The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?

Already in primary school in Sweden, English is one of several language subjects within a larger curriculum. Despite this, the curricular space for the English subject to leverage and contribute to plurilingual competence has hitherto received little attention. This study centres on the constructio...

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Autor principal:	Sophia Gasson
Formato:	article
Lenguaje:	EN NO SV
Publicado:	University of Oslo Library 2021
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0823a18e19f9420f9fc5433765cf66fd
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spelling	oai:doaj.org-article:0823a18e19f9420f9fc5433765cf66fd2021-11-23T14:19:54ZThe multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism? 10.5617/adno.83762535-8219https://doaj.org/article/0823a18e19f9420f9fc5433765cf66fd2021-11-01T00:00:00Zhttps://journals.uio.no/adnorden/article/view/8376https://doaj.org/toc/2535-8219 Already in primary school in Sweden, English is one of several language subjects within a larger curriculum. Despite this, the curricular space for the English subject to leverage and contribute to plurilingual competence has hitherto received little attention. This study centres on the construction of the primary English subject in the 2011 (revised 2018) curriculum, also in relation to other language syllabi, using the concept of ‘voice as perspective on topic’ (Linell, 2009) to analyse ideologies that are salient, backgrounded, and absent in the English syllabus and those transcending language syllabi boundaries. Findings show that different voices are salient in the English subject in years 1–3 and 4–6, constructing an oral-based and fun subject contra an increasingly academic and communicatively-focused subject respectively. Monoglossic ideologies in English language teaching are challenged insofar as English is not positioned as a language belonging to specific nations or speakers. However, there exists no explicit space for plurilingual competence in assessment, where instead pupils’ monolingual performances are assessed. In addition, unlike other language syllabi, the English syllabus contains no explicit mention of multilingual awareness-raising of languages in the learners’ repertoire, thereby limiting explicit space for plurilingualism. Nevertheless, across the language syllabi, a functional view of language is salient, where communicative strategies, language form for functionally justified ends, and text genres form part of the core content of the education. This creates implicit spaces for teaching and learning in the English subject to leverage and contribute to developing underlying functional linguistic proficiency (see Cummins, 2000, 2007). Sophia GassonUniversity of Oslo LibraryarticleSpecial aspects of educationLC8-6691ENNOSVActa Didactica Norden, Vol 15, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO SV
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Sophia Gasson The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
description	Already in primary school in Sweden, English is one of several language subjects within a larger curriculum. Despite this, the curricular space for the English subject to leverage and contribute to plurilingual competence has hitherto received little attention. This study centres on the construction of the primary English subject in the 2011 (revised 2018) curriculum, also in relation to other language syllabi, using the concept of ‘voice as perspective on topic’ (Linell, 2009) to analyse ideologies that are salient, backgrounded, and absent in the English syllabus and those transcending language syllabi boundaries. Findings show that different voices are salient in the English subject in years 1–3 and 4–6, constructing an oral-based and fun subject contra an increasingly academic and communicatively-focused subject respectively. Monoglossic ideologies in English language teaching are challenged insofar as English is not positioned as a language belonging to specific nations or speakers. However, there exists no explicit space for plurilingual competence in assessment, where instead pupils’ monolingual performances are assessed. In addition, unlike other language syllabi, the English syllabus contains no explicit mention of multilingual awareness-raising of languages in the learners’ repertoire, thereby limiting explicit space for plurilingualism. Nevertheless, across the language syllabi, a functional view of language is salient, where communicative strategies, language form for functionally justified ends, and text genres form part of the core content of the education. This creates implicit spaces for teaching and learning in the English subject to leverage and contribute to developing underlying functional linguistic proficiency (see Cummins, 2000, 2007).
format	article
author	Sophia Gasson
author_facet	Sophia Gasson
author_sort	Sophia Gasson
title	The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
title_short	The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
title_full	The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
title_fullStr	The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
title_full_unstemmed	The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?
title_sort	multivoiced english-for-young-learners subject in sweden: spaces for plurilingualism?
publisher	University of Oslo Library
publishDate	2021
url	https://doaj.org/article/0823a18e19f9420f9fc5433765cf66fd
work_keys_str_mv	AT sophiagasson themultivoicedenglishforyounglearnerssubjectinswedenspacesforplurilingualism AT sophiagasson multivoicedenglishforyounglearnerssubjectinswedenspacesforplurilingualism
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The multivoiced English-for-young-learners subject in Sweden: Spaces for plurilingualism?

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