Obstacles to bilingual education: A case study of policy appropriation in a lower secondary school
Lundberg, O. (2017). Obstacles to bilingual education: A case study of policy appropriation in a lower secondary school. Apples : Journal of Applied Language Studies, 11 (3), 29-54. doi:10.17011/apples/urn.201712104583
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Apples : Journal of Applied Language StudiesTekijät
Päivämäärä
2017Tekijänoikeudet
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The purpose of this paper is to present some of the main findings from my thesis
(Lundberg, 2015) that concern the policy formulation and implementation of
bilingual education in a multi-ethnic lower secondary school in an urban suburb in
Gothenburg, Sweden. This school was strategically chosen for its pedagogical
approach towards social and linguistic diversity1
. This article examines the
formulation and appropriation of a bilingual and bicultural education program and
what obstacles exist with regards to implementation of bilingual education in the
realization arena. The theoretical impetus comes from the sociology of knowledge
which examines how social policy connects to social practice by applying the concepts
of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data
was derived from interviews and participant observations between 2006 and 2009
with three different ninth grade classes from same school. The results show that in
the formulation arena the policy was in favor of active bilingualism (a holistic and
comprehensive approach throughout the curriculum), strong support f or mother
tongue education, and creating in students a bicultural identity. However, in the
realization arena, the bilingual education program was reduced to the employment
of bilingual teachers who provided mother tongue tuition. Support for the bicultura l
and multilingual development of students’ language and culture was never fully
incorporated into the ordinary teaching and instruction. This was due in part to
obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000).
Five types of obstacles to the appropriation of bilingual education were observed.
Two primary obstacles in the formulation arena were 1) a strong separation of
languages, and 2) bilingual teachers as representatives of diversity. In the realization
arena the following three obstacles were observed: 1) teacher resistance to polylingual
education, 2) insufficient study support for mother tongue tuition, and 3) a
monolingual norm. In sum, the overriding obstacle is an overall lack of consensus
about the aim and purpose of bilingual education. The discussion develops issues
concerning the gap between what should be versus what could be in both the
formulation and realization arenas (Lundberg, 2015).
...
Julkaisija
Centre for Applied Language Studies, University of JyväskyläISSN Hae Julkaisufoorumista
1457-9863Asiasanat
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