Schoolscaping in the third space : The case of the Language Introduction Programme in Sweden
Wedin, Å. (2021). Schoolscaping in the third space : The case of the Language Introduction Programme in Sweden. Apples : Journal of Applied Language Studies.15(2), 151-168. DOI: 10.47862/apples.110860
Published in
Apples : Journal of Applied Language StudiesAuthors
Date
2021Copyright
© 2021: The authors
The aim of this paper is to trace students’ multilingualism and agency in the
schoolscape of the Language Introduction Programme (LIP) in one Swedish upper
secondary school. Through linguistic schoolscaping, the study contributes to a
deeper understanding of LIP. The schoolscape is analysed as reconstructions of
photographs of displayed images, objects, symbols, and written language on walls
and elsewhere in the school area. The photographs are analysed in terms of how they
orient to time, place, and space; control behaviour; and shape discourses. Through
the analysis, discourses of an organized, inclusive, and tolerant society appear, that
simultaneously shape a discourse of behaviour: in this school (and in Sweden) we
(want to) follow (the) rules. Students’ multilingualism is nearly absent in the
schoolscape, as is their agency. In line with Bhabha’s concept third space, the
schoolscape may be understood as a space for Swedishness, where inclusion demands
mastery of Swedish. The in-betweenness of the LIP, as a transitional programme,
appears as a space to escape otherness by changing language, which is the
requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape
does not open up spaces for identity development related to multilingualism or
multiculturalism. Opening space for students as agents in the schoolscape and making
their diverse linguistic resources visible would also open up a third space for
negotiation of norms, through contestation, resistance, and manifestation. Thus
students’ development of multiple identities would be enabled and their
opportunities to be (co-)creators of their own futures widened.
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Keywords
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Building participatory video projects for multilingual schoolscapes
Szabó, Tamás Péter; Laihonen, Petteri (Routledge, 2024)Educational actions that establish connections between language, culture, and power construct ideologies of languages and their speakers. The study of linguistic landscapes in education (i.e. schoolscapes) offers a lens ... -
Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden
Wedin, Åsa (Centre for Applied Language Studies, University of Jyväskylä, 2021)This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme ... -
Do concepts and methods have ethics?
Laihonen, Petteri (Language on the Move, 2020) -
The changing schoolscape in a Szekler village in Romania: signs of diversity in rehungarization
Laihonen, Petteri; Tódor, Erika-Mária (Routledge, 2017)In this paper, we explore the connections between a linguistic landscape and language ideologies in an elementary school in a village within the Hungarian region of Szeklerland in Romania. This ‘schoolscape’ is analysed ... -
Introduction
Kalaja, Paula; Melo-Pfeifer, Silvia (Multilingual Matters, 2019)