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Monoglossic echoes in multilingual spaces: language narratives from a Vietnamese community language school in Australia
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-3262-178X
2017 (English)In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports on language narratives in the ecology of a Vietnamese community language school (VCLS) in Australia. The study takes a dialogical perspective, where the stories about language that informants in the research setting tell are understood to shape and be shaped by the contexts in which they are told. Systematic analysis of deictics, reported speech and evaluative indexicals in stories told during 19 interviews with 34 students, teachers and administrators (20 hours 53 mins) was conducted to investigate how informants talk about language and language use and how this impacts on the language learning environment in that context. The results show how narratives both echo and contest ideas about language and language planning in the wider context. The narrative of separate multilingualism echoes monolingual views of language, advocating separate spaces for the use and development of different languages. In contrast, the narrative of flexible multilingualism frames multilingual practices as a natural part of daily life and at the VCLS, but constrained in other spaces. The study illustrates the gap between multilingual practices and monolingual ideologies and approaches to language education. It contributes to the literature calling for revised approaches to language education planning and multilingualism in Australia.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Multilingual practices, monolingual ideologies, language ecology, community language school, Vietnamese, Australia
National Category
Languages and Literature
Research subject
Language Education
Identifiers
URN: urn:nbn:se:su:diva-144407DOI: 10.1080/14664208.2017.1337831OAI: oai:DiVA.org:su-144407DiVA: diva2:1112390
Available from: 2017-06-20 Created: 2017-06-20 Last updated: 2017-11-13
In thesis
1. Developing multilingual literacies in Sweden and Australia: Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia
Open this publication in new window or tab >>Developing multilingual literacies in Sweden and Australia: Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages.  In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García & Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education.

Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject. 

Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014).

Place, publisher, year, edition, pages
Stockholm: Department of Language Education, Stockholm University, 2017. 170 p.
Series
Doktorsavhandlingar i språkdidaktik - Dissertations in Language Education, 10
Keyword
mother tongue instruction, community language schools, translanguaging, heteroglossia, narrative analysis, multilingual literacies, resourceful speakers, continua of biliteracy, studiehandledning på modersmål, modersmålsundervisning
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-144745 (URN)978-91-7649-893-4 (ISBN)978-91-7649-894-1 (ISBN)
Public defence
2017-09-08, G-salen, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.

Available from: 2017-08-16 Created: 2017-06-27 Last updated: 2017-08-14Bibliographically approved

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