Multilingual Education in Sweden

Erscheinungsjahr 2027
ISBN: 978-1-83668-020-8
Verlag: Channel View Publications

Buch, Englisch, 188 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 289 g

Offers a panoramic view of multilingualism in a single educational context – Sweden - set against an international backdrop

Sweden provides a particularly interesting case study in multilingual education, with numerous languages offered in schools and a longstanding tradition of teaching Swedish as a second language to adults, as well as to young learners.

This volume investigates the complex areas of societal and individual multilingualism in Sweden from diverse viewpoints and across a wide array of educational contexts, target languages and individual language backgrounds. It discusses concepts of global relevance, including out-of-school language practices, content and language integrated learning, language assessment practices, attitudes, developmental language disorders, and teacher beliefs.

It will be of interest to pre- and in-service teachers and teacher educators in multilingual contexts and to researchers working within related areas, such as language policy, teacher identity and aspects of assessment.

This book is open access under a CC BY NC ND licence.

Autoren/Hrsg.

Bardel, Camilla

Erickson, Gudrun

Lindgren, Eva

Sylvén, Liss Kerstin

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Introduction. Camilla Bardel, Gudrun Erickson, Eva Lindgren, Liss Kerstin Sylvén

Section I. Language Teachers’ Beliefs, Teacher Identity and Teacher Agency

Chapter 1. Sara Snoder: “I Know How It Feels” – A Minoritized Multilingual Primary School Teacher’s Language Experiences.

Chapter 2. Anna-Marie Csöregh: Fair and Square: Tracking Language Assessment Identity Development among Novice Middle-School Teachers in Sweden

Chapter 3. Clara Palm: Teachers’ Views on Adult Learners’ Writing in Swedish as a Second Language

Section II. Languages in Curricula and Classrooms

Chapter 4. Erika Sturk: Development of Writing Curricula in Swedish Compulsory Schooling of Swedish as L1 and as L2

Chapter 5. Elisabeth Ohlsson: Academic Writing in Swedish. An Intervention Study with Upper Secondary School Students

Chapter 6. Marcus Warnby: Lexical Transfer and Academic Vocabulary

Chapter 7. Ingela Finndahl: Young Students’ Perceptions of Having Learnt a Second Foreign Language in Swedish Compulsory School

Chapter 8. Hanna Máret Outakoski & Eva Lindgren: Creating a New Educational Language Arena for Sámi Languages in Sweden

Section III. Multilingual Language Use and Development

Chapter 9. Liss Kerstin Sylvén: English in Sweden – Where, What and Why?

Chapter 10. Jasmine Bylund: Imagined Future Language Use: Insights from Young Adolescents in Multilingual Urban Settings

Chapter 11. Elisabeth Nilsson: Assets and Challenges in Teachers’ Assessment Practices of Young Learners’ Languages

Chapter 12. Eva-Kristina Salameh: Assets and Challenges of Multilingualism for Children with Developmental Language Disorder

Chapter 13. David Little: Responding to the Challenges of Linguistic and Cultural Diversity: Some Lessons from SEMLA and Their Implications for Future Research and Development

Über Autor(innen)

Lindgren, Eva
Eva
Lindgren is Professor of Language Teaching and Learning in the Department of Language Studies at Umeå University, Sweden. Her research interests include curriculum, multilingualism and literacy with a particular focus on writing development across languages.

Erickson, Gudrun
Gudrun
Erickson is Professor of Education in Language and Assessment at the University of Gothenburg, Sweden. Her research interests lie within the fields of language policy and assessment at national and international levels, with a special focus on collaborative processes.

Bardel, Camilla
Camilla Bardel is Professor of Modern Languages and Language Education at Stockholm University, Sweden. She has published widely on multilingual language development, crosslinguistic influence in second and third language learning, teacher-researcher collaboration and language education policy.

Sylvén, Liss Kerstin
Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. Her primary research interests involve the learning of English as a second language, particularly in connection with Content and Language Integrated Learning and extramural exposure to English.

Camilla Bardel is Professor of Modern Languages and Language Education at Stockholm University, Sweden. She has published widely on multilingual language development, crosslinguistic influence in second and third language learning, teacher-researcher collaboration and language education policy.

Gudrun
Erickson is Professor of Education in Language and Assessment at the University of Gothenburg, Sweden. Her research interests lie within the fields of language policy and assessment at national and international levels, with a special focus on collaborative processes.

Eva Lindgren is Professor of Language Teaching and Learning in the Department of Language Studies at Umeå University, Sweden. Her research interests include curriculum, multilingualism and literacy with a particular focus on writing development across languages.

Liss
Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. Her primary research interests involve the learning of English as a second language, particularly in connection with Content and Language Integrated Learning and extramural exposure to English.