DOCSLIB.ORG

Developing Multilingual Literacies in Sweden and Australia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing Multilingual Literacies in Sweden and Australia ! " #$%& %'($$ ) * * +#$,( - (. * (- * * / ( &0 *1" * / 23 * %4"45 3 6 * #$$$7* 28 * %4"%7 2) 9 6 *#$%17 : (- ( . * (. ..* * ; (. ...* < = (.= * * ; ( : * / > / (, / (8 / * * 2 *#$%# *#$%17( #$%& ?@@ ( ( @ A B ? ? ? ? %11&10 .8C4&"4%&D14"4'1 .8C4&"4%&D14"41% *%$D4% DEVELOPING MULTILINGUAL LITERACIES IN SWEDEN AND AUSTRALIA Anne Reath Warren 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 Anne Reath Warren ©Anne Reath Warren, Stockholm University 2017 ISBN print 978-91-7649-893-4 ISBN PDF 978-91-7649-894-1 Printed in Sweden by Universitetsservice US-AB, Stockholm 2017 Distributor: Department of Language Education For my family, geographically near and far but always in my heart. The present thesis is based on the following studies: I. Reath Warren, A. (2013). Mother Tongue Tuition in Sweden – Cur- riculum analysis and classroom experience. International Electronic Journal of Elementary Education. 6, 95–116. Reprinted with the per- mission of the publisher. II. Reath Warren, A. (2016). Multilingual study guidance in the Swedish compulsory school and the development of multilingual literacies. Nordand. 11, 115–142. Reprinted with the permission of the pub- lisher. III. Reath Warren, A. (2017). Monoglossic echoes in multilingual spaces: language narratives from a Vietnamese community language school in Australia. Current Issues in Language Planning, 1–20. http://doi.org/10.1080/14664208.2017.1337831 1 IV. Reath Warren, A. (manuscript). Heterogeneity and heteroglossia in mother tongue instruction and the development of multilingual litera- cies. 1 The pre-print version of the article is reprinted in this thesis, with the permission of the pub- lisher, Taylor and Francis. ii Acknowledgements The photograph on the cover is a visual metaphor for the theoretical tensions I write about in this thesis, but it could almost double as a metaphor for the PhD experience. The tummy-tickling highs of a funfair ride could be com- pared to the exhilaration of post-conference presentation highs, incredible in- terviews or extra-inspiring supervision sessions, while fears of mechanical ca- tastrophe and centrifugal forces flinging one into oblivion might be compared to the pre-conference presentation terrors or the lingering anxiety of imposter syndrome, whispering “Can you really do this?” The ride of the doctoral stu- dent is of course longer, more complicated, terrifying and rewarding than a three-minute thrill, but both eventually end. With my feet firmly on the ground once again, I am overjoyed to write that I have really done it! But not alone… I am indebted to my three supervisors, Päivi Juvonen, Monica Axelsson (Sweden) and Elizabeth Ellis (Australia). I am privileged to have had your vast, combined knowledge and experience as a foundation during the past six years. For your patience, for challenging and having confidence in me and the most careful reading I could ever wish for, Päivi, my principal supervisor, kiitos! I will not forget your generosity with time and your ready responses to an unmentionable number of emails. For setting me on-course, believing in my plans for researching in two continents, and for careful eyes and insightful feedback, Monica, tusen tack! For long-distance and conference supervision, in-depth knowledge of the Australian context, and encouragement, guidance and laughter along the way, thank you Liz! Thanks also to Christina Hedman, Jeanette Toth and Gudrun Svensson for encouragement and suggestions at my 50% and 90% seminars. You helped me continue and complete this thesis. To the students, teachers, administrators, school leaders and parents whose voices populate the pages ahead, without your co-operation and willingness to listen and answer endless questions, this thesis would not exist. In addition, eight amazing people worked hard on translation and transcription that made article II possible. Thank you so much, this thesis is for all of you! I have had the pleasure of working, travelling, discussing and drinking cof- fee with a range of talented and dedicated doctoral students at Stockholm Uni- versity. Special thanks to BethAnne Paulsrud, who encouraged me to apply for funding to join her in attending a summer school on bilingualism in Ban- gor, Wales, 2012. Our discussions on (trans)language(ing) have continued ever since! I shared a room and many laughs with Yvonne Halleson and Pia iii Visén at the beginning of my doctoral journey and ended the ride in “the pa- vilion”, with Jeanette, Jenny, Eva, Per B and Per S, Tammi, Maria, Ylva and more recently, Sophie, Björn, Josefin and Nigar. It has been a pleasure to work and learn with you all. Thanks also to Aina and the entire NC-gang for con- versations and laughs, Grant McWilliams for help with the template and Mar- gareta Skoglund Ålin for being a Word and layout whiz! Inspiring courses, conferences and workshops have contributed to my un- derstanding of multilingual education and generated friendships and profes- sional relationships. Many, many thanks to the Department of Language Ed- ucation for funds that took me to “that” summer school in Bangor, Wales, King’s College, London, AILA 2014 in Australia, the Ethnography in Educa- tion research forum at U Penn, USA and for funds for translation, transcription and a course in Australia. Thanks to Donation Scholarships for funds which made conference trips to Australia and Brazil possible. Thank you to the Aus- tralian Association of Applied Linguistics (AAAL) who generously contrib- uted to my trip to the AAAL and AAANZ conference in Wellington, New Zealand. Thank you Sven and Dagmar Saléns stiftelse for funds that allowed me to present at the world’s first international conference on translanguaging at Dalarna University College and to the COST New Speakers Network for contributing towards my attendance at a summer school on Narrative Analysis in Oslo. Finally, thanks to Gertrude and Ivar Philipsons Stiftelse, for funds to travel to ISB in Limerick, during which I listened to an unforgettable plenary by Ana Deumert which inspired the design of the cover of this thesis. I am grateful to Lynessa Hansson, who took the cover photograph, and to other friends in Stockholm and Australia, for being excited about my project and understanding about my frequent absence from get-togethers. Finally, those who have suffered and rejoiced alongside me the most throughout this doctoral journey, my family. Thank you mum, dad, Jenny and Fiona (and families) for always being there and making Australia home for us, and Bea for enthusiasm in the final weeks of writing! Tessie, Veronica and Pierre, I know you are as happy as I am that the “book” is finished. My darling daughters, more than anything else, your generous, unwavering love has kept me afloat, but your insights and lived experiences of multilingualism have also provided on-going inspiration and encouragement. For invaluable help with digital-design and production, responses to interminable requests for “outsider perspectives” on theoretical ponderings, for food on the table, taking care of our girls, for moving to Australia and back to Sweden again, for tender, loving care, for full-time parenting while I full-time conferenced, coursed and wrote and an endless list of other kindnesses, tusen tack Pierre, min älskade man. Thank you also Joey for taking me for walks (almost) every day! C’est fini! Stockholm, July 2017 Anne Reath Warren iv Contents 1 Multilingual students in monolingual spaces ....................... 1 1.1 Aims and research questions .................................................................. 4 1.2 Outline of the thesis .................................................................................. 5 2 Conceptual and contextual background ............................... 7 2.1 Contested concepts ................................................................................... 7 2.2 The Swedish context ................................................................................. 9 2.2.1 Multilingual Sweden ................................................................................ 11 2.2.2 Mother tongue instruction and multilingual study guidance – a brief history ........................................................................................... 13 2.2.3 Mother tongue instruction today .......................................................... 16 2.2.4 Multilingual study guidance today ........................................................ 19 2.3 The Australian context ............................................................................ 21 2.3.1 Multilingual Australia..............................................................................
Load more

Recommended publications
  • Native English-Swedish Bilinguals in Sweden Across the Borders of the Three Circles of English Nicholas O’Neill
    Native English-Swedish Bilinguals in Sweden Across the borders of the three circles of English Nicholas O’Neill BA project in linguistics Term: Spring 2019 Supervisor: Ute Bohnacker Examiner: Michael Dunn Department of linguistics and philology Uppsala University Abstract With nearly two billion speakers across the world, English has come to exist in all shapes and colors. Many functions and contexts in which English is found in the world are accounted for in the massive scientific effort to document the language’s global development. World English, New Englishes, and English as a Lingua Franca are concepts that aim to explain the different forms that the language takes in different countries. This paper explores the global development of English in its Swedish form, but shifts focus from second language English speakers to the native speakers of English who grow up in Sweden with parents from English-speaking countries. With most of the Swedish population being highly proficient in English, native English speakers in Sweden are more exposed to non-native English varieties spoken by second language speakers than the varieties used in their heritage countries. To understand how they are affected by their non-native environment, I interviewed seven students from an English heritage language instruction class at a Swedish upper secondary school. The 16- and 17-year-old students had parents from USA, UK, Australia, Ireland, and New Zealand, and unique stories about their experiences with the English language. Each student was interviewed individually and asked questions about their language abilities, their varieties, and their connections to their heritage countries.
    [Show full text]
  • Equity in Education Thematic Review
    EQUITY IN EDUCATION THEMATIC REVIEW SWEDEN COUNTRY NOTE Ides Nicaise Gosta Esping-Andersen Beatriz Pont Pat Tunstall Review visit: February 2005 1 TABLE OF CONTENTS 1. INTRODUCTION ...................................................................................................................................... 3 1.1 Objectives and organisation of the thematic review......................................................................... 3 1.2 Participation of Sweden in the review.............................................................................................. 4 1.3 Structure of the paper ....................................................................................................................... 4 2. BACKGROUND INFORMATION – THE GENERAL CONTEXT ........................................................ 5 2.1 Sweden: a strong egalitarian tradition .............................................................................................. 5 2.2 Educational achievement, attainment and literacy levels................................................................. 6 2.3 The educational system and recent policy reforms .......................................................................... 9 2.4 Structure of the school system........................................................................................................ 10 2.5 Conclusion – issues for debate ....................................................................................................... 13 3. THE CONCEPT OF EQUITY IN THE SWEDISH
    [Show full text]
  • Växjö Katedralskola, Sweden World School 001106 IB Diploma Language Policy
    Växjö Katedralskola, Sweden World School 001106 IB Diploma Language Policy http://visuwords.com/language accessed 3 September 2020 ​ Philosophy At Växjö Katedralskola we understand that language is the basis for precision in thinking and communicating our understanding. In teaching and learning, our languages help us to acquire knowledge and skills. Our languages help us form our attitudes to identity and social inclusion in a multicultural environment. We use our languages for creative expression and exploration, as well as our languages such as musical notation and mathematical formulae. The language policy of the IB Diploma at Växjö Katedralskola is to provide as many ​ opportunities as possible for our students and faculty to express themselves in their many languages and codes of thinking, communicating, and reflecting. We understand that language is the basis for learning. The school supports international-mindedness in deepening understanding of this, and encourages all candidates to take a Bilingual Diploma. These goals support the IB Mission Statement: “The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” 1 ● Växjö Katedralskola’s faculty, library, pastoral care, administrative and other staff, as well as decision-makers at municipal level, recognise their shared responsibility ​ to sustain multilinguism and literacy throughout the school, understanding that language acquisition is a gradual process for each individual.
    [Show full text]
  • An Awakening in Sweden: Contemporary Discourses of Swedish Cultural and National Identity
    An Awakening in Sweden: Contemporary Discourses of Swedish Cultural and National Identity Kaitlin Elizabeth May Department of Anthropology Undergraduate Honors Thesis University of Colorado Boulder Spring 2018 Thesis Advisor Alison Cool | Department of Anthropology Committee Members Carla Jones | Department of Anthropology Benjamin R. Teitelbaum | Department of Ethnomusicology For my Mothers Grandmothers Mödrar Mormödrar Around the world i Acknowledgements I am very lucky to have so many people who have supported me along this journey. Alison, you are an amazing advisor. You have been so patient and supportive in helping me to figure out this challenge and learn new skills. Thank you for pushing me to think of new ideas and produce more pages. I hope that I can be an Anthropologist like you some day. Carla, thank you for being both my cheerleader and my reality check. For the past year you have given me so much of your time and been supportive, encouraging, and firm. Thank you to Professor Teitelbaum for helping me to prepare my fieldwork and agreeing to be on my committee despite being on paternity leave for the semester. Your support and knowledge has been very influential throughout my research. Tack till min svenska lärare Merete för hennes tålamod och vägledning. Tack till min svenska familj och vänner: Josephine, Ove, Malte, Alice, Cajsa, Tommy, Ann-Britt, Anna, Linnea, Ulla, Niklas, Cajsa, Anders, Marie, Felicia, och Maxe. Jag saknar alla otroligt mycket. Mom and Dad, thank you for supporting me as I switched between academic worlds. You have put so much effort into listening and learning about Anthropology.
    [Show full text]
  • Language Variation and Ethnicity in a Multicultural East London Secondary School
    Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system.
    [Show full text]
  • THE SWEDISH LANGUAGE Sharingsweden.Se PHOTO: CECILIA LARSSON LANTZ/IMAGEBANK.SWEDEN.SE
    FACTS ABOUT SWEDEN / THE SWEDISH LANGUAGE sharingsweden.se PHOTO: CECILIA LARSSON LANTZ/IMAGEBANK.SWEDEN.SE PHOTO: THE SWEDISH LANGUAGE Sweden is a multilingual country. However, Swedish is and has always been the majority language and the country’s main language. Here, Catharina Grünbaum paints a picture of the language from Viking times to the present day: its development, its peculiarities and its status. The national language of Sweden is Despite the dominant status of Swedish, Swedish and related languages Swedish. It is the mother tongue of Sweden is not a monolingual country. Swedish is a Nordic language, a Ger- approximately 8 million of the country’s The Sami in the north have always been manic branch of the Indo-European total population of almost 10 million. a domestic minority, and the country language tree. Danish and Norwegian Swedish is also spoken by around has had a Finnish-speaking population are its siblings, while the other Nordic 300,000 Finland Swedes, 25,000 of ever since the Middle Ages. Finnish languages, Icelandic and Faroese, are whom live on the Swedish-speaking and Meänkieli (a Finnish dialect spoken more like half-siblings that have pre- Åland islands. in the Torne river valley in northern served more of their original features. Swedish is one of the two national Sweden), spoken by a total of approxi- Using this approach, English and languages of Finland, along with Finnish, mately 250,000 people in Sweden, German are almost cousins. for historical reasons. Finland was part and Sami all have legal status as The relationship with other Indo- of Sweden until 1809.
    [Show full text]
  • Janne Kontio
    ACTA UNIVERSITATIS UPSALIENSIS Uppsala Studies in Education No 139 Janne Kontio Auto Mechanics in English Language Use and Classroom Identity Work Dissertation presented at Uppsala University to be publicly examined in Bertil Hammer, 24:K104, von Kraemers Allé 1A, Uppsala, Thursday, 9 June 2016 at 13:15 for the degree of Doctor of Philosophy. The examination will be conducted in English. Faculty examiner: Professor Helga Kotthoff (University of Freiburg). Abstract Kontio, J. 2016. Auto Mechanics in English. Language Use and Classroom Identity Work. Uppsala Studies in Education 139. 97 pp. Uppsala: Acta Universitatis Upsaliensis. ISBN 978-91-554-9591-6. This is a compilation thesis consisting of three different articles with the purpose to explore the relationships between language practices, identity construction and learning in the context of the Vehicle Program, a vocational program in Swedish upper secondary schools. A feature of the particular setting studied here that sets it apart from the general education of auto mechanics in Sweden is that it was carried out in English. The study focuses on language practices within a community of practice where the norms for second language use, gender arrangements and identity work are negotiated in conversations between students and between students and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The study was conducted through an ethnographic approach, including observation, field notes, approximately 200 hours of video recorded interactions, and interviews with students and teachers. The recorded interactions were analysed using tools from conversational analysis and methods focusing on linguistic activities and interactional patterns.
    [Show full text]
  • Debating Swedish
    Debating Swedish Language Politics and Ideology in Contemporary Sweden Tommaso M. Milani Centre for Research on Bilingualism Stockholm University Doctoral Dissertation 2007 Centre for Research on Bilingualism Stockholm University Abstract This thesis is concerned with three language debates that reached their most crucial peaks in Sweden at the beginning of the twenty-first century: (i) the debate on the promotion of the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on mother tongue instruction. The main scope of the thesis is to take a theoreti- cally multi-pronged approach to these debates trying to shed light on the following aspects: Why did such debates emerge when they did? Which discourses were available in those specific historical moments? Who are the social actors that intervened in these debates? What is at stake for them? What do they claim? What systems of values, ideas and beliefs – i.e. ideologies – underlie such claims? What are the effects in terms of identities, objects of political intervention, commonsensical knowledge and authority that these discourses and ideologies produce? Taking Sweden as a case in point, the thesis adds to the existing literature another example of how language debates are the manifestation of conflicts between different language ideologies that struggle for hegemony, thus attempting to impose one specific way of envisaging the management of a nation-state in a time of globalisation. In their outer and most patent facets, these struggles deal with the relationships between languages in today’s Sweden, and how the state, through legislation, should – or should not – regulate such relationships in order to (re)produce some kind of linguistic order.
    [Show full text]
  • Sociolingvistisk Bibliografi För Sverige 2013
    Sociolinguistic Bibliography of Sweden for 2013 Compiled by Anna-Malin Karlsson and Emil Paulsrud ALVAREZ LÓPEZ, LAURA/ SEILER BRYLLA, CHARLOTTA/ SHAW, PHILIP (eds.): Computer mediated discourse across languages. Stockholm: Acta Universitatis Stockholmiensis. ALLWOOD, JENS: A framework for studying human multimodal communication. In: Rojc, Matej/ Campbell, Nick (eds.): Coverbal Synchrony in Human-Machine Interaction. Boca Raton, FL: CRC Press, Taylor & Francis Group, 17–39. ALLWOOD, JENS: A multidimensional activity based approach to communication. In Wachsmuth, Ipke/ de Ruiter, Jan/ Jaecks, Petra/ Kopp, Stefan (eds.): Alignment in Communication. Amsterdam: John Benjamins, 33–55. ALLWOOD, JENS: Register. In: Chapelle, Carol A. (ed.): The Encyclopedia of Applied Linguistics. Chichester: Wiley-Blackwell, 4904–4912. ALLWOOD, JENS/ AHLSÉN, ELISABETH: Preface. In: Allwood, Jens/ Ahlsén, Elisabeth/ Paggio, Patrizia/ Navarretta, Constanza/ Jokinen, Kristiina (eds.): Proceedings of the 4th Nordic Symposium on Multimodal Communication, November 15–16, Gothenburg, Sweden, NEALT Proceedings, 21, 1–3. ALLWOOD, JENS/ AHLSÉN, ELISABETH/ PAGGIO, PATRIZIA/ NAVARRETTA, CONSTANZA/ JOKINEN, KRISTIINA (eds.): Proceedings of the 4th Nordic Symposium on Multimodal Communication, November 15–16, Gothenburg, Sweden, NEALT Proceedings, 21. ALLWOOD, JENS/ VILKMAN, EVELYN: Vagueness and Gesture. In: Allwood, Jens/ Ahlsén, Elisabeth/ Paggio, Patrizia/ Navarretta, Constanza/ Jokinen, Kristiina (eds.): Proceedings of the 4th Nordic Symposium on Multimodal Communication, November 15–16, Gothenburg, Sweden, NEALT Proceedings, 21, 77–81. AMIR, ALIA: Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes.. Linköping: Linköpings universitet. AMIR, ALIA: Self-policing: How English-only is upheld in the foreign language classroom. Submitted for publication. Novitas-ROYAL 7 (2), 84–105. AMIR, ALIA/ MUSK, NIGEL: “Language Policing: Micro-level policy-in-process in the Foreign Language Classroom.” Classroom Discourse, 4 (2), 151–167.
    [Show full text]
  • Making the Threatening Other Laughable: Ambiguous Performances of Urban Vernaculars in Swedish Media
    Making the threatening Other laughable: Ambiguous performances of urban vernaculars in Swedish media See also: Jonsson, Rickard, Franzén, Anna & Milani, Tommaso M. (2020). Making the threatening other laughable: Ambiguousperformances of urban vernaculars in Swedish media, Language & Communication, 71, 1-15. https://doi.org/10.1016/j.langcom.2019.11.001 Introduction Youth speech styles in multilingual settings have been the object of a large body of sociolinguistic inquiry since the early 1980s (see Hewitt, 1982, 1986; Kotsinas, 1988; see also Cheshire et al., 2011; Kern and Selting, 2011; Madsen, Karrebæk and Møller, 2015; Nortier and Svendsen, 2015; Quist and Svendsen, 2010; Wiese, 2012). Rampton (2011, 2015) has recently suggested the umbrella term ‘contemporary urban vernaculars’ to label these linguistic phenomena in a way that transcends age and ethnicity. After all, contemporary urban vernaculars are not only employed by young people (see in particular Rampton, 2015; Eliaso Magnusson and Stroud, 2012), nor are they spoken by ethnic minorities alone (Årman, 2018). In the Swedish context, the term ‘ortensvenska’ (‘Suburban Swedish’) has been used to refer to these linguistic phenomena. Here the Swedish word orten literally means ‘suburb’ and carries the social class connotation of the American ‘project’ or the British ‘estate’. Another well spread label of the same style, ‘Rinkeby Swedish’ (Rinkebysvenska), also refers to an urban periphery: the multiethnic and socioeconomically disadvantaged Stockholm suburb of Rinkeby. Most importantly for the purpose of this article, ‘Rinkeby’ Swedish has been turned by media discourses into an ‘icon’ (Irvine and Gal, 2000) of ethnic otherness, associated with an aggressively sexist and homophobic masculinity (Author 1, 2007; Author 1 and Author 3, 2009; Author 3, 2010; Author 3 and Author 1, 2012: Stroud, 2004, see also Cornips, Jaspers and Rooij, 2015 for a discussion on labelling of styles).
    [Show full text]
  • The National Minority Languages in Sweden – Their Status in Legislation and in Practice
    Lena Ekberg The national minority languages in Sweden – their status in legislation and in practice Abstract: De nationella minoritetsspråken i Sverige – deras status i lagstiftning och i praktiken År 2000 blev finska, jiddisch, meänkieli, romani chib och samiska nationella minoritetsspråk i Sverige, i samband med att regeringen undertecknade Europarådets minoritetsspråkskonvention. Finska, meänkieli och samiska identifierades som territoriella språk och fick en högre skyddsgrad än de icke-territoriella språken jiddisch och romani chib. Det finns betydande skillnader mellan de fem nationella minoritets- språken vad gäller inte bara laglig status utan också beträffande antal talare och attityder från majoritets- befolkningen. Finska, som är det i särklass största minoritetsspråket och det andra största språket i Sverige, har en stabil position i det svenska samhället men har samtidigt blivit i viss mån “osynligt”. Meänkieli och samiska, särskilt sydsamiska, är de språk som är akut mest utrotningshotade. Jiddisch har mycket få modersmålstalare, men den judiska minoriteten utgör å andra sidan en välorganiserad grupp. Lägst status i majoritetssamhället har (fortfarande) den romska gruppen och det romska språket. In year 2000 Sweden ratified the European Charter for Regional and Minority Lan- guages. Five languages were officially recognised as national minority languages, namely Finnish, Meänkieli (Tornedalian Finnish), Yiddish, Romany and Sami. Com- mon for these languages is that they have been spoken in Sweden for hundreds of years. Sami, Meänkieli and Finnish were identified as regional languages, in contrast to Yiddish and Romany. Sami, Meänkieli and Finnish are historically spoken in the Norrbotten County. Finnish is also spoken in industrial districts along the coast of Norrbotten, in Stockholm and the district of Mälardalen and in the big cities in general.
    [Show full text]
  • Education, Language Policy Issues and Minoritized Languages Across
    Department of Slavic and Baltic languages, Finnish, Department of Romance studies and Dutch and German Classics Section for Finnish Workshop about Education, language policy issues and minoritized languages across borders/ Seminarium om Utbildning, språkpolitik och minoriserade språk över gränserna Stockholm University, 30-31 March 2017 Room B522, Frescati, Stockholm University Organized by The Section of Finnish at The Department of Slavic and Baltic languages, Finnish, Dutch and German and The Department of Romance Studies and Classics 2016-12-19, 2017-01-09, 2017-01-16, 2017-02-01 Preregistration needed, to simplesignup before 16 March 2017 Sign up for 30/3 at https://simplesignup.se/private_event/91656/b21d7a7a27 Sing up for 31/3 at https://simplesignup.se/private_event/92453/a2352c7ec6 Thursday 30 March Registration at site 12.30–12.50 Welcoming words 12.50–13.00 Toshiko Sugino, Kogakuin University, Japan 13.00–13.40 “Educational, social, and psychological problems that new-comers in Japan have faced, especially in case of Nikkei Brazilians” Linus Salö, SU, SE 13.40–14.20 “Mother tongue education in Sweden and Denmark: Linguistic exchange rates and nation-ization struggles” Memet Aktürk-Drake, Vrije Universiteit, Brussels, BE 14.20–15.00 “When divergent state ideologies converge on immigrant-language education: The case of Turkish in Western Europe” COFFEE 15.00–15.30 Cor van der Meer, Mercator Research Centre/ 15.30–16.10 Fryske Akademy, Leeuwarden, NL “The Frisian language in Education, a continuous challenge” Laura Álvarez & Anna
    [Show full text]