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Translanguaging in English Classrooms in Sweden?: A Study of Teacher Beliefs and Practices
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Lund University, Sweden.ORCID iD: 0000-0002-8686-9959
Lund University, Sweden.
Karlstad University, Sweden.
Karlstad University, Sweden.
2019 (English)In: The third Swedish Translanguaging Conference: Abstracts, Växjö: Linnaeus University , 2019, p. 84-85Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In English Language Teaching in Sweden, the entextualized ideology is monolingual, i.e., English Only (Hult, 2017; Lundahl, 2012). Evidence from a large-scale classroom observation study (Swedish Schools Inspectorate, 2011) and a smaller-scale classroom-interaction study (Authors 3 & 4 2016) reveals a de facto bilingual policy of both English and Swedish enacted in classrooms, however. As studies focusing on English teachers’ beliefs are lacking, we do not know whether in-service English teachers themselves endorse the monolingual belief that is entextualized in education policies (Hult 2017) and materials for pre-service teachers (Lundahl, 2012). In this paper we address this research gap by reporting quantitative results from a nation-wide questionnaire administered to a stratified random sample of in-service teachers of English in Swedish secondary schools (N = 139). The questionnaire, administered online in 2017, targeted beliefs and self-reported practices linked to the use of languages in the English classroom. The results show that an overwhelming majority of teachers (98%) saw multilingualism as something positive, and 83% said that background languages should be drawn upon when learning an additional one. More specifically for English, 63% agreed that pupils learn English best if they are allowed to use their background language(s) in the learning. At the same time, seemingly conflicting, c. 60% stated that they use English only when teaching, and 66% that pupils learn English best if they stick to English only during English lessons. These results will be interpreted through the theoretical lens of ‘educators as policymakers’ (Menken & García, 2010), where teachers are conceived of as active agents implementing language education policies as well as language (learning) ideologies into their teaching practices.

Place, publisher, year, edition, pages
Växjö: Linnaeus University , 2019. p. 84-85
National Category
Didactics Specific Languages
Research subject
Humanities, English Education
Identifiers
URN: urn:nbn:se:lnu:diva-81970OAI: oai:DiVA.org:lnu-81970DiVA, id: diva2:1305002
Conference
The 3rd Swedish Translanguaging Conference, Campus Växjö 11-12 April 2019
Funder
Swedish Research Council, VR UVK 03469Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-30Bibliographically approved

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Källkvist, Marie

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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