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Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on multilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multil...
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Citations
... For example, PST 40, in excerpt 2, implicitly implied that pupils with a mother tongue other than Swedish may lack skills in their first language, resulting in negative effects on their learning of English. Although the term "mother tongue" was originally used in Swedish education policy to indicate the Swedish language as pupils' first language [9], using the term "mother tongue" today invariably indicates those pupils who do not have Swedish as their first language [55]. Additionally, PST 40 indicated (excerpt 2), that a multilingual perspective is only necessary if the pupils are "weak" in English, rather than seeing that the pupils are still language learners of English. ...
Pre-service teachers today face challenges and opportunities in increasingly linguistically diverse Swedish schools. The present study aims to understand how pre-service English teachers of Years 4–6 (ages 10–12) plan lessons while considering this linguistic diversity. The focus is on pre-service teachers studying a course, English Language Learning and Teaching, with an analysis of their lesson unit assignments, spotlighting multilingual perspectives in their planning. Language orientations (language-as-right, language-as-problem, and language-as-resource) form the theoretical foundation of this study. An ecological perspective is also utilized, focusing on how potential affordances for lesson planning found in contextual layers (e.g., the national curriculum or course materials) may affect their planning. The findings indicate that pre-service teachers generally employ a multilingual stance in their lesson unit planning, revealing a clear language-as-resource orientation across the cohorts studied. Furthermore, micro-level factors, such as course literature, have a more immediate impact than macro-level influences, such as the Swedish Language Act. New knowledge of how and why pre-service teachers understand multilingualism, as well as how they then plan lessons for English as a foreign language in the linguistically diverse classrooms of today, can be of value to all teacher educators.
... As Giudici (2018) and others (cf. Berthele, 2016;Grin & Korth, 2005;Lundberg, 2018;Stauffer, 2001) show, language policy has long been determined by varying local and regional interests, actors and politics. National efforts towards unification manifested themselves in 1975, when the Swiss Conference of Cantonal Ministers for Education (EDK) recognised learning a foreign language as an educational aim and recommended introducing a second foreign language in year four or five (EDK, 1975, art. ...
In this article, we analyse language education policy in two officially multilingual countries, Switzerland and South Africa, where the role of English has evolved vis-à-vis local “national” languages since the 1990s. Our focus is on language policy as a manifestation of social struggles and, with a particular emphasis on English, we explore current policy documents in these two very different contexts. Using “neutrality” as an analytical lens, we show that language policy goes beyond curricula and in-/exclusion of languages, and instead neutralises societal ideas in line with the vision of a “successful” future at a given sociohistorical juncture. Finally, we reflect on neutrality as a component of language ideologies, whereby specific languages are authorised for contingent and changing political goals, leading to consequences such as in-/exclusion of certain languages in education policy and unequal distribution of knowledge, resources and authority.
... 61). The use of metaanalysis method is also conducted by Lundberg (2018) in order to examine the latest developments after a language act was introduced in Sweden. Carrilo (2021) also employs Timulak's (2009) qualitative meta-analysis method to explore how students use translanguaging in the U.S context. ...
As the policy implementation of EMI across different education contexts,including that of Vietnam, has gained increased attention in languageeducation research, it is vital to adopt a framework that could scaffoldadequate analyses of the current literature. This paper thus attempts to adopta policy implementation perspective to critically reflect on EMI policy andcurrent milieu for its enactment in the context of Vietnam. With that criticalanalysis of the research findings and insights across different domains of alanguage-in-education framework including access, personnel, curriculum,teaching methods, materials, resources, community and evaluation, thepaper endeavours to enrich the literature of and add new textures and dimensions to the framework of Kaplan and Baldauf (2005) as a meta-analysis tool to provide more insights into the prospect of EMI policy implementation.
... 1. To ensure the sustainability of dialects, it is crucial to implement policies that focus on improving dialect quality and reducing regional inequalities. Drawing inspiration from successful European approaches, the Chinese government can consider adopting policies such as "multilingual parallelism policy" and "promote language attitudes policy" in Switzerland [89,90]. These policies have demonstrated their effectiveness in addressing dialect inequalities and promoting positive DA. ...
Background
Dialect Attitude is conceptualized as an individual’s cognitive and affective evaluation of a dialect and its speakers. In the contemporary China, dialect is suffering from significant stigmatization, resulting in social inequalities, which hinder sustainable development. This study aims to reveal the Chinese public attitudes towards dialects, and clarify the potential determinants related to heterogeneous attitudes at a macro level.
Methods
We combine the crawler technology and sentiment analysis to conduct a provincial cross-sectional study. We collect 1,650,480 microblogs about public attitudes towards dialects from Microblog across 31 specific Chinese provinces. Spatial regression models are utilized to clarify the influence of macro-level determinants on differences in public attitudes.
Results
The present study reveals that: (1) The Chinese public generally holds positive attitudes towards dialects, with significant variation between provinces. (2) Political Resource (β = 0.076, SD = 0.036, P<0.05), Economic Development (β = 0.047, SD = 0.022, P<0.05), and Cultural Resource (β = 0.054, SD = 0.021, P<0.05) promote public positive attitudes towards dialects. (3) Political Resource and Culture Resource influence more significant in the relatively advantaged regions, and Economic Development poses a higher influence in the relatively disadvantaged regions.
Conclusions
Basing on the combination of crawler technology and sentiment analysis, the present study develops the most comprehensive database which takes 1,650,480 dialects-related microblogs from 31 Chinese provinces, and describes the following scenario: (1) Overall, the Chinese public shares a relatively positive attitude towards dialects with significant variations among different provinces, (2) Political Resource, Economic Development and Culture Resource pose positive effects on Chinese public attitudes towards dialects and (3) Political Resource and Culture Resource influence more significant in the relatively disadvantaged regions, and Economic Development poses a higher influence in the relatively advantaged regions.
... Language policies in educational systems have played an increasing role in the schooling of children and young people (Kirsch et al., 2020), which goes hand in hand with an increased movement of people between countries in recent decades and signs of segregate structures in societies. In educational research (Lundberg, 2018;Kirsch et al., 2020), multilingualism has been described as both a challenge for and goal of European education. The increased interest and urgency to form language policies can be identified as a key pillar for quality education, in which inclusion of marginalized groups is core to building sustainable societies. ...
The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitz’s (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.
... In this sense, a language is a tool for learning and an aid to understanding. As such, language acts as a vehicle for educational development and is important for the acquisition of knowledge (Masek et al. , 2021;Lundberg, 2018). ...
Learning through the use of digital media has grown at a rapid pace in recent years, therefore, the use of media has been adopted in many learning programs. The success, however, of these e-learning programs shows varied results. This is because most of these systems have been developed keeping in view the latest technologies rather than educational principles and learners' perspectives. Education is a service; however, very little research addresses issue of quality of service in educational environment. Therefore, it is important to design a system for e-learning which encompasses the aspects of overall quality perception leading to user satisfaction. In our paper, we have used E-Learning Quality model (Uppal, Ali, & Gulliver, 2017), which has been developed to assess perception of holistic service quality. Language has been used as a moderator since in any educational environment learning content is the key, and the language in which this content is delivered is vital. We believe that availability of educational material in local language has significant impact on overall satisfaction of the learner since it reduces the cognitive load of learner. Through Structured Equation Modeling, Exploratory Factor Analysis (EFA) is conducted to investigate the reliability and validity of the measurement model.
... In this sense, a language is a tool for learning and an aid to understanding. As such, language acts as a vehicle for educational development and is important for the acquisition of knowledge (Lundberg, 2018). ...
Learning through the use of digital media has grown at a rapid pace in the recent years, therefore, use of media has been adopted in many learning programs. The success, however, of these e-learning programs shows varied results. This is because most of these systems have been developed keeping in view the latest technologies rather than educational principles and learners' perspective. Education is a service; however, very little research addresses issue of quality of service in educational environment. Therefore, it is important to design a system for e-learning which encompasses the aspects of overall quality perception leading to user satisfaction. In our paper, we have used E-Learning Quality model (Uppal, Ali, & Gulliver, 2017), which has been developed to assess perception of holistic service quality. Language has been used as a moderator since in any educational environment learning content is the key, and the language in which this content is delivered is vital. We believe that availability of educational material in local language has significant impact on overall satisfaction of the learner since it reduces the cognitive load of learner. Through Structured Equation Modeling, Exploratory Factor Analysis (EFA) is conducted to investigate the reliability and validity of the measurement model.
... How to cultivate and transport talents with independent ability and adapt to social needs has become an urgent task faced by colleges and universities today. However, the current talent training mode and employment guidance methods in colleges and universities have been difficult to adapt to the development of colleges and universities, which requires us to base ourselves on the present, focus on the future, carry out indepth thinking and exploration, innovate educational concepts, and get out of the predicament of college development [6]. Under this background, this paper will learn from the latest achievements of western related theories and conduct a comprehensive study on the efficacy of college students' career planning, which will not only help to enhance a comprehensive understanding of career planning guidance theory, but also provide theoretical and practical basis for the development of employment guidance ideology in Chinese universities and also help to explore methods suitable for college students' career planning in China and provide reference for talent cultivation in Chinese universities. ...
College students' career planning refers to the process of establishing their own career development goals based on the analysis of their own subjective and objective factors, searching for a career, and taking necessary actions to achieve their career goals. Career planning is an important aspect of human resource management, and it is a new trend in recent research to use the theory and method of psychology to study it. This project understands the current situation of contemporary college students' career planning through investigation and finds the common problems in career planning among college graduates. Systematic analysis of these problems can be used as the research premise to study college students' career planning, help college students to make correct self-assessment and career orientation, improve their self-awareness and evaluation ability, and form a good career self. In the research, the author found that, in the guidance of college students' career development direction, it is necessary to predict the future career development direction of college students. Effective prediction methods can provide objective and simple data support and theoretical basis for educators to help them implement education guidance smoothly. Therefore, this paper has carried out a series of research work. The author firstly analyzes the problems existing in the process of college career education, then analyzes the relevant theories and common methods of educational data mining and the dimension analysis of the influencing factors of college students' career development direction, so as to determine the research dimension of this paper, and then carries out the relevant research such as the modeling of prediction model, the implementation of algorithm, and the case test of prediction method. According to the above research, the author draws the following conclusions: the grey prediction algorithm has better performance in small- and medium-sized data prediction. Based on the comprehensive quality evaluation data, the prediction conclusion is more objective and accurate. However, there are still some shortcomings in the algorithm design in this study. In the future research, we can try to adjust the relevant parameters through more data and more experimental verification, so as to further optimize the algorithm.
... The efforts of educational organisations in highlighting the need to enhance language learning among younger generations have been translated into a somewhat widespread implementation of bilingual and multilingual education in every part of the world (e.g., Dos Santos, 2019;Moore, 2021;Theobald, 2019). Likewise, European educational systems have engaged in developing bilingual and multilingual programs at all educational levels in an attempt to promote the learning of national and foreign languages among their citizens, as well as the development of their communicative competence (e.g., Cenoz & Gorter, 2019;Lundberg, 2018;Nance, 2020). ...
Bilingual programs have become more common in higher education around the world in an attempt to provide learners with the education they need to face today’s world. These programs can provide academic, linguistic, intercultural, and professional benefits to students. Consequently, countries like Spain have developed bilingual education to help students become proficient in foreign languages and develop essential competences for their professional futures. Research has analysed how Spanish bilingual education is implemented, and how teachers are trained. However, few studies examine how bilingual programs impact graduates’ employability, mobility, and intercultural awareness, and how graduates perceive their skill development. Moreover, little has been studied about bilingual graduates’ work situation and whether participating in these programs has helped them find work abroad. This paper analyses whether a combination of participation in Spanish bilingual programs, employment, and experiences working abroad affects bilingual education graduates’ self-perceived employability, mobility, and intercultural awareness. This study adopts a quantitative approach, in which 741 respondents participated. Findings show that bilingual graduates who are currently working have higher self-perceived employability and better perceptions of their mobility and employability competences than those who followed monolingual studies, even when they have not worked abroad.
... It is telling that in Sweden these immigrant children are often referred to as multilingual students, which is an acknowledgment that the children have a language other than Swedish as their first form of communication and now need to acquire the dominant language of their host country, thus becoming even more multilingual. As concluded by Lundberg (2018), even in research results, discourses of multilingual students in Sweden often refer to children with a migration background and mother tongues other than Swedish. They are thereby discriminated as different from the perceived monolingual norm in national education policy documents. ...
Education is inherently connected to language. Many minority language speakers experience a disadvantaged situation as their linguistic repertoire is not valorised for learning in mainstream classrooms. At the same time, even majority language speakers are expected to strive, if teachers make decisions in favour of the acknowledgment of the full and dynamic linguistic repertoire of their pupils. By investigating the grounds on which these language management decisions are taken, the overall purpose of the current investigation is to advance the discussion about the way education and research may contribute to the change for greater social justice and betterment for all students.
This is achieved by comparatively analysing stakeholders’ viewpoints about multilingualism in Sweden and Switzerland on the one hand and illustrating the potential of Q methodology to identify participants’ subjectivity for educational research on the other hand. Due to the twofold nature of this thesis’ purpose, two overarching research questions guide the separate studies in this compilation thesis:
1. How does language management in education take shape in relation to socially situated discourses about multilingualism and (language) policy?
2. What are the benefits and limitations of using Q methodology in educational research?
