LINGUIST List 18.3218
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Fri Nov 02 2007
Diss: Discourse Analysis/Socioling: Hult: 'Multilingual Language Po...'
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Directory
1. Francis
Hult,
Multilingual Language Policy and English Language Teaching in Sweden
Message 1: Multilingual Language Policy and English Language Teaching in Sweden
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Date: 01-Nov-2007
From: Francis Hult <Francis.Hultutsa.edu>
Subject: Multilingual Language Policy and English Language Teaching in Sweden
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Institution: University of Pennsylvania
Program: Educational Linguistics program, Graduate School of Education
Dissertation Status: Completed
Degree Date: 2007
Author: Francis M. Hult
Dissertation Title: Multilingual Language Policy and English Language Teaching in Sweden
Dissertation URL: http://repository.upenn.edu/dissertations/AAI3260918/
Linguistic Field(s):
Discourse Analysis
Sociolinguistics
Subject Language(s): English (eng)
Swedish (swe)
Dissertation Director:
Nancy H Hornberger
Robert Phillipson
Harold F Schiffman
Tove Skutnabb-Kangas
Dissertation Abstract:
This dissertation is an ethnographic discourse analytic study of the
management of language contact in Sweden and the special role of English
language teaching (ELT) in that process. It draws on four years of policy
research and a year of fieldwork in the southern Swedish city of Malmö to
investigate the discourses about English and multilingualism that circulate
in and around the national language policy documents Mål i mun: Förslag
till handlingsprogram för svenska språket (Speech: Draft action programme
for the Swedish language) of 2002 and Bästa språket: En samlad svensk
språkpolitik (Best language: A concerted language policy for Sweden) of
2005 as they relate to the practice of language education.
Using nexus analysis to integrate theoretical and methodological approaches
from language planning and policy, linguistic anthropology, and
sociolinguistics, this educational linguistic study moves from societal to
community to classroom scales of social organization in order to analyze
discourse processes related to language policy across multiple contexts.
Policy texts are first analyzed to determine how broad sociopolitical
discourses about English and multilingualism are indexed and (re)positioned
to frame multilingualism and language education at the national level.
These discourses are then situated in relation to a localized context for
policy and educational practice by investigating how two multilingual
neighborhoods in the city of Malmö are symbolically constructed as
linguistic landscapes through public language use. Turning to how these
discourses relate to educational practice in this localized context,
classroom interaction in an English teacher training program together with
ethnographic observations of other educational settings are examined to
explore how policy texts and wider circulating discourses are appropriated
by language educators. In all, by tracing discursive trajectories across
scales of social organization in these Swedish contexts, the study
contributes to an understanding of the dialectic relationship between
language policy and language education.
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