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Prata svenska, vi är i Sverige! [Talk Swedish, we are in Sweden!]: a study of practiced language policy in adult language learning
Dalarna University, School of Education, Health and Social Studies, Educational Work. Örebro university. (CCD - culture communication diversity)ORCID iD: 0000-0001-7937-3325
Örebro University. (CCD- culture, communication and diversity)
2015 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 31, 59-73 p.Article in journal (Refereed) Published
Abstract [en]

The study presented here draws upon the ongoing work in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. 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 balance between Swedish as the principle language on the one hand, and a recognition of many language varieties on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom. Research concerned with the language situation of adult immigrants in different European national contexts is not uncommonly founded upon an understanding of language varieties in terms of being standardized, static and with defined (often national) boundaries. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy and the learning that takes place in the language classroom, using the approach of nexus analysis developed by Scollon and Scollon, wherein the social action is placed into the intersection of discourses in place, interaction order and the collectively framed historical bodies of both participants and institutions. Our analysis sheds light upon how interaction at the micro level is constituted in and at the same time constitutes discourses on a macro level as well as the historical bodies of the participants in the interaction in institutional settings.

Place, publisher, year, edition, pages
2015. Vol. 31, 59-73 p.
Keyword [en]
Practiced language policy; Language learning; Nexus analysis; Swedish for immigrants (Sfi)
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-12214DOI: 10.1016/j.linged.2015.05.003ISI: 000368101800005OAI: oai:DiVA.org:du-12214DiVA: diva2:620929
Available from: 2013-05-12 Created: 2013-05-12 Last updated: 2016-02-05Bibliographically approved
In thesis
1. Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare
Open this publication in new window or tab >>Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2013. 201 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 38
Keyword
´Swedish for immigrants, SFI, language education, language policy, categorizations, identity, second language learning, immigrantness, intersectionality
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-13347 (URN)978-91-7668-934-9 (ISBN)
Public defence
2013-05-31, Föreläsningssal 5, Högskolan Dalarna, Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2013-11-28 Created: 2013-11-27 Last updated: 2015-06-29Bibliographically approved

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Citation style
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