Abstract
Abstract This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. In the analysis, schoolscaping is used based on displayed language on the school premises in combination with language practices in classrooms. The material analyzed consists of photographs, both from classrooms and shared spaces, together with field notes from observations. The analysis made conflicting ideologies visible. Although students were invited to use their languages in classrooms, these were rarely made visible in written form, which is remarkable as written language is given great value in school. The relative invisibility of the LIP students’ languages in the schoolscape, except for in their own classrooms, together with the physical separation from other students at the school, paints a picture of expectations of assimilation and of a monolingual ideology, where the goal is that students become Swedish-speaking. Thus, the conclusion is that there are implementational spaces in the partly closed space that constructs LIP, while ideological spaces are rather closed.
Highlights
This article addresses questions of ideological and implementational spaces for students’ varied linguistic resources in the Swedish Gymnasium (Upper SecondaryThis work is licensed under the WedinSchool, years 10–12 of formal schooling)
This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply
Students were invited to use their languages in classrooms, these were rarely made visible in written form, which is remarkable as written language is given great value in school
Summary
This article addresses questions of ideological and implementational spaces for students’ varied linguistic resources in the Swedish Gymnasium The main goal for this specific study is to investigate to what extent spaces created in the selected school, Cherry School, close or open up for students’ varied linguistic resources. The specific aim is to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. That is linguistic landscaping in the educational space (see for example Szabó 2015), the space for translanguaging (Li 2011: 1233) in LIP is studied. (1) Which implementational spaces for translanguaging become visible through displayed images, objects, symbols and written language at Cherry School?. The concept ideological underpinnings is used here as underlying attitudes, norms and values in relation to linguistic repertoires
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