ERIC Number: EJ1449479
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1855-9719
EISSN: EISSN-2232-2647
Available Date: N/A
'English Is a Subject That You Should Teach Yourself': Power and Learner Identity in the Language Introduction Programme in Sweden
Jenny Bergström
Center for Educational Policy Studies Journal, v14 n3 p67-88 2024
This article explores students' perspectives on English language learning in relation to the Language Introduction Programme in Sweden, which is an individual transitional programme for newly arrived immigrants and seeks to quickly transition adolescents into further education or the job market. High proficiency in English is vital in Swedish society, and insufficient knowledge of English can lead to negative long-term consequences for both individuals and society regarding inequality. The methodology used is based on linguistic ethnography, and the data for this article consists of eight semi-structured interviews with students in the programme at one school. Foucauldian perspectives are used to analyse power and the construction of language ideologies relating to the multilingual English-language classroom and learner identity. The results show that the importance of proficiency in English for a successful educational transition from the Language Introduction Programme is rarely communicated to students. Furthermore, English is positioned as a subject of low importance within the organisation. The results also show that monolingual norms and language hierarchies limit the students' ability to use their first language when learning English.
Descriptors: Foreign Countries, Power Structure, Self Concept, English (Second Language), Second Language Learning, Second Language Instruction, Second Language Programs, Student Attitudes, Immigrants, Language Proficiency, Transitional Programs, Language Attitudes, Swedish, Native Language, Learning Processes, Ethnography, Multilingualism, Secondary School Students
University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
Author Affiliations: N/A