两难之间:斯堪的纳维亚半岛入门课程教师讲述居住地和公民语言要求的经历

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

本研究调查了居住地和公民身份的语言要求如何影响斯堪的纳维亚地区引进课程语言教师的职业身份和代入感。丹麦早在二十年前就引入了正式的语言要求,而挪威则从 2017 年开始实施语言要求。瑞典提出了语言要求,但尚未实施。数据包括对 24 名经验丰富的语言和扫盲教师的叙述性访谈。研究借鉴了街头官僚理论和叙事定位分析,表明正式要求的引入是教师职业叙事的一个转折点,被认为是教师能动性的逐步降低和专业身份协商空间的缩小。瑞典教师在很大程度上以学生的代理人自居,而挪威和丹麦的语言教师则在更大程度上(部分是在不情愿的情况下)在政策与专业标准的交叉点上,在与政策要求的对话中协商自己的专业角色。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia

This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with 24 experienced language and literacy teachers. Drawing on street-level bureaucracy theory and narrative positioning analysis, the study shows that the introduction of formal requirements represents a turning point in teachers’ professional narratives that are recognized as a gradual reduction of agency and a narrowing of the space where professional identities can be negotiated. Whereas the Swedish teachers largely identify as students’ agents, Norwegian and Danish language teachers to a larger extent, yet partly unwillingly, negotiate their professional roles at the intersection between policy and professional standards and in dialog with the policy demands.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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