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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
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf