Published
July 14, 2021
| Pages: 699-711 | Views: 468
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.
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References
I need to add here that there are two more co-authors, jenny Rosén and Boglárka Straszer, but that I did not manage to add them as the system did not accept their ORCID in the form we have them, although they are in the stipulated form.
Keywords
Language policy, Mother Tongue Education, Sweden, Primary school
Affiliations
Åsa Wedin
Högskolan Dalarna
Jenny Rosén
Stockholm University
Boglárka Straszer
Dalarna University
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