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  • 1.
    Rosén, Jenny
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Örebro university.
    Bagga-Gupta, Sangeeta
    Örebro University.
    Prata svenska, vi är i Sverige! [Talk Swedish, we are in Sweden!]: a study of practiced language policy in adult language learning2015Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 31, s. 59-73Artikel i tidskrift (Refereegranskat)
    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.

  • 2.
    Rydell, Maria
    Stockholms universitet, Svenska/Nordiska språk.
    Being ‘a competent language user’ in a world of Others – Adult migrants’ perceptions and constructions of communicative competence2018Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 45, s. 101-109Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article investigates the lived experience of language (Busch, 2017) in relation to perceptions of what it means to be ‘a competent language user’. How to define language competence is an ongoing discussion in applied linguistics. However, relatively little attention has been given to the lived experiences of adult migrants with respect to their perceptions of competence. Drawing on an analysis of focus group discussions with adult migrants enrolled in a language program in basic Swedish, this article builds on understandings of communicative competence as a relational construct shaped by intersubjective processes. Corroborating the relational view of competence is the importance given to emotional perspectives on competence and the role played by assessments, both those made by others and internalized self-assessments. Meanwhile, discourses on the language competence of adult migrants often frame successful language learning as an individual responsibility and achievement, obscuring the relational process underlying the perceptions and constructions of communicative competence.

  • 3.
    Wedin, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages2020Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 55, s. 1-8, artikel-id UNSP 100775Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article draws on the case of the writing of one boy in grade four and five, to examine multilingual school policy on classroom level, in the form of attitudes and practices, which support students’ identities by affirming their diverse identities and offering spaces for identity negotiation. Based on analysis of the two texts, combined with interviews and observations from classroom practices were the texts were produced and presented, it is argued that by including students’ diverse language in education as resources, space may be created for students’ to negotiate identities. In this case the boy in focus used the writing to express a variety of identities. It is argued that teachers can actively choose to challenge coercive power relations by supporting students’ diversity through the inclusion of students’ diverse language resources, which is particularly important for students who stand a risqué of being exposed to marginalization or stigmatization.

     

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    Negotiating identities
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