| 1. |
- Alisaari, Jenni, et al.
(författare)
-
Mother tongue education in four Nordic countries : problem, right or resource?
- 2023
-
Ingår i: Apples - Journal of Applied Language Studies. - : University of Jyväskylä. - 1457-9863. ; 17:2, s. 52-72
-
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.
|
|
| 2. |
- Fredriksson, Maria, 1979-
(författare)
-
Med blicken på möten : Martin Bubers pedagogiska idé i dialog med förskolans praktik
- 2019
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to develop knowledge and empirical understanding relating to encounters between preschool children and their teachers. Supported by Martin Buber’s philosophy of dialogue and research, it describes the interpersonal encounters between preschool children and their teachers as being the most significant aspect of educational practice as well as foundational for learning. This doctoral thesis comprises two studies, both of which are video-documented observational studies conducted at a preschool that had 53 children and ten teachers.The first study, which is a summarised rewrite of a published licentiate thesis, examines dialogue as being a form of qualitative encounter between teacher and child. The focus of interest is the effect on a dialogue when more children join one already in progress. Results demonstrate that the dialogue can be interrupted; interrupted and then resumed with a new participant; interrupted and then resumed without a new participant; or simply continued without a new participant. It is the action on the part of the teacher in these situations that seems to have the greatest effect.The second study focuses on the preconditions of educational encounters. Of interest here are the following questions: what aspects of a teacher’s actions can be understood as forming the preconditions of educational encounters?; what aspects of teaching are significant when it comes to opportunities for educational encounters?; and how can relationship- and knowledge-building dimensions of educational encounters be considered intertwined?Results demonstrate that teachers’ actions that serve to create the preconditions of educational encounters are often everyday and spontaneous, where attentiveness, tolerance, affirmation and extending are significant. These actions often occur simultaneously and are affected by the actions of the children. Together, the results provide opportunity to put words to and highlight how small everyday actions on the part of the teacher can be considered fundamental for educational encounters that simultaneously build relationships and knowledge.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
-
Epilogue
- 2017
-
Ingår i: New Perspectives on Translanguaging and Education. - : Multilingual Matters. - 9781783097807 ; , s. 226-230
-
Bokkapitel (refereegranskat)
|
|
| 7. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
-
Introduktion
- 2018
-
Ingår i: Transspråkande i svenska utbildningssammanhang. - Lund : Studentlitteratur AB. - 9789144119755 ; , s. 11-26
-
Bokkapitel (refereegranskat)
|
|
| 8. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
-
“We know the same languages and then we can mix them” : A child´s perspectives on translanguaging and family language policy
- 2018
-
Konferensbidrag (refereegranskat)abstract
- This study presents an investigation of a young multilingual child, called Laura, and her parents as they navigate language practices using Hungarian, Finnish, and Swedish in their everyday life in Sweden. The multimethod study focused on Laura’s perspectives. Our aim was to highlight a child’s “lived experience” of translanguaging as her views on and experiences of translanguaging reveal how she respects or resists the planned family language policy. First, Laura was interviewed and observed over the course of one day at home with her family. One researcher engaged Laura in play in order to elicit her views on her agency and linguistic repertoire in relation to family language policies. Second, Laura’s parents were interviewed about the implicit and explicit family language policies, and how these policies were initially constructed and then developed in their implementation over the course of the childhood of Laura and her two younger siblings. These interviews and observations were considered together with material (written observations and audio-recorded interactions) collected by the parents since Laura’s birth. The triangulation of methods offers a unique view of how one child exercises agency, makes use of her linguistic resources, articulates metalinguistic awareness, considers societal language hierarchies, and respects or resists the family language policy set forth by her parents—thus creating her own everyday translanguaging practices. Our results indicate the importance of linguistic awareness and repertoires, and suggests the potential that this multilingual child possesses for exercising agency in order to “make sense” of her multilingual world. We argue that focusing on a child’s stories of everyday translanguaging framed within her family’s language policy and practices has relevance for understanding the home, school, and societal implications of young children’s translanguaging.
|
|
| 9. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
-
“We know the same languages and then we can mix them” : A child’s perspectives on everyday translanguaging in the family
- 2018
-
Ingår i: Translanguaging as Everyday Practice. - : Springer. - 9783319948515 ; , s. 49-68
-
Bokkapitel (refereegranskat)abstract
- Our study presents a young multilingual child, here called Laura, and her perspectives on and experiences of everyday language practices using Hungarian, Finnish, and Swedish. Laura was interviewed and observed over the course of one full day in the home with her family, in order to elicit her views on her agency and linguistic repertoire. In addition, Laura’s parents were interviewed about planned and implemented family language policies, and some of the written observations and audio-recorded interactions collected by the parents since Laura’s birth were considered. The thematic analysis reveals Laura’s perspectives on people, spaces and purpose in relation to her flexible use of named and unnamed languages. Laura is keenly aware of translanguaging affordances based on interlocutor, drawing on the resources of others’ repertoires. Laura sometimes challenges her parents’ family policy but also creates her own spaces for translanguaging. Finally, Laura adapts the use of her resources according to perceived purpose, as seen in her changing language use since starting school. The study offers a unique view of how one child exercises agency, makes use of her linguistic repertoire, articulates metalinguistic awareness, and respects or resists the family language policy set forth by her parents, thus creating her own everyday translanguaging practices.
|
|
| 10. |
|
|
