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Spaces for multilingual education: language orientations in the national curricula of Sweden and Finland
Dalarna University, School of Humanities and Media Studies, English.ORCID iD: 0000-0002-9024-330X
2020 (English)In: International Multilingual Research Journal, ISSN 1931-3152, E-ISSN 1931-3160Article in journal (Refereed) Epub ahead of print
Abstract [en]

Both Sweden and Finland have education systems promoting equity and equality. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. This paper aims to explore how multilingualism is represented in the national compulsory school curricula in the two contexts, using the language orientation framework: language as problem, right, or resource. The analysis reveals differences. In Finland, an explicit discourse on multilingual education exists, with an aim of integrating multilingual perspectives into the whole curriculum. In Sweden, however, the discourse is less explicit; and multilingualism as a concept is limited to minority language students. Considering language orientations in the two curricula affords an understanding of the spaces for multilingual education that are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies. © 2020, © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.

Place, publisher, year, edition, pages
2020.
Keywords [en]
compulsory school, Finland, language orientations, Multilingual education, national curriculum, Sweden
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-31816DOI: 10.1080/19313152.2020.1714158ISI: 000509809100001Scopus ID: 2-s2.0-85078450432OAI: oai:DiVA.org:du-31816DiVA, id: diva2:1391012
Available from: 2020-02-03 Created: 2020-02-03 Last updated: 2020-02-17Bibliographically approved

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