Multilingualism in Sweden and Switzerland VIEWPOINTS ABOUT VIEWPOINTS ABOUT POLICIES ADRIAN LUNDBERG LANGUAGE EDUCATIONAL MALMÖ STUDIES IN EDUCATIONAL SCIENSES NO 90, DOCTORAL DISSERTATION IN EDUCATION VIEWPOINTS ABOUT ADRIAN LUNDBERG MALMÖ UNIVERSITY 2020 EDUCATIONAL LANGUAGE POLICIES VIEWPOINTS ABOUT EDUCATIONAL LANGUAGE POLICIES Malmö Studies in Educational Sciences No. 90 © Copyright Adrian Lundberg, 2020 Cover illustration: Adrian Lundberg ISBN 978-91-7877-076-2 (print) ISBN 978-91-7877-077-9 (pdf) ISSN (Malmö) 1651-4513 DOI 10.24834/isbn.9789178770779 Printed by Holmbergs, Malmö 2020 ADRIAN LUNDBERG VIEWPOINTS ABOUT EDUCATIONAL LANGUAGE POLICIES Multilingualism in Sweden and Switzerland Malmö University, 2020 Faculty of Education and Society The publication is available on DiVA For my multilingual children, Fabio, Viggo & Malia CONTENTS ABSTRACT ....................................................................... 11 ACKNOWLEDGMENTS ..................................................... 13 INCLUDED PUBLICATIONS .............................................. 15 INTRODUCTION ............................................................... 16 Aims and Research Questions .................................................... 18 Significance and Contributions of Thesis .................................... 19 Outline of Thesis ......................................................................... 20 EDUCATIONAL POLICY ENACTMENT .............................. 21 Teacher Agency .......................................................................... 23 Teacher Cognition .................................................................. 24 Projective Dimension ............................................................. 26 Evaluation and Decision-making ............................................ 26 Teachers’ Performance .......................................................... 28 Development of Teacher Agency ................................................ 29 EDUCATIONAL LANGUAGE POLICY AND MULTILINGUALISM .......................................................... 32 Language-in-education Planning ................................................ 33 Language Management ......................................................... 34 Multilingualism ............................................................................. 36 Multilingual Development ....................................................... 38 Language Orientations ........................................................... 40 STUDY CONTEXTS .......................................................... 44 Sweden ....................................................................................... 45 Ethnic Nation State ................................................................ 45 Linguistic Ecology of Sweden ................................................. 46 Swedish Educational Language Policy .................................. 47 Multilingualism in Swedish Teacher Education ...................... 50 Switzerland .................................................................................. 51 Willensnation .......................................................................... 51 The Principle of Territoriality ................................................... 52 Swiss Educational Language Policy ....................................... 53 Multilingualism in Swiss Teacher Education .......................... 55 Similarities regarding Societal Composition ................................ 56 METHODOLOGY .............................................................. 58 Comparative Case Study Research ............................................ 59 Systematic Research Review ...................................................... 60 Identifying Research Discourses ............................................ 60 Showcasing a Methodology’s Potential .................................. 62 Q methodology ............................................................................ 63 Introduction and Conceptual Framework ............................... 64 Rationale for Q in this Thesis ................................................. 66 Research Design .................................................................... 68 Data Collection ....................................................................... 73 Analysis and Interpretation ..................................................... 75 Criteria of Scientific Quality ......................................................... 78 Reliability and Validity ............................................................ 79 Ethical Considerations ............................................................ 79 Researcher’s own Positionality .............................................. 80 STUDIES’ RESULTS ......................................................... 81 Article I ........................................................................................ 81 Article II ....................................................................................... 84 Article III ...................................................................................... 86 Article IV ...................................................................................... 87 CONCLUDING DISCUSSION ............................................. 89 Multilingualism in Sweden and Switzerland ................................ 89 Regulating Linguistic Diversity ............................................... 90 An Atomistic and a Holistic View of Multilingualism ............... 90 Definition of Multilingualism and Multilingual Student ............ 91 Multilingualism as a Theoretical Resource ............................. 92 English as a Hinderance or a Resource ................................. 94 Multilingualism as a Potential Practical Problem ................... 95 Pupils’ Multilingual Development ........................................... 96 Q methodology in Educational Research .................................... 98 Q covering all Areas of SoLD ................................................. 98 Flexibility of Q methodology ................................................... 98 Q for Critical Reflection .......................................................... 99 Neither Right nor Wrong, but Relative ................................... 99 Time-consuming, Rare and Demanding .............................. 100 Contribution to Knowledge and Implications ............................. 101 Situated Teaching ................................................................ 101 Time and Trust ..................................................................... 102 Teacher Education ............................................................... 103 Q as an Educational Tool ..................................................... 104 Q as a Mediational Tool ....................................................... 105 Multilingual Research Habitus .............................................. 106 Delimitations and Limitations .................................................... 106 Directions for Further Research ................................................ 107 Final Words ............................................................................... 108 SUMMARIES ................................................................... 109 English ...................................................................................... 109 Svenska .................................................................................... 115 Deutsch ..................................................................................... 121 REFERENCES ................................................................. 129 APPENDIX ....................................................................... 151 Consent Form (Swedish) .......................................................... 151 Questionnaire on Demographic Information (Swedish) ............ 152 Sorting Help (Swedish) ............................................................. 153 Items in Component 1 understanding (Switzerland) ................. 154 Items in Component 2 pedagogy (Switzerland) ........................ 156 ARTICLES I-IV ................................................................. 159 ABSTRACT With multilingualism being regarded a vital issue to be addressed in tackling discrimination and inequality associated with language, the purpose of this doctoral dissertation is to comparatively investigate stakeholders’ viewpoints about multilingualism to advance discussions about ways education and research may contribute to a change for great- er social justice and betterment for all students. Consequently, separate studies included in this compilation thesis empirically investigate how language management in education takes shape in relation to socially situated discourses about multilingualism and (language) policy. The selected study contexts in Sweden and Switzerland share a similar socie- tal composition and differ concerning their political organisation and language history. A systematic research review about multilingual educational language policies in Sweden and Switzerland (article I) provides an overview of explicit and implicit research discourses relevant for the contexts under scrutiny. Grounded in a sociocultural understanding of educational poli- cy enactment, this thesis’ theoretical basis draws on an ecological framework of teacher agency, consisting of, among other aspects, the mediated collectivity of predominantly subjective elements in teachers’