'English is a subject that you should teach yourself'. Power and learner identity in the language introduction programme in Sweden.

Autor/in	Bergström, Jenny
Titel	'English is a subject that you should teach yourself'. Power and learner identity in the language introduction programme in Sweden. Paralleltitel: "Anglescina je predmet, ki se ga moras nauciti sam/-a": moc in identiteta ucenca v programu seznanjanja z jeziki na Svedskem.
Quelle	In: CEPS journal, 14 (2024) 3, S. 67-88Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35077 10.26529/cepsj.1821
URN	urn:nbn:de:0111-pedocs-350779
Schlagwörter	Ideologie; Identität; Ethnografie; Schüler; Programm; Sprachenlernen; Mehrsprachigkeit; Englisch; Schwedisch; Muttersprache; Machtstruktur; Empirische Untersuchung; Einführung; Jugendlicher; Migrant; Schweden
Abstract	This article explores students' perspectives on English language learning in relation to the Language Introduction Programme in Sweden, which is an individual transitional programme for newly arrived immigrants and seeks to quickly transition adolescents into further education or the job market. High proficiency in English is vital in Swedish society, and insufficient knowledge of English can lead to negative long-term consequences for both individuals and society regarding inequality. The methodology used is based on linguistic ethnography, and the data for this article consists of eight semi-structured interviews with students in the programme at one school. Foucauldian perspectives are used to analyse power and the construction of language ideologies relating to the multilingual English-language classroom and learner identity. The results show that the importance of proficiency in English for a successful educational transition from the Language Introduction Programme is rarely communicated to students. Furthermore, English is positioned as a subject of low importance within the organisation. The results also show that monolingual norms and language hierarchies limit the students' ability to use their first language when learning English. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3