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Heteroglossia in mother tongue instruction in Sweden and the development of multilingual literacies
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-3262-178X
(English)Manuscript (preprint) (Other academic)
Abstract [en]

This article analyses connections between linguistic diversity in mother tongue instruction (MTI) in Sweden and the learning aims of the subject. Linguistic ethnographic data collected over 12 months in 13 schools were thematically analyzed into three heteroglossic categories which were then interpreted through the continua of biliteracy to investigate what relationships could be traced between linguistic diversity in MTI, heteroglossia and the development of multilingual literacies in the setting. Results show that MTI policies and planning respond to linguistic heterogeneity in the context. Heteroglossic discursive practices and diverse linguistic repertoires are reported on and observed in the MT classrooms. While heteroglossia is viewed as a resource for learning in some situations, in others it is regarded as an obstacle.  These results contribute to discussions on organizational and pedagogical approaches that work with rather than against heteroglossia, to enhance learning in MTI and potentially other forms of multilingual education. 

Keyword [en]
heteroglossia, multilingual literacies, mother tongue instruction, Sweden
National Category
General Language Studies and Linguistics
Research subject
Language Education
Identifiers
URN: urn:nbn:se:su:diva-144746OAI: oai:DiVA.org:su-144746DiVA: diva2:1116082
Available from: 2017-06-27 Created: 2017-06-27 Last updated: 2017-07-20Bibliographically approved
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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