"Practiced" Linguistic-Cultural Ideologies and Educational Policies: A Case Study of a "Bilingual Sweden Finnish School"

Autor/inn/en	Gynne, Annaliina; Bagga-Gupta, Sangeeta; Lainio, Jarmo
Titel	"Practiced" Linguistic-Cultural Ideologies and Educational Policies: A Case Study of a "Bilingual Sweden Finnish School"
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 6, S.329-343 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gynne, Annaliina) ORCID (Bagga-Gupta, Sangeeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1217160
Schlagwörter	Bilingualism; Case Studies; Swedish; Finno Ugric Languages; Teacher Role; Language Attitudes; Educational Policy; Bilingual Education; Foreign Countries; Sociocultural Patterns; Second Language Learning; Ethnography; Educational Practices; Educational History; Sweden + Suchen Sie Ihr Suchwort? Bilingualismus; Case study; Fallstudie; Case Study; Schwedisch; Lehrerrolle; Sprachverhalten; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Ausland; Soziokulturelle Theorie; Zweitsprachenerwerb; Ethnografie; Bildungspraxis; History of education; Bildungsgeschichte; Schweden
Abstract	This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a "practiced" perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01