“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2024-09-10 DOI:10.1002/tesq.3355
Jenny Bergström, Carla Jonsson, Annika Norlund Shaswar
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引用次数: 0

Abstract

This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long‐term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.
"英语不是一门真正的学科语言意识形态与入门课程中的语言学习
本文探讨了瑞典语言入门课程(LIP)中的语言意识形态构建和英语教育中的语言学习。LIP 是一项针对新移民学生的个人过渡计划,旨在帮助青少年快速过渡到继续教育或就业市场。高英语熟练程度在瑞典社会中非常重要,英语知识不足可能会给个人带来后果,但也会给社会带来不平等和不公平的长期后果。研究方法以语言人种学为基础,在两所学校进行观察和访谈。对 LIP 英语教师和校长的访谈数据进行了分析,并采用福柯尔德的观点讨论了权力和个性化问题。我们的研究结果表明,LIP 的组织方式减少了教师在计划、评估和教学实践发展中相互合作和协助的可能性。在某种程度上,校长从自己的责任中抽身,将大量的组织责任推给了英语教师个人。此外,单语意识形态在教育实践中十分突出,LIP 往往被定位为有别于学校的其他部分,从而增加了孤立感。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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