References
- Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Carlson, M. (2009). Flerspråkighet inom lärarutbildningen. Ett perspektiv som saknas. [Multilingualism in teacher education: A missing perspective.]. Utbildning & Demokrati, 18(2), 39–66. https://doi.org/10.48059/uod.v18i2.903
- Clyne, M. (2005). Australia’s language potential. UNSW Press.
- Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters.
- De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234. https://doi.org/10.1080/14790718.2011.560669
- Education Act. (2010). Skollag SFS 2010:800. Department of Education. http://rkrattsbaser.gov.se/sfst?bet = 2010:800
- Eisenchlas, S. A., Schalley, A. C., & Guillemin, D. (2015). Multilingualism and literacy: Attitudes and policies. International Journal of Multilingualism, 12(2), 151–161. https://doi.org/10.1080/14790718.2015.1009371
- Ellis, E., Gogolin, I., & Clyne, M. (2010). The Janus face of monolingualism: A comparison of German and Australian language education policies. Current Issues in Language Planning, 11(4), 439–460. https://doi.org/10.1080/14664208.2010.550544
- Fives, H., & Buehl, M. (2016). Teachers’ beliefs, in the context of policy reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114–121. https://doi.org/10.1177/2372732215623554
- Flockton, G., & Cunningham, C. (2021). Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English. Journal of Education for Teaching, 47(2), 220–233. https://doi.org/10.1080/02607476.2020.1855942
- Ganuza, N., & Hedman, C. (2015). Struggles for legitimacy in mother tongue instruction in Sweden. Language and Education, 29(2), 125–139. https://doi.org/10.1080/09500782.2014.978871
- Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism – ‘invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
- Halpern, C., Trunfio, J. & Aydin, H. (2021). ‘We learned to be compassionate’: Pre-service teachers’ perceptions of teaching immigrant children. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2021.1931252
- Hedman, C., & Rosén, J. (2021). Modersmålsämnets legitimitet i ett förändrat politiskt landskap: en analys av svensk riksdagsdebatt under 2010-talet. [Legitimacy of the mother tongue-subject: An analysis of Swedish parliamentary debates in the 2010s.]. Utbildning & Demokrati – Tidskrift för Didaktik och Utbildningspolitik, 29(3), 31–50. https://doi.org/10.48059/uod.v29i3.1542
- Hult, F. M. (2017). More than a lingua franca: Functions of English in a globalised educational language policy. Language, Culture and Curriculum, 30(3), 265–282. https://doi.org/10.1080/07908318.2017.1321008
- Juvonen, P., & Källkvist, M. (Eds.). (2021). Pedagogical translanguaging: Theoretical, methodological and empirical perspectives. Multilingual Matters.
- Language Act. (2009). Språklag SFS 2009:600. Department of Education. http://rkrattsbaser.gov.se/sfst?bet = 2009:600
- Lundberg, A. (2019). Teachers’ beliefs about multilingualism: Findings from Q method research. Current Issues in Language Planning, 20(3), 266–283. https://doi.org/10.1080/14664208.2018.1495373
- Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Palgrave.
- May, S. (Ed.) (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge/Taylor & Francis.
- May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, 103(S1), 122–129. https://doi.org/10.1111/modl.12531
- Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Beltz. http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173
- Norberg Brorsson, B., & Lainio, J. (2015). Flerspråkiga elever och deras tillgång till utbildning och språk i skolan – Implikationer för lärarutbildningen. Uppföljningsrapport till EUCIM-TE-projektet. [Multilingual pupils and their access to education and language at school – implications for teacher education. Follow-up report of the EUCIM-TE project.] Akademin för utbildning, kultur och kommunikation, Mälardalens högskola. http://www.diva-portal.org/smash/get/diva2:875243/FULLTEXT01.pdf
- Paulsrud, B., & Lundberg, A. (2021). One school for all? Multilingualism in teacher education in Sweden. In M. Wernicke, A. Hansen, S. Hammar, & T. Schroedler (Eds.), Preparing teachers to work with multilingual learners (pp. 38–57). Multilingual Matters.
- Paulsrud, B., & Zilliacus, H. (2018). Flerspråkighet och transspråkande i lärarutbildningen. [Multilingualism and translanguaging in teacher education]. In B. Paulsrud, J. Rosén, B. Straszer, & Å Wedin (Eds.), Transspråkande i svenska utbildningssammanhang [Translanguaging in Swedish education contexts] (pp. 27–47). Studentlitteratur.
- Paulsrud, B., Zilliacus, H., & Ekberg, L. (2020). Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland. International Multilingual Research Journal, 14(4), 304–318. https://doi.org/10.1080/19313152.2020.1714158
- Piller, I. (2016). Monolingual ways of seeing multilingualism. Journal of Multicultural Discourses, 11(1), 25–33. https://doi.org/10.1080/17447143.2015.1102921
- Pratkanis, A., & Greenwald, A. G. (1989). A sociocognitive model of attitude structure and function. Advances in Experimental Social Psychology, 22, 245–285. https://doi.org/10.1016/S0065-2601(08)60310-X
- Pulinx, R., Van Avermaet, P., & Agirdag, O. (2017). Silencing linguistic diversity: The extent, the determinants and consequences of the monolingual beliefs of flemish teachers. International Journal of Bilingual Education and Bilingualism, 20(5), 542–556. https://doi.org/10.1080/13670050.2015.1102860
- Rannu, K., Ljalikova, A., & Poom-Valickis, K. (2021). Influences on teachers’ attitudes towards languages of learning and teaching: The Estonian experience. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2021.1925287
- Rosén, J. (2017). Spaces for translanguaging in Swedish education policy. In B. Paulsrud, J. Rosén, B. Straszer, & Å Wedin (Eds.), New perspectives on translanguaging and education (pp. 38–55). Multilingual Matters.
- Ruiz, R. (1984). Orientations in language planning. In Reprinted in N. H. Hornberger (Ed.) (2016) Honoring Richard Ruiz and his work on language planning and bilingual education. (pp. 13–33). Multilingual Matters.
- Schalley, A. C. (2020). Mother tongue instruction – at its best? An epilogue. In B. Straszer, & Å Wedin (Eds.), Modersmål, minoriteter och mångfald i skolan [mother tongue, minorities and diversity in the school] (pp. 331–346). Studentlitteratur.
- Smith, H. A. (2004). Attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity. [Doctoral dissertation, Victoria University of Wellington]. VUW Research Archive. http://hdl.handle.net/10063/501
- SNAE (Swedish National Agency for Education). (2018). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, Reviderad 2018. [Curriculum for the compulsory school, preschool class and school-age educare 2011, Revised 2018].
- SNAE (Swedish National Agency for Education). (2020). Elever med undervisning i modersmål läsåret 2020/21. [Pupils with Mother tongue tuition in 2020/2021.] Department of Education. https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning?sok = SokC&omrade = Skolor%20och%20elever&lasar = 2020%2F21&run = 1
- SNAE (Swedish National Agency for Education). (2021). PM – Elever och skolenheter i grundskolan läsåret 2020/21. [Pupils and school units in primary school in the academic year 2020/2021.] Department of Education. https://www.skolverket.se/publikationer?id = 7920
- Swedish Research Council. (2017). Good research practice. The Swedish Research Council. https://www.vr.se/english/analysis/reports/our-reports/2017-08-31-good-research-practice.html
- Vuorsola, L. (2019). Societal support for the educational provisions of Finnish in the Swedish school system in theory and practice. Language Policy, 18(3), 363–385. https://doi.org/10.1007/s10993-018-9491-5
- Yang, Y., & Montgomery, D. (2013). Gaps or bridges in multicultural teacher education: A Q study of attitudes towards student diversity. Teaching and Teacher Education, 30(1), 27–37. https://doi.org/10.1016/j.tate.2012.10.003
- Young, A. S. (2014). Unpacking teachers’ language ideologies: Attitudes, beliefs, and practiced language policies in schools in Alsace, France. Language Awareness, 23(1–2), 157–171. https://doi.org/10.1080/09658416.2013.863902