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Offers a panoramic view of multilingualism in a single educational context – Sweden - set against an international backdrop
Sweden provides a particularly interesting case study in multilingual education, with numerous languages offered in schools and a longstanding tradition of teaching Swedish as a second language to adults.
This volume investigates the complex areas of societal and individual multilingualism in Sweden from diverse viewpoints and across a wide array of educational contexts, target languages and individual language backgrounds.
It explores multilingualism as both an asset and a challenge and discusses concepts of global relevance, including out-of-school language practices, content and language integrated learning, language assessment practices, attitudes, developmental language disorders and teacher beliefs.
It will be of interest to pre- and in-service language teachers in multilingual contexts and researchers working within related areas such as multilingualism, minority languages, teacher identity and language assessment.
This book is open access under a CC BY NC ND licence.
Camilla Bardel is Professor of Modern Languages and Language Education at Stockholm University, Sweden. She has published widely on second and third language development and transfer, collaborative research and language policy.
Gudrun Erickson is Professor of Education in Language and Assessment at the University of Gothenburg, Sweden. Her research interests lie within the fields of language policy and assessment, with a special focus on collaborative processes.
Eva Lindgren is Professor of Language Teaching and Learning in the Department of Language Studies at Umeå University, Sweden. Her research interests include curriculum, multilingualism and literacy with a particular focus on writing development across languages.
Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. Her primary research interests involve the learning of English as a second language, particularly in connection with Content and Language Integrated Learning and extramural exposure to English.
Introduction. Camilla Bardel, Gudrun Erickson, Eva Lindgren, Liss Kerstin Sylvén
Section I. Language Teachers’ Beliefs, Teacher Identity and Teacher Agency
Chapter 1. Sara Snoder: “I Know How It Feels” – A Minoritized Multilingual Primary School Teacher’s Language Experiences.
Chapter 2. Anna-Marie Csöregh: Fair and Square: Tracking Language Assessment Identity Development among Novice Middle-School Teachers in Sweden
Chapter 3. Clara Palm: Teachers’ Views on Adult Learners’ Writing in Swedish as a Second Language
Section II. Languages in Curricula and Classrooms
Chapter 4. Erika Sturk: Development of Writing Curricula in Swedish Compulsory Schooling of Swedish as L1 and as L2
Chapter 5. Elisabeth Ohlsson: Academic Writing in Swedish. An Intervention Study with Upper Secondary School Students
Chapter 6. Marcus Warnby: Lexical Transfer and Academic Vocabulary
Chapter 7. Ingela Finndahl: Young Students’ Perceptions of Having Learnt a Second Foreign Language in Swedish Compulsory School
Chapter 8. Hanna Máret Outakoski & Eva Lindgren: Creating a New Educational Language Arena for Sámi Languages in Sweden
Section III. Multilingual Language Use and Development
Chapter 9. Liss Kerstin Sylvén: English in Sweden – Where, What and Why?
Chapter 10. Jasmine Bylund: Imagined Future Language Use: Insights from Young Adolescents in Multilingual Urban Settings
Chapter 11. Elisabeth Nilsson: Assets and Challenges in Teachers’ Assessment Practices of Young Learners’ Languages
Chapter 12. Eva-Kristina Salameh: Assets and Challenges of Multilingualism for Children with Developmental Language Disorder
Chapter 13. David Little: Responding to the Challenges of Linguistic and Cultural Diversity: Some Lessons from SEMLA and Their Implications for Future Research and Development