Multi-Layered Language Policy and Translanguaging Space a Mother Tongue Classroom in Primary School in Sweden

Autor/inn/en	Wedin, Åsa; Rosén, Jenny; Straszer, Boglárka
Titel	Multi-Layered Language Policy and Translanguaging Space a Mother Tongue Classroom in Primary School in Sweden
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 5, S.699-711 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wedin, Åsa) ORCID (Rosén, Jenny) ORCID (Straszer, Boglárka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Code Switching (Language); Photography; African Languages; Native Language; Language of Instruction; Foreign Countries; Educational Policy; Elementary School Students; Grade 6; Language Usage; Second Language Learning; Power Structure; Swedish; Classroom Communication; Classroom Techniques; Immigrants; Refugees; Multilingualism; Signs; Educational Technology; Sweden + Suchen Sie Ihr Suchwort? Fotografie; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Ausland; Politics of education; Bildungspolitik; School year 06; 6. Schuljahr; Schuljahr 06; Sprachgebrauch; Zweitsprachenerwerb; Schwedisch; Klassengespräch; Klassenführung; Immigrant; Immigrantin; Immigranten; Flüchtling; Mehrsprachigkeit; Multilingualismus; Zeichensystem; Unterrichtsmedien; Schweden
Abstract	This article is aimed to demonstrate how language policy at the local school level may create space for translanguaging. Focus is on a Mother Tongue (MT) classroom for Somali in a primary school in Sweden by way of an analysis of layers of language policy, with focus on spatial aspects. The empirical material consists of policy documents, interviews and observations documented through field notes and photographs from an MT Somali classroom with grade six students. Through the use of a framework of language policy as layered and linguistic landscaping with a focus on aspects of time, place and social factors, the analysis shows how the mother tongue classroom may constitute a demarcated room, while simultaneously interacting with other spaces both inside and outside school. The understanding of policy as layered made power relations visible in terms of language that moves between layers. It also made visible how school discourses shift between micro/macro, management/practice and inside/outside in the creation of space dominated by Somali and Swedish. It became apparent that an environment that supports the use of Somali inside the MT classroom may increase the likelihood of the pupils using Somali outside the classroom. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01