This well-rounded and accomplished volume represents a 360 degree examination of CLIL education in Sweden. Novel perspectives, such as a look at effects on L1 development are added to the remit of CLIL research and one wishes for the underlying longitudinal, interdisciplinary and mixed-method project to be replicated beyond Sweden.

Introduction. Sweden is a linguistically heterogeneous country with many speakers of languages other than Swedish. According to the National Agency of Education, 25% of the students in compulsory school and 32% in upper secondary school have a “migrant background”, i.e., are foreign-born or have foreign-born parents (Skolverket, 2019).

Fantini, A.E. (1985) Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective. Uncovering CLIL - content and language integrated learning and multilingual education A university grammar of English : with a Swedish perspective  analysis reveals differences. In Finland, an explicit discourse on multilingual education exists, with an aim of integrating multilingual perspectives into the whole curriculum. In Sweden, however, the discourse is less explicit; and multilingualism as a concept is limited to minority language students. 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 of multilingual programs and “New perspectives in Multilingual Education” deals with .

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Clevedon, Multilingual Matters. Multilingual education typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue and transitions to additional languages. Typically MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. ticulturalism and multilingualism from perspectives that highlight the complexity of the challenges. All papers go beyond deficiency discourses of minority students. The involvement of Kay Owens, Charles Sturt University (Australia), with Swedish colleagues in researching mathematics education for Sámi This book investigates the perspectives of parents and community members from a non-dominant language community (the Central Sama [sml]) in the Philippines on children’s education, specifically considering the implementation of MTB-MLE in multilingual Davao City.

English-medium instruction in Sweden : Perspectives and practices in two and multilingual study guidance in Sweden and community language education in 

Giving voice to both learners and teachers, it offers insights into language learning outcomes, learner motivation among CLIL and non-CLIL students, effects of extramural exposure to English, issues in relation to assessment in CLIL and much more. A Multilingual Perspective on Narratives in Pre-School and School Years 1-6, 7.5 Credits Swedish name: Ett flerspråkighetsperspektiv på berättande i F-3 och 4-6 This syllabus is valid: 2021-05-03 and until further notice They use a Swedish song from the preschool as a common resource in their communication.

10 Feb 2021 But it makes learning Swedish somewhat harder, according to former. Swedish is officially the main language of Sweden, which means that, for example, safety instructions and product information An insider's per

Migration, Culture and Communication 7.5 ECTS cr 2. Swedish in a Cross-Linguistic Perspective 7.5 ECTS cr 3. Multi-Lingual Development 7.5  av L Forsman · 2010 · Citerat av 7 — This article argues for a more systematic and integrated approach to the cultural dimension within English language education in a globalized world, education within the Swedish‐medium educational system in Finland.

124-128) from Swedish to English as one advances from undergraduate to doctoral and postdoctoral This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. Multilingual Affordances in a Swedish Preschool: An Action Research Project education from a 'communities of practice' perspective, drawing upon the work of Goncu, Rogoff and Wenger to shed This well-rounded and accomplished volume represents a 360 degree examination of CLIL education in Sweden. Novel perspectives, such as a look at effects on L1 development are added to the remit of CLIL research and one wishes for the underlying longitudinal, interdisciplinary and mixed-method project to be replicated beyond Sweden. Interestingly, only 47% (50) of the respondents have actual experience in working with multilingual groups in their educational contexts. In the focus group interviews, participants raise four major concerns as regards multilingualism and a common framework of language-teacher education in Europe. Note: Because I am writing from a multilingual perspective, I will not refer to an L1 or L2 because these are inaccurate concepts from the perspective of multilingual com-munities, or to target language because a multilingual education has multiple target languages as objects of attention.
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I Holmström, K Schönström Visual acquisition of Swedish in deaf children: An L2 processability approach. K Schönström.

Konferensbidrag (offentliggjort  av B Education — Bilingual Education for Finnish Minority Students in. Sweden. In Cummins, Jim Semilingualism" from a Social Conflict Perspective', Working Papers on  Multilingual education: A Swedish perspective.
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Translanguaging in education: a new perspective in multilingual contexts In many English as a Foreign Language (EFL) educational contexts it seems to prevail the view that teachers should only use the target language in the classroom; however,

Teacher education: Language issues in multilingual educational contexts 12 and more heterogeneous. On average, in secondary education more than 40% of students are not of Luxembourgish origin. As all student teachers have a half-time teaching assignment in Luxembourg lycées, the privileged Yet, if Swedish society and its National Education Agency continue to measure quality after the normative majority language and culture pupils with multilingual background will be at a disadvantage.