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Languaging and identities in the construction and organization of ‘Swedish for immigrants’: Prata svenska vi är i Sverige [Talk Swedish we are in Sweden]
Dalarna University, School of Education and Humanities, Swedish as Second Language.ORCID iD: 0000-0001-7937-3325
2011 (English)In: 14th Biennial EARLI Conference for Research on Learning and Instruction, Exeter UK, 2011Conference paper, Published paper (Other academic) Published
Abstract [en]

The study presented here draws upon the ongoing work in project-KIK, Categorization of Identities and Communication. Project-KIK is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. It focuses on conceptualizations and the “doing” of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. In this study we aim to juxtapose the central ideas vis-a-vis language, identity and learning in contemporary national policy and if and in what ways language, identity and learning can be seen/get played out/are oriented towards in institutional practices/lives. In line with Hult and Hornberger (2008) we bring into play a multidimensional analysis of relations between languages, social contexts and individual speakers, analyzing talk-in-interaction in the Swedish language learning classes for adult immigrants (Swedish for immigrants, Svenska för invandrare Sfi) in relation to contemporary language policy documents. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy (macro level) and the learning that takes place in the language classroom (micro level). The study presented here explores how policies regarding languages are reflected in the organization of language learning for adults. More specifically, we focus upon issues of multilingualism and monolingualism and show how these are oriented towards in the mundane, everyday social practices in classroom settings. The Swedish Language Act from 2009, maintains that ‘Swedish is the principal language in Sweden’, and that ‘all residents of Sweden are to be given the opportunity to learn, develop and use Swedish’. The Act furthermore decrees that persons with ‘”a different mother tongue” are to be ‘given the opportunity to develop and use their mother tongue’. The tension between Swedish as the principle language on the one hand, and a recognition of multilingualism on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom.

Place, publisher, year, edition, pages
Exeter UK, 2011.
Research subject
Utbildning och lärande, Diskurser om svenska och svenskhet inom Svenska för invandrare (sfi)
Identifiers
URN: urn:nbn:se:du-6398OAI: oai:dalea.du.se:6398DiVA, id: diva2:522514
Conference
14th Biennial EARLI Conference for Research on Learning and Instruction , Exeter UK, 30 August - 3 September, 2011
Available from: 2012-03-05 Created: 2012-03-05 Last updated: 2015-06-29Bibliographically approved

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Rosén, Jenny

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf