Discourses of Functional Bilingualism in the Sami Curriculum in Sweden

Autor/inn/en	Belancic, Kristina; Lindgren, Eva
Titel	Discourses of Functional Bilingualism in the Sami Curriculum in Sweden
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 5, S.601-616 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Belancic, Kristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1396283
Schlagwörter	Languages; Swedish; Course Descriptions; Acculturation; Language Skill Attrition; Language Maintenance; Access to Information; Bilingualism; Taxonomy; Outcomes of Education; Cognitive Processes; Discourse Analysis; Foreign Countries; Native Language; National Curriculum; Geographic Regions; Native Language Instruction; Second Language Learning; Second Language Instruction; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Language; Sprache; Schwedisch; Kursstrukturplan; Akkulturation; Sprachverfall; Sprachpflege; Bilingualismus; Taxonomie; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Diskursanalyse; Ausland; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Schweden
Abstract	Sami are Indigenous languages spoken by the Sami people in the northern parts of Scandinavia and Russia. All Sami languages are endangered because of historically aggressive assimilation policies. Currently Sami communities are working actively with language revitalisation processes. This article examines pupils' access to knowledge in and about Sami languages and functional bilingualism in Sami and Swedish within the curriculum for the Sami schools in Sweden. Through a multifaceted lens of functional linguistic analysis, Bloom's revised taxonomy of knowledge types and processes, and Bernstein's concepts of vertical and horizontal discourse we examine the learning outcomes in the Sami and Swedish syllabi. The findings show an unequal balance between the two languages with the Sami syllabus containing fewer knowledge types, cognitive processes, verb processes, a stronger focus on oracy, and a stronger horizontal discourse than the Swedish syllabus. We conclude that the discourses about functional bilingualism that underpin these policy documents is contradictory and does not support Sami to be a fully functional language for all domains of society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01