Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with ‘Swedish for immigrants’

Abstract

The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels – pertaining to language and identity – emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

Keywords:

• language education
• categorisations
• immigration
• identity positions
• Sweden

Notes

We use the term newcomers in order to refer to people who have moved to Sweden. Choosing the term newcomers instead of ‘immigrants’, ‘persons with foreign background’ or ‘foreigner’ is grounded in our theoretical framework, where temporally framed relations between newcomers–oldtimers, insiders and outsiders are in focus.

In line with a sociocultural perspective, we understand language as a primary meditational means or cultural tool. Oral, written, signed languages and multimodal resources constitute repertoires in human communication.

http://www.oru.se/projekt/cic (retrieved June 30, 2012).

Data collection and the first level of analysis were conducted by the first author. The more in-depth analysis has been conducted jointly by both authors. They have also collaborated closely in the writing process.

The growing debate can be illustrated by the sharp increase in the number of questions concerned with immigration or the situation of minorities raised in the parliament. During the period 1960–1964, 25 questions were raised while during the period 1965–1970, 120 questions and during 1970–73, 162 questions were raised (Ministry of Labor, 1974, p. 46).

A general increase in emigration too can be noted (SCB http://www.scb.se/Pages/TableAndChart____91833.aspx, 30 June 2012).

The report ‘Wider ways and the way forward’ [Sw: Vidare vägar och vägen vidare] (Sfi Inquiry 2003) suggests that the language education programme should change its name to ‘Education in Swedish as second language for social life and labor’, emphasizing (among other issues) the need for retaining social studies as part of the curriculum, strengthening its connection to social life and the labor market (2003, p. 17).

In the 1986 curriculum, the category ‘worker with foreign citizenship’ [Sw: arbetstagare med utländskt medborgarskap] is used when the historical background of the education is focused.

Dimensions regarding citizenship and belonging are included in our use of the concept pluralism/pluralistic.

The 2006 syllabus states that ‘Sfi is first and foremost [a] qualified language education, where the emphasis is on communication in a broad sense’ (National Board of Education, 2006b), thus highlighting language skills as the focus of the education.

The strong emphasis on language skills also needs to be understood in relation to the debates concerning the status of Swedish language from the 1990s onwards (Boyd & Huss, 2001; Milani, 2007).

In the original document (National Board of Education, 2006a), the Swedish category used is ‘pupils with other mother tongues than Swedish’ [Sw: elever med annat modersmål än svenska].