Policy and Practice for Multilingual Educational Settings

Description

Chapters compare and contrast across disciplines and contexts to uncover new layers in our understandings of multilingualism

Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. The book is open access under a CC BY NC ND licence.

Contributors

Siv Björklund and Mikaela Björklund: Introduction

Chapter 1. Jim Cummins and Jarmo Lainio: A Comparison of Swedish and Canadian Educational Policies and Instructional Practices: The Case of Multilingual Language Learners

Chapter 2. Kamil Özerk and Colin H. Williams: National Curriculum Reforms and Their Impact on Indigenous and Minority Languages: The Sami in Norway and Welsh in Wales in Comparative Perspective

Chapter 3. Anna Slotte, Janus Spindler Møller and Tuuli From: Languaging and Language Policies among Multilingual Children and Youth Groups in Finland and Denmark

Chapter 4. Júlia Llompart, Tjaša Dražnik and Mari Bergroth: ‘I am a Plurilingual Speaker, but can I Teach Plurilingual Speakers?’ Contradictions in Student Teacher Discourses on Plurilingualism in Spain, Slovenia and Finland     

Chapter 5. Sviatlana Karpava, Mikaela Björklund and Siv Björklund: In Search of Dominant Language Constellations among Multilingual Young Adults in Cyprus and Finland: The Influence of Multiple Language Use and Practices on Linguistic Identity and Trajectories as Future Teachers

Chapter 6. Agnieszka Otwinowska, Mari Bergroth and Eve Zyzik: Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California

Chapter 7. Lorenzo Zanasi, Karita Mård-Miettinen and Verena Platzgummer: Researching Adolescents’ Linguistic Repertoires in Multilingual Areas: Case Studies from South Tyrol and Finland

Colin H. Williams: Creating Synergies in Comparative Multilingualism: An Epilogue

Index

Sujets

• Disciplines
• Language Arts
• EDUCATION
• Linguistics
• Multilingualism
• Professional
• Postgraduate education
• General officer
• Sociolinguistics
• General
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 23 mars 2023
• Nombre de lectures: 0
• EAN13: 9781800413009
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Policy and Practice or Multilingual Educational Settings

BILINGUAL EDUCATION & BILINGUALISM

Series Editors:Nancy H. Hornberger(Unîversîty o Pennsylvanîa, USA) andWayne E. Wright(Purdue Unîversîty, USA) Bîîngua Educatîon and Bîînguaîsm îs an înternatîona, mutîdîscî- pînary serîes pubîshîng research on the phîosophy, poîtîcs, poîcy, pro- vîsîon and practîce o anguage pannîng, Indîgenous and mînorîty anguage educatîon, mutîînguaîsm, mutîcuturaîsm, bîîteracy, bîîn- guaîsm and bîîngua educatîon. The serîes aîms to mîrror current debates and dîscussîons. New proposas or sînge-authored, mutîpe-authored, or edîted books în the serîes are warmy wecomed, în any o the oowîng categorîes or others authors may propose: overvîew or întroductory texts; course readers or genera reerence texts; ocus books on partîcuar mu- tîîngua educatîon program types; schoo-based case studîes; natîona case studîes; coected cases wîth a cear programmatîc or conceptua theme; and proessîona educatîon manuas. A books în thîs serîes are externay peer-revîewed. Fu detaîs o a the books în thîs serîes and o a our other pubîcatîons can be ound on http://www.mutîîngua-matters.com, or by wrîtîng to Mutîîngua Matters, St Nîchoas House, 31–34 Hîgh Street, Brîsto, BS1 2AW, UK.

BILINGUAL EDUCATION & BILINGUALISM: 138

Policy and Practice or Multilingual Educational Settings

Comparisons across Contexts

Edited by Siv Björklund and Mikaela Björklund

MULTILINGUAL MATTERS Brîsto • Jackson

DOI https://doi.org/10.21832/BJORKL2989 Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Names: Björklund, Siv, editor. | Björklund, Mikaela, editor. Title: Policy and Practice for Multilingual Educational Settings:  Comparisons across Contexts/Edited by Siv Björklund and Mikaela Björklund. Description: Jackson: Multilingual Matters, [2023] | Series: Bilingual  Education & Bilingualism: Volume 138 | Includes bibliographical  references and index. | Summary: “Exploring multilingualism as a  complex, contextrelated, societal and individual phenomenon, this book  centres around perspectives on how multiple languages are made  (in)visible within educational settings. The chapters compare findings  across geographical contexts in the areas of language policy and  planning, multilingual practices and identity”— Provided by publisher. Identifiers: LCCN 2022050578 (print) | LCCN 2022050579 (ebook) | ISBN  9781800412996 (paperback) | ISBN 9781800412989 (hardback) | ISBN  9781800413016 (epub) | ISBN 9781800413009 (pdf) Subjects: LCSH: Multilingual education—Crosscultural studies. | Education  and state—Crosscultural studies. | Language and languages—Study and  teaching—Crosscultural studies. | Multicultural  education—Crosscultural studies. Classification: LCC LC3715 .P66 2023 (print) | LCC LC3715 (ebook) | DDC  370.117/5—dc23/eng/20221115 LC record available at https://lccn.loc.gov/2022050578 LC ebook record available at https://lccn.loc.gov/2022050579

British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.

ISBN13: 9781800412989 (hbk) ISBN13: 9781800412996 (pbk) ISBN13: 9781800413009 (pdf) ISBN13: 9781800413016 (epub)

Open Access

Except where otherwise noted, this work is licensed under the Creative Commons AttributionNoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/ bynd/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Multilingual Matters UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK. USA: Ingram, Jackson, TN, USA.

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Contents

1

2

3

4

5

6

Contrîbutors Introductîon Sîv Björklund and Mîkaela Björklund A Comparîson o Swedîsh and Canadîan Educatîona Poîcîes and Instructîona Practîces: The Case o Mutîîngua Language Learners Jîm Cummîns and Jarmo Laînîo Natîona Currîcuum Reorms and Theîr Impact on Indîgenous and Mînorîty Languages: The Samî în Norway and Wesh în Waes în Comparatîve Perspectîve Kamîl Özerk and Colîn H. Wîllîams Languagîng and Language Poîcîes among Mutîîngua Chîdren and Youth Groups în Fînand and Denmark Anna Slotte, Janus Spîndler Møller and Tuulî From ‘I Am a Purîîngua Speaker, but Can I Teach Purîîngua Speakers?’ Contradîctîons în Student Teacher Dîscourses on Purîînguaîsm în Spaîn, Sovenîa and Fînand Júlîa Llompart, Tjaša Dražnîk and Marî Bergroth In Search o Domînant Language Consteatîons among Mutîîngua Young Aduts în Cyprus and Fînand: The Influence o Mutîpe Language Use and Practîces on Lînguîstîc Identîty and Trajectorîes as Future Teachers Svîatlana Karpava, Mîkaela Björklund and Sîv Björklund Supportîng Mutîîngua Learnîng în Educatîona Contexts: Lessons rom Poand, Fînand and Caîornîa Agnîeszka Otwînowska, Marî Bergroth and Eve Zyzîk

v

vîî 1

11

39

68

95

121

147

vi Policy and Practice or Multilingual Educational Settings

7

Researchîng Adoescents’ Lînguîstîc Repertoîres în Mutîîngua Areas: Case Studîes rom South Tyro and Fînand Lorenzo Zanasî, Karîta Mård-Mîettînen and Verena Platzgummer Creatîng Synergîes în Comparatîve Mutîînguaîsm: An Epîogue Colîn H. Wîllîams

Index

173

198

213

Contributors

Editors Mikaela Björklundhas worked as a unîversîty ecturer în oreîgn anguage educatîon at the Facuty o Educatîon and Weare Studîes at Åbo Akademî Unîversîty. Her maîn research înterests ocus on content and anguage întegrated earnîng (CLIL), înguîstîc and cutura întegratîon patterns în prîmary schoo contexts, încudîng teacher beîes, pupîs’ patterns o mu- tîîngua anguage use and înguîstîc schooscapes. Her most recent research înterest îs teacher educatîon as an arena or anguage awareness and mutîîngua anguage use. She îs one o the înîtîators o the Workshop on Mutîînguaîsm network and has co-edîted severa academîc voumes.

Siv Björklundîs Proessor o Swedîsh îmmersîon and mutîînguaîsm at the Facuty o Educatîon and Weare Studîes at Åbo Akademî Unîversîty. Her research encompasses Swedîsh as a second anguage, bîîngua and mutîîngua earnîng, CLIL and mînorîty studîes. Recent research proj- ects ocus on the reatîon between mutîînguaîsm and îdentîty în îmmer- sîon programs, pedagogîca practîces or anguage-dîverse casses and the deveopment o partîcîpatory wrîtîng among students wîth Swedîsh as a first or second anguage în dîferent cassroom settîngs. Björkund îs aso one o the ounders o theJournal o Immersîon and Content-Based Language Educatîon.

Authors Mari Bergroth(PhD) works as senîor ecturer în educatîona scîences at the Unîversîty o Hesînkî, Fînand. She hods a tîte o Assocîate Proessor în educatîon: îmmersîon educatîon and înguîstîc dîversîty at Åbo Akademî Unîversîty, Fînand. Her research înterests încude mutîîngua- îsm, mutîîngua earnîng and teachîng. Her recent pubîshed work ocuses on educatîona poîcy, anguage-în-educatîon poîcy, amîy an- guage poîcy, deveopîng anguage aware înîtîa and în-servîce teacher educatîon or both bîîngua and maînstream educatîon.

vii

viii Policy and Practice or Multilingual Educational Settings

Jim Cumminsîs Proessor Emerîtus at the Ontarîo Instîtute or Studîes în Educatîon o Unîversîty o Toronto and was Adjunct Proessor at Åbo Akademî Unîversîty în Fînand rom 2015 to 2019. Hîs research ocuses on îteracy deveopment în educatîona contexts characterîzed by înguîs- tîc dîversîty. In numerous artîces and books, he has expored the nature o anguage proficîency and îts reatîonshîp to îteracy deveopment, wîth partîcuar emphasîs on the întersectîons o socîeta power reatîons, teacher–student îdentîty negotîatîon and îteracy attaînment în mutîîn- gua cassrooms.

Tjaa Dražnik(MA) îs a doctora candîdate at the Facuty o Educatîon and Weare Studîes at Åbo Akademî Unîversîty, Fînand. She has recenty been workîng în an înternatîona Erasmus+Lînguîstîcay project, Sensîtîve Teachîng în A Cassrooms (Lîstîac), as a member o a research group at the Facuty o Educatîon o the Unîversîty o Ljubjana, Sovenîa. She hods a Master’s degree în Teachîng Engîsh and French as a Foreîgn Language.

Tuuli Fromîs a project researcher at the Facuty o Educatîon and Weare Scîences, Åbo Akademî Unîversîty, Fînand, în the project Cîtîzen Scîence research on co-ocated schoos în Fînand and Itay. In her PhD thesîs (Unîversîty o Hesînkî, 2020) she examîned how anguage poîcîes oper- ate through symboîc and materîa spaces în bîîngua educatîona set- tîngs, partîcuary în co-ocated Fînnîsh- and Swedîsh-medîum schoos în Fînand and bîîngua Sweden–Fînnîsh schoos în Sweden. From’s research înterests încude studyîng questîons reated to anguage, power and socîa dîference în educatîon usîng crîtîca and ethnographîc approaches.

Sviatlana Karpava îs a ecturer în Appîed Lînguîstîcs/TESOL and Lînguîstîcs Sectîon Coordînator at the Department o Engîsh Studîes, Unîversîty o Cyprus. She îs aso Co-coordînator o the Testîng, Teachîng and Transatîon Lab. Dr Karpava has presented her research at numerous înternatîona conerences and her research work has been pubîshed în varîous peer-revîewed journas. Her areas o research are appîed înguîs- tîcs, syntax, semantîcs and pragmatîcs, phonetîcs and phonoogy, speech perceptîon and productîon, orthography, first and second anguage acquî- sîtîon, bîînguaîsm, mutîînguaîsm, socîoînguîstîcs, teachîng and edu- catîon, crîtîca dîgîta îteracy, herîtage anguage use, maîntenance and transmîssîon, anguage oss, shît and attrîtîon, amîy anguage poîcy, home îteracy envîronment and întercutura communîcatîon.

Jarmo Lainioîs Proessor o Fînnîsh at Stockhom Unîversîty (2008–). Hîs research covers socîoînguîstîcs, socîoogy o anguage, mînorîty an- guages, anguage poîcy and (bîîngua) educatîona înguîstîcs. He îs the co-ounder o a network o teacher traînîng educators o natîona mînorîty

Contributors ix

anguages (Nätmîn) and the Swedîsh member o the Councî o Europe’s Commîttee o Experts sînce 2005, monîtorîng the European Charter or Regîona or Mînorîty Languages. In 2017 he was a Specîa Inquîrer or the Swedîsh Government, regardîng the înstructîon o natîona mînorîty an- guages (SOU 2017:91). He has been wîdey pubîshed în the fieds men- tîoned above.

Júlia Llompartîs a postdoctora researcher and prîncîpa învestîgator or the CULT project (Constructîng a coaboratîve understandîng o earnîng and teachîng or the XXI century, Mînîsterîo de Cîencîa e Innovacîón, PID2020-115446RJ-I00) at the Unîversîtat Autònoma de Barceona and a member o the GREIP. Her research ocuses on purîîngua practîces în educatîon, anguage medîatîon and teachîng and earnîng în non-orma settîngs. Her work combînes ethnography, coaboratîve and partîcîpatory actîon research and conversatîon anaysîs. She has partîcîpated în natîona and înternatîona projects and has severa pubîshed artîces reated to her research înterests.

Karita MårdMiettinen îs Proessor în Appîed Lînguîstîcs at the Unîversîty o Jyväskyä, Fînand. Her research ocuses especîay on prac- tîces and poîcîes în eary anguage earnîng and teachîng, and mutîpe anguage earnîng în bîîngua educatîon and addîtîona anguage teachîng settîngs. She appîes ethnographîc, coaboratîve and vîsua methods and adopts content and dîscourse anaytîc approaches.

Janus Spindler Møllerîs Assocîate Proessor at the Department o Nordîc Studîes and Lînguîstîcs (NorS) at the Unîversîty o Copenhagen. In 2009, he earned a PhD wîth a thesîs on the ongîtudîna deveopment o poyîn- gua practîces among a group o Danes wîth Turkîsh background. Hîs maîn fieds o înterest are anguagîng, înteractîona socîoînguîstîcs and anguage îdeoogy. He îs currenty eadîng the Everyday Languagîng Project, whîch studîes anguagîng among schoo students în a cuturay dîverse area o Copenhagen, and îs partîcîpatîng în the SoMeFamîy Project, deaîng wîth socîa medîa actîvîtîes wîthîn amîîes vîewed across generatîons. Hîs work has been pubîshed în a range o journas.

Agnieszka Otwinowska(MA, PhD, Habî.) îs Assocîate Proessor at the Facuty o Modern Languages, Unîversîty o Warsaw, Poand. Her research învoves mutîîngua anguage acquîsîtîon, cross-înguîstîc înflu- ences, chîd bîînguaîsm, oreîgn anguage teachîng and CLIL (bîîngua) educatîon. She îs a teacher traîner and an author o course books and sy- abuses or Engîsh anguage teachîng approved by the Poîsh Mînîstry o Educatîon; she aso worked as an externa expert or the Poîsh Educatîona Research Instîtute. She has been an actîve member o European academîc networks: the Internatîona Assocîatîon o Mutîînguaîsm, the Network

x Policy and Practice or Multilingual Educational Settings

on Mutîînguaîsm organîzed by the Unîversîty o Vaasa and Åbo Akademî, COST Actîon IS0804 Language Impaîrment în a Mutîîngua Socîety and COST Actîon IS1306 New Speakers în a Mutîîngua Europe: Opportunîtîes and Chaenges.

Verena Platzgummerhods a PhD rom the Unîversîty o Vîenna and îs member o a research team on mutîînguaîsm at the Instîtute or Appîed Lînguîstîcs at Eurac Research în Bozen-Bozano. Her înterests îe prîmar- îy în înguîstîc repertoîres, anguage îdeoogîes and an guage în educa- tîon, whîch she învestîgates wîth socîoînguîstîc and înguîstîc ethnographîc methods.

Anna Slottehas the tîte o Docent and works as a senîor unîversîty ec- turer at the Swedîsh teacher educatîon program at the Unîversîty o Hesînkî, Fînand. Her prîmary fieds o research are mutîînguaîsm, vîdeo ethnography and dîgîta îteracy. She îs especîay înterested în an- guage sensîtîve teachîng, dîgîtaîzed text practîces în schoo and anguage- crossîng actîvîtîes în the everyday îves o chîdren and youth. She îs a member o the Nordîc Center o Exceence, Quaîty în Nordîc Teachîng (QUINT) (2018–2024).

Colin H. Williamswas Research Proessor în Socîoînguîstîcs, now an Honorary Proessor, în the Schoo o Wesh, Cardîf Unîversîty, UK. Currenty he îs a Vîsîtîng Feow, and a Senîor Research Assocîate o the Von Hüge Instîtute at St Edmund’s Coege, the Unîversîty o Cambrîdge, UK where he specîaîzes în post-conflîct reconstructîon and reconcîîa- tîon. Hîs maîn schoary înterests are socîoînguîstîcs and anguage poîcy în mutîcutura socîetîes, ethnîc and mînorîty reatîons and poîtîca geography. Wîîams has advîsed government agencîes în Eur ope and North Amerîca on mînorîty îssues and currenty advîses the Wesh Government on îts Oicîa Language Strategîes.

Lorenzo Zanasi îs a senîor researcher at the Instîtute or Appîed Lînguîstîcs at Eurac Research în Bozen-Bozano, Itay. He hods a PhD în înguîstîcs rom the Unîversîty or Foreîgners, Sîena, Itay, and has aso studîed at the Sapîenza Unîversîty o Rome. He has taught Itaîan as a second anguage în Itay as we as în France, Morocco and Srî Lanka. Hîs research înterests îe în the fieds o Itaîan înguîstîcs, educatîona înguîs- tîcs and purîîngua teachîng methodoogy.

Eve ZyzikUnîversîty o Caîornîa, Davîs) îs Proessor în the (PhD, Department o Languages and Appîed Lînguîstîcs at the Unîversîty o Caîornîa, Santa Cruz. She has pubîshed on a varîety o topîcs reated to second anguage acquîsîtîon, herîtage anguage deveopment and îssues reated to anguage pedagogy în content-based courses. She has pubîshed