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  • 1. Lavoie, Constance
    et al.
    Benson, Carol
    Stockholm University, Centre for Teaching and Learning.
    Drawing-voice as a methodological tool for understanding teachers' concerns in a pilot Hmong-Vietnamese bilingual education programme in Vietnam2011In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 24, no 3, p. 269-286Article in journal (Refereed)
    Abstract [en]

    This paper illustrates how a methodological tool called 'drawing-voice' can be used to demonstrate qualitatively what statistical and policy data are not able to reveal regarding the educational realities of Hmong minority communities in northern Vietnam, particularly with regard to the role of local language and culture in school. This paper describes the approach of using drawing to stimulate authentic discussion, which is then analysed in light of the current conditions of educational services for Hmong speakers. This visual methodology was seen by the participants themselves as culturally appropriate. The drawing-voice activities conducted with teachers from Hmong community schools in northern Vietnam have demonstrated that teachers' identities and practices are influenced by certain linguistic, cultural, and environmental issues. According to the drawing-voice participants, the reasons for educational inequity include the use of Vietnamese as the language of instruction, a lack of cultural sensitivity in the curriculum and by some teachers, a lack of school materials, and difficult physical conditions such as geographic isolation, poor road conditions, and deterioration of schools. This combination of conditions explains why so few ethnic minority learners survive the school system long enough to become professionals and how the lack of Hmong teachers contributes to this vicious cycle.

  • 2.
    Soler-Carbonell, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Gallego-Balsà, Lídia
    The internationalisation of higher education in two different contexts: Catalan and Estonian sociolinguistic perspectives2016In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 29, no 1, p. 40-55Article in journal (Refereed)
    Abstract [en]

    The topic of the internationalisation of academia has recently attracted attention from sociolinguists and language-policy scholars. In this paper, we compare two different universities from two contrasting contexts in Europe in order to find out more about their projected stance [Jaffe, A. (2009). Stance in a Corsican School: Institutional and Ideological Orders and the production of Bilingual Subjects. In A. Jaffe (Ed.), Stance: Sociolinguistic perspectives (pp. 119–145). New York, NY: Oxford University Press] and attitudes towards the different languages present in their immediate contexts. In particular, we compare the University of Tartu (Estonia) with the University of Lleida (Catalonia, Spain), analysing several key parameters. The purpose of the comparison is to contrast, from a sociolinguistic point of view, the higher education setting of two medium-sized language contexts in Europe [Vila, F. X., & Bretxa, V. (Eds.). (2015). Language policy in higher education. The case of medium-sized languages. Bristol: Multilingual Matters] with different demolinguistic and language political features. The results show that both institutions adopt a similar stance in connection to their respective national language (a protectionist attitude), but they take different approaches towards the other societal language and English. We read these differences in light of the broader historical and socio-political backgrounds, which we suggest are reflected in the microcosm of the universities here analysed.

  • 3.
    Soler-Carbonell, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Gallego-Balsà, Lídia
    Corona, Víctor
    Language and education issues in global Catalonia. Questions and debates across scales of time and space2016In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 29, no 1, p. 1-5Article in journal (Refereed)
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