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Article published In:
Pragmatics and Society
Vol. 12:1 (2021) ► pp.106–131

Heteroglossia in mother tongue instruction in Sweden and the development of plurilingual literacies

| Uppsala University

This article analyses how perceptions of and approaches to teaching linguistically heterogeneous groups in mother tongue instruction (MTI) in Sweden impact on the development of plurilingual literacies in that context. Linguistic ethnographic data collected over 12 months in classrooms and schools where MTI takes place were thematically categorized and data from the most prominent category, heterogeneity, were further coded into the heteroglossic categories of multidiscursivity and multivoicedness (Todorov 1984). The continua of biliteracy provides an additional interpretative framework. Results show that heteroglossic discursive practices involving diverse linguistic repertoires are commonly reported on and observed in MTI classrooms, and are viewed both as a resource for and an obstacle to learning. These results contribute to discussions on organizational and pedagogical approaches that work with rather than against heteroglossia, through resourceful use of languages to enhance learning in MTI and potentially other subjects as well.

Keywords: heteroglossia, plurilingual literacies, mother tongue instruction, Sweden
Article outline
  • 1.Introduction
    • 1.1Classroom perspective
    • 1.2Language planning perspective
  • 2.Background
    • 2.1MTI in Sweden
    • 2.2Linguistic heterogeneity in other language education contexts
  • 3.Theoretical perspectives
    • 3.1Heteroglossia
    • 3.2The continua of biliteracy
  • 4.Material and methods
    • 4.1Setting, data and participants
    • 4.2Analysis
    • 4.3Reflexivity and ethics
  • 5.Results – Heteroglossia in practices and perspectives
    • 5.1Diverse varieties comprising individual languages – multidiscursivity
    • 5.2Legitimate combinations of words and forms of expressions – multivoicedness
  • 6.Discussion – Heteroglossia and the development of plurilingual literacies
    • 6.1The media and content of biliteracy – multidiscursivity
    • 6.2Individual development of biliteracy – multivoicedness in MTI
  • 7.Concluding comments
  • Notes
  • Transcription code
  • References
Published online: 2 March 2021
DOI logo
https://doi.org/10.1075/ps.18016.rea
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