dialects diverged more. The critical and creative aspects inherent in translanguaging space put issues of student engagement and participation in focus. In this case, the teacher was in the center and students were rather passive, answering questions and performing given tasks. Although the dominance of MSA and Levantine may be interpreted as a monolingual classroom policy, the fact that both Swedish and other dialects were accepted shows that the diglossic situation opened up the classroom as a translanguaging space.
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| 2. |
- Alisaari, Jenni, et al.
(författare)
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Mother tongue education in four Nordic countries : problem, right or resource?
- 2023
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Ingår i: Apples - Journal of Applied Language Studies. - : University of Jyväskylä. - 1457-9863. ; 17:2, s. 52-72
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Tidskriftsartikel (refereegranskat)abstract
- Jenni Alisaari, University of Stockholm, Sweden & University of Turku, Finland Line Møller Daugaard, VIA University College, Denmark Joke Dewilde University of Oslo, NorwayRaisa Harju-Autti, Tampere University, Finland Leena Maria Heikkola, Åbo Akademi University, FinlandJonas Yassin Iversen, Inland Norway University of Applied Sciences Niina Kekki, University of Turku, Finland Sari Pesonen, University of Stockholm, SwedenAnne Reath Warren, Uppsala University, Sweden Boglárka Straszer, Dalarna University, Sweden Maija Yli-Jokipii, Tampere University, FinlandThe Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.
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| 5. |
- Webster, Juliet, et al.
(författare)
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Innovations in Information Society Sectors: Implicatons for Women's Work, Expertise and Opportunities in European Workplaces : SERVEMPLOI : Final Report of project SOE1-CT98-1119
- 2001
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The overall objective of project SERVEMPLOI was to examine, in the context of considerable technological and organisational innovations and uphe avals, the prospects for women working in low-grade service jobs to develop skills and knowledges which would allow them to move out of low-grade work and into better work, or ‘good work’. A literature survey and a contextual analysis of retailing and fin ancial services sectors was undertaken. Fieldwork was conducted in eight countries (Denmark, France, Germany, Ireland, Italy, Spain, Sweden and the UK. Case studies of workplaces in the two sectors were carried out. In addition, qualitative panel studie s followed the employment trajectories of female employees in the two sectors through the duration of the project.Women working in junior positions in these two service sectors are experiencing significant organisational and technological changes. Both sectors are becoming more highly concentrated in ownership terms, and competition is becoming fiercer between companies. Deregulation at member state and European level has had a major effect on the market and consequently on the strategic behaviour of co mpanies in both sectors. There has been an overall trend towards increasing commercialisation, de -bureaucratisation, and an intensive struggle for market share through increases in opening and operating hours. Customer service has become the watchword of their competitive strategies. The development and application of information and communications technologies (ICTs) has been done in pursuit of these objectives. Company - and supply-chain-wide information systems allow companies to maintain logistical c ontrol and reach into new markets. Customer information and customer relationship management systems are now key tools in the capture of markets and the delivery of customer service.Although knowledge and information, particularly concerning markets and customers, are assuming increasing importance in retail and financial services companies, these resources and their attendant benefits are not filtering down to women working in junior positions in the two sectors. At the level of workplaces in which wom en perform the routine functions of selling, checkout work, clerical and cashiering work, skill development is more concerned with providing customer service than with fostering substantive knowledge or encouraging the use of SERVEMPLOI final report information. Training opportu nities and progression prospects for women to move out of these jobs are variable, and highly contingent upon national training régimes and local company practices. Lengthening and unpredictable working hours also act as a major obstacle to women’s progression. Where women do enter managerial positions, this coincides with a removal of authority from these jobs. Our conclusion is the Knowledge Economy has not strongly benefited these women, nor are they able to harness its potential for their own develop ment. The potential of many women is being wasted.
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