3,023
Views
4
CrossRef citations to date
0
Altmetric
Original Article

Spaces for translanguaging in mother tongue tuition

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Ben-Rafael, E., Shohamy, E., Muhammad Hasan, A., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism, 3(1), 7–30.
  • Bhabha, H. (1994). The location of culture. London: Routledge.
  • Bíró, E. (2016). Learning schoolscapes in a minority setting. Acta Universitatis Sapientiae. Philologica, 8(2), 109–121.
  • Blackledge, A., Creese, A., Baraç, T., Bhatt, A., Hamid, S., Wei, L., … Yağcioğlu, D. (2008). Contesting ‘language’ as ‘heritage’: Negotiation of identities in late modernity. Applied Linguistics, 29(4), 533–554.
  • Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Bristol: Multilingual Matters.
  • Brown, K. D. (2005). Estonian schoolscapes and the marginalization of regional identity in education. European Education, 37(3), 78–89.
  • Brown, K. D. (2012). The linguistic landscape of educational spaces: Language revitalization in Southeastern Estonia. In D. Gorter, H. F. Marten, & L. Mensel (Eds.), Minority languages in the linguistic landscape (pp. 281–298). Hampshire, England: Palgrave McMillan.
  • Cabau, B. (2014). Minority language education policy and planning in Sweden. Current Issues in Language Planning, 15(4), 409–425.
  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(iii), 401–417.
  • Canagarajah, S. (2013). Agency and power in intercultural communication: Negotiating English in translocal spaces. Language and Intercultural Communication, 13(2), 202–224.
  • Conteh, J., & Brock, A. (2011). ‘Safe spaces’? Sites of bilingualism for young learners in home, school and community. International Journal of Bilingual Education and Bilingualism, 14(3), 347–360.
  • Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 94(1), 103–115.
  • Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35.
  • Cummins, J. (1980). Negotiating identities. Education for empowerment in a diverse society. Ontario: California Association for Bilingual education.
  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
  • Davies, A. (2003). The native speaker: Myth and reality (2nd ed.). Clevedon: Multilingual Matters.
  • Frelin, A., & Grannäs, J. (2017). Skolans mellanrum: Ett relationellt och rumsligt perspektiv på utbildningsmiljöer. [The third space of school: A relational and spatial perspective on educational environments]. Pedagogisk Forskning I Sverige, 22(3–4), 198–214.
  • Ganuza, N., & Hedman, C. (2015). Struggles for legitimacy in mother tongue instruction in Sweden. Language and Education, 29(2), 125–139.
  • Ganuza, N., & Hedman, C. (2017). Ideology vs. Practice: Is there a space for pedagogical translanguaging in mother tongue instruction? In B. Paulsrud, J. Rosén, B. Straszer, & Å. Wedin (Eds.), New perspectives on translanguaging and education (pp. 208–225). Bristol: Multilingual Matters.
  • Ganuza, N., & Hedman, C. (2018). Modersmålsundervisning, läsförståelse och betyg: Modersmålsundervisningens roll för elevers skolresultat. [Mother tongue instruction, reading comprehension and grades – The role of mother tongue instruction for school achievements]. Nordand. Nordisk Tidsskrift for Andrespråksforskning, 13(1), 4–22.
  • Ganuza, N., & Hedman, C. (2019). The impact of mother tongue instruction on the development of biliteracy: Evidence from Somali-Swedish bilinguals. Applied Linguistics, 40(1), 108–131.
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
  • García, O., Ibarra Johnson, S., & Seltzer, K. (2016). The translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon.
  • García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9–34). New York: Routledge.
  • Hua, Z., Wei, W., & Lyons, A. (2017). Polish shop(ping) as translanguaging space. Social Semiotics, 27(4), 411–433.
  • Hyltenstam, K. (1986). Politik, forskning och praktik. In Invandrarspråken - ratad resurs? (pp. 6–24). Stockholm: Forskningsrådsnämnden.
  • Hyltenstam, K., & Milani, T. (2012). Modersmålsundervisning och tvåspråkig undervisning. In K. Hyltenstam, M. Axelsson, & I. Lindberg (Eds.), Flerspråkighet: En forskningsöversikt (pp. 17‒152). Stockholm: Vetenskapsrådet. Vetenskapsrådets rapportserie 5: 2012.
  • Lainio, J. (2012). Modersmåls erkända och negligerade roller [The acknowledged and neglected roles of mother tongues]. In O. Mikael (Ed.), ymposium 2012: Lärarrollen i svenska som andraspråk. [Symposium 2012: The teacher role in Swedish as a second language] (pp. 66‒96). Stockholm: Stockholms universitets förlag.
  • Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality: An empirical study. Journal of Language and Social Psychology, 16(1), 23–49.
  • Lefebvre, H. (1991). The production of space. Oxford: Blackwell.
  • Mills, J. (2004). Mothers and mother tongue: Perspectives on self-construction by mothers of Pakistani heritage. In P. Aneta & B. Adrian (Eds.), Negotiation of identities in multilingual contexts (pp. 161–191). Clevedon: Multilingual Matters.
  • Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å. (eds.). (2017). New perspectives on translanguaging and education. Bristol: Multilingual Matters.
  • Reath Warren, A. (2013). Mother tongue tuition in Sweden: Curriculum analysis and classroom experience. International Electronic Journal of Elementary Education, 6(1), 95–116.
  • Reath Warren, A. (2017). Developing multilingual literacies in Sweden and Australia: Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia (PhD diss). Stockholm: Stockholms universitet.
  • Rönnlund, M., & Tollefsen, A. (2016). Rum: Samhällsvetenskapliga perspektiv. [Space: Social science perspectives]. Stockholm: Liber.
  • Runfors, A. (2009). Modersmålssvenskar och vi andra: Ungas språk och identifikationer i ljuset av nynationalism. Utbildning & Demokrati, 18(2), 105–126.
  • Salö, L., Ganuza, N., Hedman, C., & Karrebæk, M. S. (2018). Mother tongue instruction in Sweden and Denmark. Language policy, cross-field effects, and linguistic exchange rates. Language Policy, 17(4), 591–610.
  • SFS. (2009). Språklagen 2009:600. [Language Act]. Swedish code of statutes. Stockholm: Ministry of Culture.
  • SFS. (2010). Skollag 2010:800. [Education Act]. Swedish code of statutes. Stockholm: Ministry of Education and Research.
  • Shohamy, E., & Gorter, D. (eds.). (2009). Linguistic landscape: Expanding the scenery. New York and London: Routledge.
  • SNAE. (2017a). Skolverkets statistikdatabas. [Statistics of Swedish national agency for education]. Stockholm: Swedish National Agency for Education.
  • SNAE. (2017b). Grundskolan: Elevstatistik. [Elementary school – statistic of pupils]. Stockholm: Swedish National Agency for Education.
  • SNAE. (2017c). Elever och skolenheter i grundskolan läsåret 2016/17. [Students and school units school year 2016/17]. Stockholm: Swedish National Agency for Education.
  • SNAE. (2018). Curriculum for the compulsory school, preschool class and the recreation centre 2011. Stockholm: Swedish National Agency for Education.
  • Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Cambridge, MA: Blackwell.
  • Spetz, J. (2014). Debatterad och marginaliserad: Perspektiv på modersmålsundervisningen. [Debated and marginalised: Perspectives on mother tongue tuition]. Stockholm: Språkrådet. Rapporter från Språkrådet 6.
  • Spolsky, B., & Cooper, R. (1991). The languages of Jerusalem. Oxford: Oxford University Press.
  • Straszer, B. (2017). Translanguaging space and spaces for translanguaging: A case study of a finnish-language pre-school in Sweden. In B. Paulsrud, J. Rosén, B. Straszer, & Å. Wedin (Eds.), New perspectives on translanguaging and education (pp. 129–147). Bristol: Multilingual Matters.
  • Straszer, B., & Wedin, Å. (2018). “Rum för transspråkande i modersmålsundervisning.” [Space for translanguaging in mother tongue tuition]. In B. Paulsrud, J. Rosén, B. Straszer, & Å. Wedin (Eds.), Transspråkande i svenska utbildningssammanhang [Translanguaging in Swedish educational context] (pp. 217–242). Lund: Studentlitteratur.
  • Street, B., Heath, S. B., & Mills, M. (2008). Ethnography: Approaches to language and literacy research. New York: Teachers College Press.
  • Szabó, T. P. (2015). The management of diversity in schoolscapes: An analysis of hungarian practices. Apples – Journal of Applied Language Studies, 9(1), 23–51.
  • Wedin, Å., Straszer, B., & Rosén, J. (submitted). Multi-layered language policy and translanguaging space: A mother tongue classroom in primary school in Sweden.
  • Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese Youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.