TY - JOUR
T1 - Language crashes and shifting orientations
T2 - the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden
AU - From, Tuuli Elina
AU - Holm, Gunilla
PY - 2019/5/4
Y1 - 2019/5/4
N2 - This article analyses the construction of linguistic value and recognition of linguistic resources in educational spaces in Finland, where Swedish is the second national language and in Sweden, where Finnish is one of five official minority languages. Drawing on ethnographic methods, critically informed notions of language policy and spatial theorisation, we argue that linguistic hierarchies created through language and education policies manifest themselves in the discursive construction of linguistic value in the everyday educational spaces. In Finland, the strong societal and political status of Swedish and the monolingual school institutions enable the recognition of language as a right and a resource but potentially present linguistic diversity as a problem within those spaces. In Sweden, the historical traces of a problem orientation towards Finnish language remain, despite the aimed improvements in educational language rights and the shifting orientation on Finnish being recognised as a resource in the market-oriented educational system. Pupils in both countries mostly considered language as a communicative resource in their everyday social spaces but the negotiation of the societal value of language and bilingualism was rather controversial. Discussing linguistic disadvantage in relation to educational spaces will bring new perspectives to language and minority policies in linguistically diverse societies.
AB - This article analyses the construction of linguistic value and recognition of linguistic resources in educational spaces in Finland, where Swedish is the second national language and in Sweden, where Finnish is one of five official minority languages. Drawing on ethnographic methods, critically informed notions of language policy and spatial theorisation, we argue that linguistic hierarchies created through language and education policies manifest themselves in the discursive construction of linguistic value in the everyday educational spaces. In Finland, the strong societal and political status of Swedish and the monolingual school institutions enable the recognition of language as a right and a resource but potentially present linguistic diversity as a problem within those spaces. In Sweden, the historical traces of a problem orientation towards Finnish language remain, despite the aimed improvements in educational language rights and the shifting orientation on Finnish being recognised as a resource in the market-oriented educational system. Pupils in both countries mostly considered language as a communicative resource in their everyday social spaces but the negotiation of the societal value of language and bilingualism was rather controversial. Discussing linguistic disadvantage in relation to educational spaces will bring new perspectives to language and minority policies in linguistically diverse societies.
UR - https://researchportal.helsinki.fi/en/publications/fe64c9a6-89ca-425f-a354-99907c195efc
U2 - 10.1080/09500782.2018.1514045
DO - 10.1080/09500782.2018.1514045
M3 - Article
SN - 0950-0782
SP - 195
EP - 210
JO - Language and Education
JF - Language and Education
ER -