Struggles for Legitimacy in Mother Tongue Instruction in Sweden

Autor/inn/en	Ganuza, Natalia; Hedman, Christina
Titel	Struggles for Legitimacy in Mother Tongue Instruction in Sweden
Quelle	In: Language and Education, 29 (2015) 2, S.125-139 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.978871
Schlagwörter	Foreign Countries; Native Language Instruction; Teaching Methods; Teacher Attitudes; Transformative Learning; Role; Models; Language Teachers; Language Attitudes; Disadvantaged; Heritage Education; Ethnography; Literacy; Language Minorities; Interviews; Second Languages; Immigrants; Sweden + Suchen Sie Ihr Suchwort? Ausland; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Pädagogische Transformation; Rollen; Analogiemodell; Language teacher; Sprachunterricht; Sprachverhalten; Ethnografie; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachminderheit; Interviewing; Interviewtechnik; Second language; Zweitsprache; Immigrant; Immigrantin; Immigranten; Schweden
Abstract	This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers' narratives center round issues of legitimacy, both for the subject per se and for the teachers' right to be viewed as "real" teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a "common heritage" and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01