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Article published In:
Language Problems and Language Planning
Vol. 42:1 (2018) ► pp.45–69
Articles / Articulos / Aufsätze / Artikoloj

Multilingual educational language policies in Switzerland and Sweden

A meta-analysis

| Malmö University

Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on multilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multilingual educational language policies. These countries were selected because of their similarities regarding the societal context, but they are different in regard to language policy issues and political formation. The articles were systematically identified via two databases, ERIC and LLBA, and in order to examine the latest developments after the introduction of a new language act in Sweden and the harmonization of public education in Switzerland in 2009, only research articles published between 2009 and 2016 were included. The results of the study suggest that a monolingual habitus exists in the Swedish nation state context compared to a more pluralistic approach in Switzerland. The most noteworthy result is the diverging definitions of multilingualism and plurilingual students and how this understanding influences the treatment of educational policies in these two linguistically and culturally superdiverse European countries.

Keywords: language policy, European Union, multilingualism, plurilingualism, Sweden, Switzerland, educational language policy, curriculum
Article outline
  • Sociolinguistic and policy context
    • Sweden
    • Switzerland
  • Methodology
    • Retrieval of studies
    • Inclusion and exclusion criteria
  • Results
    • Identified articles
    • Awareness of plurilingualism
    • Third language acquisition
    • English
    • Discrepancy between language policy and language planning
  • Conclusions
  • Notes
  • References
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 24 April 2018
DOI logo
https://doi.org/10.1075/lplp.00005.lun
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