| 1. |
- Bäcke, Maria, et al.
(författare)
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A TESOL Practicum in Sweden
- 2019
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Ingår i: Current perspectives on the TESOL Practicum. - Cham : Springer. - 9783030287559 - 9783030287580 - 9783030287566 ; , s. 247-263
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Bokkapitel (refereegranskat)abstract
- In the purportedly egalitarian society of Sweden, with a self-proclaimed feminist government stressing that any inequalities should be minimized, and democratic values taught, one of the roles of pre-service teachers is to teach the values of Swedish society entextualized in the national curriculum. This implies teaching democracy and equal/human rights – in theory as well as in practice. With Foucault’s work on power as well as Deleuze’s and Guattari’s notions of smooth and striated space as backdrops, this chapter discusses how pre-service teachers can discover patterns of power and subversion and learn how to manage their own power in a balanced manner. An increased awareness of the mechanisms of power, and respect for everyone else’s equal rights as well as one’s own, should also have the goal and possibility of creating a sustainable classroom environment. With Swedish policy as a foundation, and knowledge of cultural differences and power structures, pre-service teachers can become teachers who convey information, read and affect the power strategies in their environment in a balanced manner, while working for democracy and equal rights more easily and successfully. © Springer Nature Switzerland AG 2019.
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| 2. |
- Hult, Francis M., et al.
(författare)
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Entextualising Ideologies about English and Multilingualism in a University Language Policy
- 2013
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Ingår i: The English Language in Teaching in European Higher Education, 19 April - 21 April 2013, Copenhagen. ; , s. 20-21
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Konferensbidrag (refereegranskat)abstract
- Contemporary multilingualism in Sweden led to the creation of a language law in 2009 (SFS 2009:600), making Swedish the official language and passing on the responsibility for protecting the continued use of Swedish in all domains of society to public sector institutions. Given the growing need for English in today’s globalized tertiary-level education and scientific research, Swedish universities now need to develop their own procedures and policies that attend both to the language law and to the need to be globalized.This paper, then, which reports on part of a larger ethnographic/discourse analytic project, examines how ideologies about English and multilingualism are entextualized in a language policy that was developed by a committee at a major Swedish university. Using nexus analysis (Scollon & Scollon, 2004), we map the discourses in place reflected in the policy in order to lift forward how core language ideologies are intertwined with institutional language planning. Analysis brings to light intertextual connections to language ideologies reflected in the national language law, in particular (i) ‘clear language’ in all the university’s communication regardless of language used and (ii) Swedish as the main language to be used in all official documents that have legal force. Moreover, the need to be globalized and accessible to non- Swedish-speaking individuals is to be met by Swedish-English bilingualism, resemiotized (Scollon & Scollon 2004) in the policy as ‘parallel language use’, in most of the university’s communication. Further, Swedish is stipulated as the main medium of instruction in first-cycle undergraduate courses, with growing use of English at the second- and third-cycle levels, and in the university’s research activities. Finally, reflecting Sweden’s linguistic hierarchy (Hult 2012), multilingualism was backgrounded in the policy text but still framed as important asset to the university.
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| 3. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Implementational Space for Multilingualism at a Swedish University Following the Passing of the Swedish Language Act
- 2015
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Ingår i: American Association for Applied Linguistics (AAAL), March 21–24, 2015, Fairmont Royal York, Toronto, Canada.
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Konferensbidrag (refereegranskat)abstract
- This study uses ethnography of language policy and discourse analysis to examine implementational space created for Swedish and other languages in a university language policy and how these relate to the Swedish Language Act. Results show that considerable space is made for languages other than Swedish in teaching and research.
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| 4. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Monolingual - Bilingual - Multilingual Tensions in Higher Education
- 2021
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Ingår i: AILA 2021 - World Congress in Applied Linguistics. - : University of Groningen.
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Konferensbidrag (refereegranskat)abstract
- In the Nordic countries, university language policy and planning centers on balancing the use of the national languages(s) vis-à-vis English (Hultgren, Gregersen & Thøgersen, 2017), whereas less attention has been paid to the roles played by other languages. The present study focuses on how space was negotiated for different languages in real time by a university language-policy committee while crafting a draft policy. Using an ethnographic discourse analytical approach (Barakos & Unger, 2016; Hornberger & Johnson, 2007), interactional and textual data were collected over 10 months during committee negotiations. The data were analyzed using qualitative content analysis (Saldaña, 2015; Zhang & Wildemuth, 2009) in applying Ruiz’s (1984) orientations to language: language-as-problem, language-as-right and language-as-resource, and Blommaert’s (2007) concept of ‘scale’. Analysis revealed that English, Swedish and other languages were variously positioned as problem or resource: English as problem in undergraduate teaching and in performing certain University ceremonies, and as resource in communicating research and in communication with international students, staff and external reviewers. Swedish was framed as problem in the domains of research communication and in communication with international staff, students and reviewers, but as resource on the institutional scale. Other languages, notably 'Scandinavian', were positioned as resources in restricted areas of University operations. Individual multilingualism was framed as resource, whereas institutional multilingualism was positioned as problem. Parallel-language use (Swedish and English) was framed as being the only solution to the tension between the Swedish Language Act’s requirement of Swedish in legally binding documents and the requirement of English in the University’s international operations. In sum, this presentation illustrates tensions between a Swedish University’s need for monolingualism, parallel-language use and multilingualism on the individual and institutional scales, as well as languages named and identified as problems and resources on the institutional, research-discipline and individual scales.
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| 5. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Multilingualism as problem or resource? : Negotiating space for languages other than Swedish and English in university language planning
- 2020
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Ingår i: ASLA-symposiet 2020 : Abstraktsamling. - : Association suédoise de linguistique appliquée. ; , s. 64-64
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Konferensbidrag (refereegranskat)abstract
- In the Nordic countries, university language policy and planning (LPP) centers on balancing the use of the national language(s) vis-à-vis English (Gregersen, 2014), conceptualized as parallel-language use (Josephson, 2005; Bolton & Kuteeva, 2012). The strong presence of English leads to tension between language dominance and language diversity (Liyanage, 2018), and LPP research has paid less attention to diversity/multilingualism than to parallel-language use in the Nordic context. In the present study, we address this research gap by focusing on how space was negotiated in real time for languages other than Swedish and English during language-policy negotiations by a committee while they were drafting a language-policy document at a Swedish university. Using an ethnographic discourse analytic approach (Barakos & Unger, 2016; Hult, 2015) and applying Ruiz’s (1984) orientations to language framework, we analyse transcribed audio-recorded language-policy committee meetings, textual data used in the meetings and ethnographic notes taken during meetings. Analysis reveals what languages were brought in to the negotiations to play a role in the University’s language practices, and by whose agency they were brought in. The analysis further reveals that different languages were variously positioned as problem or resource, and that the problem and resource orientations were co-present in the policy negotiations.
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