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Translanguaging space and and bilingual development in the Swedish school
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).ORCID-id: 0000-0002-5882-4112
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
2017 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

In Swedish schools bilingual students are given the opportunity of developing their heritage language by lessons in mother tongue instruction. The students are supposed to “receive credence in their language ability possibilities to develop their cultural identity and become multilingual” (Skolverket 2011:87,our translation).  The saying of the syllabi implies that the students are expected to be able to be functional bilinguals, which however seem to be impossible in the Swedish-centered school where almost all lessons are performed in Swedish. The uneven proportions between the educational languages disadvantage bilinguals and split up their language experiences, and so considerably reduce their chances to become coequally bilingual.

Following Baker (2001) that translanguaging may help the developing of the weaker language the aim of this study is to investigate and discuss the possibilities of becoming coequally bilingual after having had both mother tongue subject and three years’ of strategically planned translanguaging in the classroom.

Translanguaging researchers (i.e. Garcia 2009; Garcia & Wei, 2014) regard language ability as an inwrought and complex proficiency that is compounded by all language experiences, and languages cannot be regarded as defined entities. Skills in the mother tongue are shown to support both second language development and learning in other areas. Access to mother tongue instruction has significance for multilingual pupils’ literacy development as well as personal and cultural identity, emotional and social maturity, and cognitive development (Cummins & Schecter, 2003; Janks, 2010). They suggest that students’ linguistic potential should be utilized in all teaching in order to strengthen their identity and for them to achieve optimal learning and development in their languages.

This study includes nine 12 years old students who have studied mother tongue subject in Russian, Bosnian or Arabic all through their start in the Swedish school. They have also participated in translanguaging education activities for three years in other school subjects. The conclusion of this is that they have been exposed to an unusual amount of bilingual education compared to other bilingual students in Swedish compulsory schools.

The material consists of suveys, interviews and a collection of written texts from a period of three years. To evaluate the written language development the texts have been analyzed quantitatively with lexical and syntactic variables. The quantitative results of the text analysis have been compared and  reflected to other variables as onset of Swedish, students' evaluations of the afforded learning and assessments of   own language skills. 

Results display large variations in bilingual development between the students. The time of onset does not seem to be a decisive factor, while students' confidence in their own language skills plays a major role. According to the answers in the survey the confidence can be both strengthened and weakened by the parents' and teachers' attitudes towards the value of multilingual skills. The survey also show that translanguaging elements in education have mattered regarding the students’ possibilities to assimilate factual subjects. 

Ort, förlag, år, upplaga, sidor
2017.
Nyckelord [en]
Bilingual, language development, language ability, multilingual, translanguaging
Nationell ämneskategori
Språk och litteratur
Forskningsämne
Pedagogik och Utbildningsvetenskap; Humaniora, Svenska som andraspråk
Identifikatorer
URN: urn:nbn:se:lnu:diva-62770OAI: oai:DiVA.org:lnu-62770DiVA: diva2:1092316
Konferens
Translanguaging - researchers and practitioners in dialogue,Örebro University, Sweden, 28-29 March, 2017
Anmärkning

Ej belagd 170505

Tillgänglig från: 2017-05-02 Skapad: 2017-05-02 Senast uppdaterad: 2017-05-05Bibliografiskt granskad

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Av författaren/redaktören
Torpsten, Ann-ChristinSvensson, Gudrun
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Institutionen för pedagogik (PED)Institutionen för svenska språket (SV)
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Totalt: 155 träffar
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