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Viewpoints about Educational Language Policies: Multilingualism in Sweden and Switzerland
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0001-8555-6398
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2020. , p. 160
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 90
Keywords [en]
multilingualism, educational language policy, Q methodology, systematic review, teacher viewpoints, language
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-17406DOI: 10.24834/isbn.9789178770779ISBN: 978-91-7877-076-2 (print)ISBN: 978-91-7877-077-9 (electronic)OAI: oai:DiVA.org:mau-17406DiVA, id: diva2:1434537
Public defence
2020-09-18, 13:15 (English)
Opponent
Supervisors
Available from: 2020-06-03 Created: 2020-06-03 Last updated: 2022-04-26Bibliographically approved
List of papers
1. Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland
Open this publication in new window or tab >>Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland
2019 (English)In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 64, article id 101244Article in journal (Refereed)
Abstract [en]

Multilingualism is ubiquitous in European mainstream education and has increasingly found its way into educational policy documents. Teachers interpret these documents and make pedagogical decisions based on their experiences and beliefs in order to manage their classrooms. The overtly multilingual polity of Switzerland underwent a paradigmatic shift in language teaching in line with a multilingual turn and provides a particularly useful context to investigate the covert educational language policy by exploring sixty-seven primary teachers’ subjective viewpoints about multilingualism. The qualitative interpretation of the inverted factor analytical result uncovers a gap between the common understanding of the nature of multilingualism and the fragmented intentions of pedagogically reacting to linguistic diversity in the classroom. In conclusion, the current study shows the need for a continuation of professional development and establishment of supportive school conditions for the implementation of this large-scale innovation endeavour in the context under scrutiny.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Multilingual education, Teacher cognition, Switzerland, Innovation implementation, Q methodology
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-2845 (URN)10.1016/j.learninstruc.2019.101244 (DOI)000491618600005 ()2-s2.0-85070560095 (Scopus ID)30028 (Local ID)30028 (Archive number)30028 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
2. Teachers' beliefs about multilingualism: findings from Q method research
Open this publication in new window or tab >>Teachers' beliefs about multilingualism: findings from Q method research
2019 (English)In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 20, no 3, p. 266-283Article in journal (Refereed) Published
Abstract [en]

This study explores teachers’ beliefs about multilingualism and multilingual students in Swedish primary schools. The aim is to support a better-informed discussion about teachers’ decision- making in linguistically diverse classrooms in the European nation- state. The use of Q method combines qualitative and quantitative data analyses. Q material applied in the present study provided the participants with all the necessary language to describe their beliefs. Two Q sets of statements – one regarding the understanding of the phenomenon and the other concerning suggested pedagogical responses in relation to current multilingualism – were constructed using a variety of sources. The participants are forty teachers, predominantly female, employed at three different primary schools in southern Sweden. Applying inverted factor analysis and abductive interpretation, three sets of teachers’ beliefs emerged and descriptions represent the teachers’ complex views about multilingualism in the classroom. Overall, teachers’ beliefs are rather welcoming towards multilingualism and multilingual students and recent concepts with growing acceptance in literature, such as translanguaging, are well accepted. However, sceptical views, often based on monolingual ideologies are present and are likely to pose challenges for the implementation of pluralistic policies. This study contributes to an open debate about benefits and challenges of current multilingualism in education.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Sweden, pedagogy, teachers' beliefs, multilingualism, Q methodology
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:mau:diva-3156 (URN)10.1080/14664208.2018.1495373 (DOI)000465316700004 ()2-s2.0-85049659814 (Scopus ID)26269 (Local ID)26269 (Archive number)26269 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-08-31Bibliographically approved
3. Multilingual educational language policies in Switzerland and Sweden: A meta-analysis
Open this publication in new window or tab >>Multilingual educational language policies in Switzerland and Sweden: A meta-analysis
2018 (English)In: Language Problems and Language Planning, ISSN 0272-2690, E-ISSN 1569-9889, Vol. 42, no 1, p. 45-69Article in journal (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2018
Keywords
curriculum, educational language policy, Switzerland, Sweden, multilingualism, plurilingualism, language policy, European Union
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-3824 (URN)10.1075/lplp.00005.lun (DOI)000436109100003 ()2-s2.0-85046099274 (Scopus ID)26009 (Local ID)26009 (Archive number)26009 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved

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