English first
Policy and practice in a Swedish EMI primary class
This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students’ mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.
Article outline
- 1.Introduction
- 2.Background
- 2.1Languages in Sweden: Status and language hierarchies
- 2.2Languages of instruction in Swedish schools
- 3.Theoretical framework
- 4.Methodology
- 4.1Critical discourse analysis (CDA)
- 4.2Linguistic ethnography
- 4.3Contexts and participants
- 4.4Data collection
- 5.Findings
- 5.1Policies
- 5.1.1National policies
- 5.1.2Local policies
- 5.2Practices
- 5.2.1Swedish as primary LOI
- 5.2.2English as primary LOI
- 5.2.3Other languages in the classroom
- 6.Discussion
- 6.1Language hierarchies in national and local language-in-education policies
- 6.2Language policies in classroom practices
- 7.Implications for policy and practice in EMI
- Acknowledgements
-
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