! " #$%& %'($$ ) * * +#$,( - (. * (- * * / ( &0 *1" * / 23 * %4"45 3 6 * #$$$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..............................................................................