Skip to main content

Lund University Publications

LUND UNIVERSITY LIBRARIES

Towards an In-Depth Understanding of English-Swedish Translanguaging Pedagogy in Multilingual EFL Classrooms

Källkvist, Marie LU orcid ; Gyllstad, Henrik LU ; Sandlund, Erica and Sundqvist, Pia (2022) In HumaNetten 48(1). p.138-167
Abstract
This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging... (More)
This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal to an institutional policy document, their teacher and fellow students. (Less)
Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
translanguaging pedagogy, EFL, classroom research, multilingualism
in
HumaNetten
volume
48
issue
1
pages
138 - 167
publisher
Institutionen för humaniora, Växjö universitet
ISSN
1403-2279
DOI
10.15626/hn.20224807
project
Multilingual Spaces? Language Practices in English Classrooms
language
English
LU publication?
yes
id
99e41047-a36d-488f-aeb4-058c3e49de75
date added to LUP
2021-09-27 11:28:16
date last changed
2022-06-10 17:01:03
@article{99e41047-a36d-488f-aeb4-058c3e49de75,
  abstract     = {{This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal to an institutional policy document, their teacher and fellow students.}},
  author       = {{Källkvist, Marie and Gyllstad, Henrik and Sandlund, Erica and Sundqvist, Pia}},
  issn         = {{1403-2279}},
  keywords     = {{translanguaging pedagogy; EFL; classroom research; multilingualism}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{138--167}},
  publisher    = {{Institutionen för humaniora, Växjö universitet}},
  series       = {{HumaNetten}},
  title        = {{Towards an In-Depth Understanding of English-Swedish Translanguaging Pedagogy in Multilingual EFL Classrooms}},
  url          = {{http://dx.doi.org/10.15626/hn.20224807}},
  doi          = {{10.15626/hn.20224807}},
  volume       = {{48}},
  year         = {{2022}},
}