| 1. |
- Alisaari, Jenni, et al.
(author)
-
Mother tongue education in four Nordic countries : problem, right or resource?
- 2023
-
In: Apples - Journal of Applied Language Studies. - : University of Jyväskylä. - 1457-9863. ; 17:2, s. 52-72
-
Journal article (peer-reviewed)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. |
|
|
| 3. |
- Snoder, Sara, 1978-
(author)
-
"Det är inte så att vi exklusivt pratar svenska." : Flerspråkighetens möjliga utrymmen i låg- och mellanstadieklassrum. En studie av flerspråkiga grundskollärares perspektiv
- 2022
-
Doctoral thesis (other academic/artistic)abstract
- This dissertation explores and discusses minoritized multilingual teachers’ perspectives on their own multilingualism, and their use of languages other than Swedish, the language of instruction, in regular teaching. Multilingual teachers comprise about 20 percent of the teacher population in Swedish primary schools and the number of pupils who speak minoritized language(s) (that is, languages other than Swedish) is growing. The overall aim of this thesis is to contribute new and increased knowledge about possibilities for using minoritized languages in mainstream teaching in primary schools (with pupils ages 7–12). Five multilingual teachers at two different schools with a high proportion of pupils with migrant backgrounds participated in the study. The fieldwork spanned over a six-month period during which I observed lessons and other activities, wrote fieldnotes and conducted interviews with the teachers. Furthermore, I conducted a research-generated activity that included work with language portraits and reflective conversations among teachers. Methodologically, the study is rooted in linguistic ethnography where an analytical focus is on both interaction and the wider social context. The overall theoretical framework is socio-constructivism, which also contributed useful analytical concepts. Article I focused on what and how teachers discursively position their own multilingualism in relation to their teaching, pupils, colleagues and caregivers. In Article II, I focused on the teachers’ practiced language policy. The analysis was based on fieldnotes from observations in class and during the school day. In Article III, I illuminated multilingual teachers’ perspectives on their pupils’ language identity construction through language portraits. The results from the three studies show how minoritized multilingual practices among the teachers and their pupils are (re)negotiated, limited or enabled in an ongoing process meaning that some of the teachers relate to their own multilingual use with ambivalence. The results also show how the teachers construct their multilingualism as a resource, for example, by creating spaces where multilingual use is valued and legitimized, both for subject learning and for a sense of emotional safety, and also in relation to caregivers. Teachers’ reflections thus comprise complex notions of language, linguistic identity and multilingualism, which they interconnect with own experiences and emotional understanding. The thesis aims to contribute to further discussions and research about minoritized multilingualism in (Swedish) primary school contexts, where both pupils and teachers are able to use their whole language repertoires to enhance learning and develop multilingual identities.
|
|
| 4. |
- Snoder, Sara, et al.
(author)
-
Legitimerad flerspråkighet i utspädd dos - flerspråkiga grundskollärares perspektiv
- 2021
-
In: Acta Didactica Norden. - : University of Oslo Library. - 2535-8219. ; 15:2
-
Journal article (peer-reviewed)abstract
- Utifrån en kritisk diskursanalytisk lins undersöker föreliggande studie hur fem flerspråkiga lärare i grundskolans tidiga år diskursivt positionerar sin egen flerspråkighet och i förhållande till undervisning, elever, kollegor och vårdnadshavare. Syftet är att bidra med ny kunskap om vilken betydelse lärares flerspråkighet kan ha i undervisningssammanhang i skolans tidiga år. Med en etnografisk ansats genomfördes deltagande observationer i två grundskolor med hög andel flerspråkiga elever (ålder 7–12 år) och lärare. Data består av transkriberade intervjusamtal med de fem flerspråkiga lärarna och fältanteckningar från deras undervisning. Resultaten visar hur lärarnas diskursiva positionering av sin flerspråkighet och av flerspråkig användning tog sig olika uttryck, som rättighet och resurs såväl som problem (Ruíz, 1984). Lärarnas flerspråkiga policy uppfattades ha särskilt stor betydelse i förhållande till vårdnadshavare även om det också fanns uttryck för ambivalens, t.ex. i positionering av språklig behärskning av svenska och andra språk. Negativa upplevelser fanns av att bli positionerad som icke-legitim talare av svenska, jämte uttryck för en mer dynamisk syn på språk och identitet hos några av lärarna. Trots lärarnas legitimering (Van Leeuwen,2007) av en flerspråkighetspolicy lokalt (Bonacina-Pugh, 2020) utmanades inte svenska som undervisningsspråk i stort, vilket t.ex. var märkbart i uttryckta gränser för användning av andra språk än svenska. Fler liknande fallstudier i ordinarie undervisning i skolans tidiga år behövs, då elever socialiseras in i skolans språkliga register, för ytterligare kunskap om hur flerspråkiga praktiker kan ta sig uttryck, var gränserna går och deras betydelse i dagens heterogena klassrum.
|
|
| 5. |
|
|
