Advanced

English Only i Multilingual Classrooms? : A Study of Students' Self-Reported Practices and Attitudes

Källkvist, Marie LU ; Gyllstad, Henrik LU ; Sandlund, Erica and Sundqvist, Pia (2019) American Association of Applied Linguistics
Abstract
English Only in Multilingual Classrooms? A Study of Students’ Self-Reported Practices and AttitudesA pressing issue in multilingual education is when to draw on students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009). Classroom research in L2 learning supports multilingual/translanguaging practices (e.g. Lee & Macaro 2013; Zhang 2018), but much of this research involves participants who had acquired the same L1 prior to having classroom exposure to English (L2). The present study breaks new ground by focusing on multilingual participants with different L1s: Participants are either simultaneous bilinguals of Swedish (the majority language) and a heritage language (such as Somali), or... (More)
English Only in Multilingual Classrooms? A Study of Students’ Self-Reported Practices and AttitudesA pressing issue in multilingual education is when to draw on students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009). Classroom research in L2 learning supports multilingual/translanguaging practices (e.g. Lee & Macaro 2013; Zhang 2018), but much of this research involves participants who had acquired the same L1 prior to having classroom exposure to English (L2). The present study breaks new ground by focusing on multilingual participants with different L1s: Participants are either simultaneous bilinguals of Swedish (the majority language) and a heritage language (such as Somali), or L1-speakers of their heritage language, learning both Swedish and English in a high school in Sweden. Triangulated qualitative data were collected in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student questionnaires and interviews (18 students) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. As a basis for studying students’ attitudes, the classroom observations revealed that the teacher used mainly English; Swedish was restricted to metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. Student interviews revealed that the majority stated that they benefit from their teacher’s explanations in both English and Swedish, of Swedish translation equivalents, and of task and grading information verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students who were dominant in their heritage language expressed a need to draw on the heritage language, although not necessarily in the classroom. An important implication is the value to students of certain information being provided both in the target language (English) and in the school language (Swedish). (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
language education policy, ELT, multilingualism
conference name
American Association of Applied Linguistics
conference location
Atlanta, United States
conference dates
2019-03-09 - 2019-03-12
language
English
LU publication?
yes
id
2426652b-c0a4-4bc1-a11c-2fe27179f8bb
date added to LUP
2019-03-13 14:32:50
date last changed
2019-03-20 02:19:02
@misc{2426652b-c0a4-4bc1-a11c-2fe27179f8bb,
  abstract     = {English Only in Multilingual Classrooms? A Study of Students’ Self-Reported Practices and AttitudesA pressing issue in multilingual education is when to draw on students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009).  Classroom research in L2 learning supports multilingual/translanguaging practices (e.g. Lee & Macaro 2013; Zhang 2018), but much of this research involves participants who had acquired the same L1 prior to having classroom exposure to English (L2). The present study breaks new ground by focusing on multilingual participants with different L1s: Participants are either simultaneous bilinguals of Swedish (the majority language) and a heritage language (such as Somali), or L1-speakers of their heritage language, learning both Swedish and English in a high school in Sweden. Triangulated qualitative data were collected in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student questionnaires and interviews (18 students) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. As a basis for studying students’ attitudes, the classroom observations revealed that the teacher used mainly English; Swedish was restricted to metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. Student interviews revealed that the majority stated that they benefit from their teacher’s explanations in both English and Swedish, of Swedish translation equivalents, and of task and grading information verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students who were dominant in their heritage language expressed a need to draw on the heritage language, although not necessarily in the classroom. An important implication is the value to students of certain information being provided both in the target language (English) and in the school language (Swedish).},
  author       = {Källkvist, Marie and Gyllstad, Henrik and Sandlund, Erica and Sundqvist, Pia},
  keyword      = {language education policy,ELT,multilingualism},
  language     = {eng},
  location     = {Atlanta, United States},
  title        = {English Only i Multilingual Classrooms? : A Study of Students' Self-Reported Practices and Attitudes},
  year         = {2019},
}