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- Lundberg, Adrian
(författare)
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Multilingual educational language policies in Switzerland and Sweden : A meta-analysis
- 2018
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Ingår i: Language Problems and Language Planning. - : John Benjamins Publishing Company. - 0272-2690 .- 1569-9889. ; 42:1, s. 45-69
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on mul- tilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multilingual educational lan- guage policies. These countries were selected because of their similarities regarding the societal context, but they are different in regard to language policy issues and political formation. The articles were systematically identi- fied via two databases, ERIC and LLBA, and in order to examine the latest developments after the introduction of a new language act in Sweden and the harmonization of public education in Switzerland in 2009, only research articles published between 2009 and 2016 were included. The results of the study suggest that a monolingual habitus exists in the Swedish nation state context compared to a more pluralistic approach in Switzerland. The most noteworthy result is the diverging definitions of multilingualism and plurilingual students and how this understanding influences the treatment of educational policies in these two linguistically and culturally superdiverse European countries.
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| 2. |
- Lundberg, Adrian
(författare)
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Teachers’ viewpoints of multilingualism in Switzerland
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study provides qualitative insights into the multilingual sociolinguistic reality in the Swiss educational arena by introducing Q-methodology to explore the ways primary school teachers in Switzerland understand the concept of multilingualism. Particular understandings can lead to misinterpretations of language policy documents, where individual multilingualism is understood as a repertoire of linguistic abilities which is continuously accessed, varied, and developed (Lüdi & Py, 2009). Q was used to identify the currently predominant viewpoints and explicate them in a systematic, holistic and qualitatively-rich fashion (Watts & Stenner, 2012). Lo Bianco (2015) describes Q as a valuable research method in the field of language policy and planning to explore and define ‘the nature and complexity of communication problems’ by mapping out the field of arguments, positions, and the underlying discourses in debate about multilingualism. Teachers from three primary schools (n= 67) participated in the rank-ordering process of 39 statements on the understanding of multilingualism and 32 statements on pedagogical suggestions with multilingual students. With the support of the dedicated computer package PQMethod (Schmolck, 2014), factors were extracted and qualitatively interpreted. Results indicate a large consensus on the understanding of multilingualism and a wide variety of suggested pedagogical action. Implications of the findings for a successful implementation of multilingual educational language policy are discussed. References Lo Bianco, J. (2015). Exploring language problems through Q-sorting. In F. M. Hult & D. C. Johnson (Eds.), Research methods in language policy and planning: A practicle guide (pp. 69-80). Malden, MA: Wiley-Blackwell. Lüdi, G., & Py, B. (2009). To be or not to be ... a plurilingual speaker. International Journal of Multilingualism, 6(2), 154-167. Schmolck, P. (2014). PQMethod. Release 2.35. Retrieved from http://schmolck.userweb.mwn.de/qmethod/downpqmac.htm Watts, S., & Stenner, P. (2012). Doing Q methodological research: theory, method and interpretation. Los Angeles; London: SAGE Publications.
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