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Bjuhr, Å., Palo, A. & Manderstedt, L. (2024). Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate. Intercultural Education, 35(1), 62-77
Open this publication in new window or tab >>Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
2024 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 35, no 1, p. 62-77Article in journal (Refereed) Published
Abstract [en]

In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Sami as L1, syllabus, media debate, mother tongue instruction, discourse theory
National Category
Pedagogy
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-102672 (URN)10.1080/14675986.2023.2279877 (DOI)2-s2.0-85177023020 (Scopus ID)
Note

Validerad;2024;Nivå 2;2024-05-21 (joosat);

Full text license: CC BY

Available from: 2023-11-21 Created: 2023-11-21 Last updated: 2024-05-21Bibliographically approved
Bjuhr, Å., Manderstedt, L. & Palo, A. (2023). Visuella och litterära skildringar av nationella minoriteter, framför allt urfolket samer.
Open this publication in new window or tab >>Visuella och litterära skildringar av nationella minoriteter, framför allt urfolket samer
2023 (Swedish)Other (Other academic)
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-103355 (URN)
Note

Oral presentation at an event organized by Luleå University of Technology.

Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2024-01-12Bibliographically approved
Bjuhr, Å., Palo, A. & Manderstedt, L. (2022). The marginalizing and polarizing impact of educational policy: The Sami languages as L1 in Sweden. In: : . Paper presented at World Indigenous Peoples' Conference on Education 2022 (WIPCE 2022), Adelaide, Australia, September 26-30, 2022.
Open this publication in new window or tab >>The marginalizing and polarizing impact of educational policy: The Sami languages as L1 in Sweden
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-93524 (URN)
Conference
World Indigenous Peoples' Conference on Education 2022 (WIPCE 2022), Adelaide, Australia, September 26-30, 2022
Available from: 2022-10-10 Created: 2022-10-10 Last updated: 2023-09-05Bibliographically approved
Bjuhr, Å. (2019). Avslut och fortsättning: En studie om övergången från introduktionsprogrammet språkintroduktion till nationellt program vid gymnasieskolan. (Doctoral dissertation). Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Avslut och fortsättning: En studie om övergången från introduktionsprogrammet språkintroduktion till nationellt program vid gymnasieskolan
2019 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
Conclusion and continuation : a study of the transition from the language introduction programme to a nationalprogramme at upper secondary school
Abstract [en]

This thesis highlights elements of the schooling for newly arrived students aged 16-19 within the Swedish school system in six different municipalities, where the transition between the language introduction programme and national programme at upper secondary school is central. The main purpose is to provide knowledge of pupils' experiences of the aforementioned transition. In this thesis, the concept of transition has a broader and more abstract meaning than just the actual move from one activity to another, and the thesis also focuses on the time spent in the language introduction programme and the first months in a national program at upper secondary school.

Three studies are included in this thesis, where discourse analysis, curriculum theory and organizational theory of the school are used as a theoretical framework. The first study is an analysis of syllabuses from 1980 to 2011 for the subject Swedish as a second language within primary and secondary schools. The second is a study that interviews teachers in the language introduction programme, and the third study is based on interviews with pupils who have studied language introduction programme, but at the time of the interviews were studying in their first semester on a national programme.

The analyses show that the transition is governed by curriculum and regulations that teachers and students must adhere to. The teachers carry out their everyday work on the basis of curriculum and regulations, such as the Education Act, but also on the basis of the individual school's organization. From an organizational perspective, this gives teachers limited personal room for manoeuvre. It also appears that the choice of national programmes and other choices that students can make within the framework of their schooling are sometimes obvious to the students and made by the students themselves. Nevertheless, other times teachers and study counsellors make the choices without the students’ knowledge. An additional result shows that the students say they experience a discrepancy when it comes to teaching of the various school subjects in the language introduction programme and the national programme at upper secondary school. The linguistic support that the students received during the time at the language introduction programme is not perceived by the students to be at the same level as the national programme. A development of linguistic support in various subjects within the national programme could, from a didactic perspective, lead to a less abrupt transition for the students

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2019
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
introduktionsprogram, svenska som andraspråk, skolövergång, språkintroduktion
National Category
Didactics Educational Sciences
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-74801 (URN)978-91-7790-413-7 (ISBN)978-91-7790-414-4 (ISBN)
Public defence
2019-09-13, D770, Luleå, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-06-24 Created: 2019-06-20 Last updated: 2024-04-11Bibliographically approved
Bjuhr, Å. (2015). Eleven och språkkunskapen i skolämnet svenska som andraspråk (ed.). In: (Ed.), : . Paper presented at Nordiska konferensen för modersmålsdidaktisk forskning : Framtida berättelser 03/12/2015 - 04/12/2015.
Open this publication in new window or tab >>Eleven och språkkunskapen i skolämnet svenska som andraspråk
2015 (Swedish)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-40656 (URN)fdb26e15-6c11-4223-8b87-cee867833d05 (Local ID)fdb26e15-6c11-4223-8b87-cee867833d05 (Archive number)fdb26e15-6c11-4223-8b87-cee867833d05 (OAI)
Conference
Nordiska konferensen för modersmålsdidaktisk forskning : Framtida berättelser 03/12/2015 - 04/12/2015
Note

Godkänd; 2015; 20151208 (asgu)

Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2022-10-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5690-9852

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