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: 9781800413016
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Policy and Practice for Multilingual Educational Settings
BILINGUAL EDUCATION & BILINGUALISM
Series Editors : Nancy H. Hornberger (University of Pennsylvania, USA) and Wayne E. Wright (Purdue University, USA)
Bilingual Education and Bilingualism is an international, multidisciplinary series publishing research on the philosophy, politics, policy, provision and practice of language planning, Indigenous and minority language education, multilingualism, multiculturalism, biliteracy, bilingualism and bilingual education. The series aims to mirror current debates and discussions. New proposals for single-authored, multiple-authored, or edited books in the series are warmly welcomed, in any of the following categories or others authors may propose: overview or introductory texts; course readers or general reference texts; focus books on particular multilingual education program types; school-based case studies; national case studies; collected cases with a clear programmatic or conceptual theme; and professional education manuals.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
BILINGUAL EDUCATION & BILINGUALISM: 138
Policy and Practice for Multilingual Educational Settings
Comparisons across Contexts
Edited by
Siv Björklund and Mikaela Björklund
MULTILINGUAL MATTERS
Bristol • 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.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Siv Björklund, Mikaela Björklund and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Contents
Contributors
Introduction
Siv Björklund and Mikaela Björklund
1 A Comparison of Swedish and Canadian Educational Policies and Instructional Practices: The Case of Multilingual Language Learners
Jim Cummins and Jarmo Lainio
2 National Curriculum Reforms and Their Impact on Indigenous and Minority Languages: The Sami in Norway and Welsh in Wales in Comparative Perspective
Kamil Özerk and Colin H. Williams
3 Languaging and Language Policies among Multilingual Children and Youth Groups in Finland and Denmark
Anna Slotte, Janus Spindler Møller and Tuuli From
4 ‘I Am a Plurilingual Speaker, but Can I Teach Plurilingual Speakers?’ Contradictions in Student Teacher Discourses on Plurilingualism in Spain, Slovenia and Finland
Júlia Llompart, Tjaša Dražnik and Mari Bergroth
5 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
Sviatlana Karpava, Mikaela Björklund and Siv Björklund
6 Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California
Agnieszka Otwinowska, Mari Bergroth and Eve Zyzik
7 Researching Adolescents’ Linguistic Repertoires in Multilingual Areas: Case Studies from South Tyrol and Finland
Lorenzo Zanasi, Karita Mård-Miettinen and Verena Platzgummer
Creating Synergies in Comparative Multilingualism: An Epilogue
Colin H. Williams
Index
Contributors
Editors
Mikaela Björklund has worked as a university lecturer in foreign language education at the Faculty of Education and Welfare Studies at Åbo Akademi University. Her main research interests focus on content and language integrated learning (CLIL), linguistic and cultural integration patterns in primary school contexts, including teacher beliefs, pupils’ patterns of multilingual language use and linguistic schoolscapes. Her most recent research interest is teacher education as an arena for language awareness and multilingual language use. She is one of the initiators of the Workshop on Multilingualism network and has co-edited several academic volumes.
Siv Björklund is Professor of Swedish immersion and multilingualism at the Faculty of Education and Welfare Studies at Åbo Akademi University. Her research encompasses Swedish as a second language, bilingual and multilingual learning, CLIL and minority studies. Recent research projects focus on the relation between multilingualism and identity in immersion programs, pedagogical practices for language-diverse classes and the development of participatory writing among students with Swedish as a first or second language in different classroom settings. Björklund is also one of the founders of the Journal of Immersion and Content-Based Language Education .
Authors
Mari Bergroth (PhD) works as senior lecturer in educational sciences at the University of Helsinki, Finland. She holds a title of Associate Professor in education: immersion education and linguistic diversity at Åbo Akademi University, Finland. Her research interests include multilingualism, multilingual learning and teaching. Her recent published work focuses on educational policy, language-in-education policy, family language policy, developing language aware initial and in-service teacher education for both bilingual and mainstream education.
Jim Cummins is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto and was Adjunct Professor at Åbo Akademi University in Finland from 2015 to 2019. His research focuses on literacy development in educational contexts characterized by linguistic diversity. In numerous articles and books, he has explored the nature of language proficiency and its relationship to literacy development, with particular emphasis on the intersections of societal power relations, teacher–student identity negotiation and literacy attainment in multilingual classrooms.
Tjaša Dražnik (MA) is a doctoral candidate at the Faculty of Education and Welfare Studies at Åbo Akademi University, Finland. She has recently been working in an international Erasmus + project, Linguistically Sensitive Teaching in All Classrooms (Listiac), as a member of a research group at the Faculty of Education of the University of Ljubljana, Slovenia. She holds a Master’s degree in Teaching English and French as a Foreign Language.
Tuuli From is a project researcher at the Faculty of Education and Welfare Sciences, Åbo Akademi University, Finland, in the project Citizen Science research on co-located schools in Finland and Italy. In her PhD thesis (University of Helsinki, 2020) she examined how language policies operate through symbolic and material spaces in bilingual educational settings, particularly in co-located Finnish- and Swedish-medium schools in Finland and bilingual Sweden–Finnish schools in Sweden. From’s research interests include studying questions related to language, power and social difference in education using critical and ethnographic approaches.
Sviatlana Karpava is a lecturer in Applied Linguistics/TESOL and Linguistics Section Coordinator at the Department of English Studies, University