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Paulsrud, B., Juvonen, P. & Schalley, A. C. (2023). Attitudes and beliefs on multilingualism in education: voices from Sweden. International Journal of Multilingualism, 20(1), 68-85
Open this publication in new window or tab >>Attitudes and beliefs on multilingualism in education: voices from Sweden
2023 (English)In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 20, no 1, p. 68-85Article in journal (Refereed) Published
Abstract [en]

Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil's home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Swedish primary school, teacher education, multilingualism, attitudes, beliefs
National Category
Pedagogy Didactics General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-93249 (URN)10.1080/14790718.2022.2153851 (DOI)000912020200001 ()2-s2.0-85146340252 (Scopus ID)
Funder
Dalarna UniversityKarlstad UniversityStockholm University
Available from: 2023-02-02 Created: 2023-02-02 Last updated: 2023-04-17Bibliographically approved
Schalley, A. C. & Eisenchlas, S. A. (2022). Parental input in the development of children's multilingualism. In: A. Stavans & U. Jessner (Ed.), The Cambridge Handbook of Child and Childhood Multilingualism: (pp. 278-303). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Parental input in the development of children's multilingualism
2022 (English)In: The Cambridge Handbook of Child and Childhood Multilingualism / [ed] A. Stavans & U. Jessner, Cambridge: Cambridge University Press, 2022, p. 278-303Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2022
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-93744 (URN)9781108484015 (ISBN)
Available from: 2023-02-23 Created: 2023-02-23 Last updated: 2023-03-03Bibliographically approved
Tsai, P.-S., Qi, G. Y., Eisenchlas, S. A. & Schalley, A. C. (2022). 旅澳具臺灣背景家庭之語言維護與身分認同 [Language maintenance and identity of families with Taiwanese background in Australia]. 國際中文教育學報 [International Journal of Chinese Language Education], 12, 31-56
Open this publication in new window or tab >>旅澳具臺灣背景家庭之語言維護與身分認同 [Language maintenance and identity of families with Taiwanese background in Australia]
2022 (Chinese)In: 國際中文教育學報 [International Journal of Chinese Language Education], ISSN 2520-7733, Vol. 12, p. 31-56Article in journal (Refereed) Published
Abstract [zh]

本研究探討移居澳洲的臺灣家庭於假期讓子女回臺接受正規教育,在不同教育制度之間轉換對子女的語言能力和身分認同所產生的影響。本研究以問卷調查旅澳具臺灣背景的家庭家中語言使用情形及維持華語學習環境的原因,再透過訪談形式了解父母對於子女華語教育的看法,探討子女在臺灣澳洲兩地往返過程中的身分認同情形。雖只有母親願意代表受訪,研究結果可見父母輩對於故鄉語言文化和教育理念的執着,也觀察到子女在兩種文化和語言之間自我身分認同的逐漸轉變。父母輩堅持讓子女接收兩種教育制度,其目標不僅為提升子女的華語語言能力,也希望提高子女對臺灣的身分認同。但訪談的結果也發現,子女已經逐步產生個人認同,與父母輩的感受不一致。本文透過探討臺灣家庭往返臺灣與澳洲兩邊教育制度的經驗,希望提供家長和語言教育工作者關於華語學習,來自身分認同觀點的些許建議。

Abstract [en]

This study investigated the impact of sojourning activity on children in terms of language development and identity awareness for families with Taiwanese background who migrated to Australia and sent their children back to Taiwan to receive formal education during school holidays. The study conducted a survey to explore language usage in the families and the reasons to maintain a bilingual learning environment for Chinese. The study then interviewed the parents about the Chinese language education of the children and explored the social identity of the children during the journey between Taiwan and Australia. Although only mothers were willing to be interviewed, the results showed that parents themselves were persistent in their nostalgia and educational philosophy, but that children gradually changed their self-identity between the two cultures and languages. The goals of the parents with this sojourning activity were not only to improve their children’s Chinese language skills but also to increase and foster children’s identification with Taiwan. However, the results of the interviews revealed that the children had gradually developed their own personal identity, which differed from the one their parents aimed to achieve. By exploring the experiences of Taiwanese families traveling between educational systems to and from Taiwan and Australia, this study aims to provide parents and language educators with some suggestions on foreign language learning from a social identity perspective.

Place, publisher, year, edition, pages
Hong Kong: The Education University of Hong Kong; Columbia University; Chung Hwa Book Co. (H.K.) Ltd., 2022
Keywords
language management, identity, short-term residency, Australia, Chinese
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-93813 (URN)
Available from: 2023-03-01 Created: 2023-03-01 Last updated: 2023-04-19Bibliographically approved
Eisenchlas, S. A., Schalley, A. C., Qi, G. Y. & Tsai, P.-S. (2021). Home and away – Implications of short-term sojourning of young Australian bilinguals. Lingua, 263, 1-14, Article ID 102673.
Open this publication in new window or tab >>Home and away – Implications of short-term sojourning of young Australian bilinguals
2021 (English)In: Lingua, ISSN 0024-3841, E-ISSN 1872-6135, Vol. 263, p. 1-14, article id 102673Article in journal (Refereed) Published
Abstract [en]

This study investigates the transnational experiences of young Taiwanese-background children living in Australia, who sojourn to their parents’ homeland during the school holidays to improve their linguistic and cultural skills, as reported by their mothers. Although this appears to be a frequent practice in the Taiwanese diaspora, showcasing the agency of this community, little research has systematically investigated this practice, and in particular its impact on the children and their families. Data for this study were obtained through online questionnaires and semi-structured interviews with mothers who engage in this practice, to gather information on family histories and participants’ backgrounds, family language policies, and parents’ perceptions of children's experiences and challenges. The data show that parents aim to enhance their children's proficiency levels in the home language as well as their Taiwanese identity. Children, however, take an agentive role with regard to identity choices, so parents’ aims are not always fulfilled. Sojourning is presented as a clear example not only of enacted family language policy, but also as an explicit management practice, positioning the Taiwanese diaspora within both their new as well as their old homeland.

Place, publisher, year, edition, pages
Elsevier, 2021
Keywords
Agency, Australia, Language management, Schooling, Sojourning, Taiwanese diaspora
National Category
Languages and Literature Cultural Studies
Research subject
English
Identifiers
urn:nbn:se:kau:diva-71738 (URN)10.1016/j.lingua.2019.02.007 (DOI)000721337300002 ()2-s2.0-8506230274 (Scopus ID)
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2021-12-29Bibliographically approved
Chalmers, J., Eisenchlas, S. A., Munro, A. & Schalley, A. C. (2021). Sixty years of second language aptitude research: A systematic quantitative literature review. Language and Linguistics Compass, 15(11), Article ID e12440.
Open this publication in new window or tab >>Sixty years of second language aptitude research: A systematic quantitative literature review
2021 (English)In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 15, no 11, article id e12440Article, review/survey (Refereed) Published
Abstract [en]

Second language (L2) aptitude has been broadly defined as the rate and ease of initially acquiring a second language. Historically, L2 aptitude has been understood as a stable trait that predetermined L2 achievement, regardless of individual learners’ efforts to acquire an L2. This traditional view of L2 aptitude as fixed and stable has led to it being a relatively neglected area of research within second language acquisition (SLA) studies. The little research that was in fact conducted was diagnostic in nature, and mostly used tests such as the Modern Language Aptitude Test (MLAT) to select potentially gifted L2 learners. Given that six decades have passed since the publication of the MLAT, now is a good time to revisit the literature and investigate whether L2 aptitude continues to be viewed as an individual difference of little interest to SLA research. While summative literature reviews of L2 aptitude research have been written, few systematic reviews exist. This article conducts a systematic quantitative literature review (SQLR) to provide a principled, comprehensive and reproducible synthesis of research into L2 aptitude published over the last 60 years (1959–2019). In this SQLR, close to one hundred journal articles and PhD dissertations were examined to discern generalisations and limitations in the field. This SQLR identifies a shift in the rationale for L2 aptitude testing, in which a diagnostic focus has been replaced by an explanatory perspective. Furthermore, our article points to a renewed interest in L2 aptitude research, which has come to be characterised by a more nuanced and sophisticated understanding of the concept and its components.

Place, publisher, year, edition, pages
John Wiley & Sons, 2021
Keywords
Linguistics and Language
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-87198 (URN)10.1111/lnc3.12440 (DOI)000718887300002 ()2-s2.0-85120554123 (Scopus ID)
Available from: 2021-11-16 Created: 2021-11-16 Last updated: 2022-03-02Bibliographically approved
Eisenchlas, S. A. & Schalley, A. C. (2020). Early language education in Australia (1ed.). In: Mila Schwartz (Ed.), Handbook of Early Language Education: (pp. 1-26). Cham: Springer
Open this publication in new window or tab >>Early language education in Australia
2020 (English)In: Handbook of Early Language Education / [ed] Mila Schwartz, Cham: Springer, 2020, 1, p. 1-26Chapter in book (Refereed)
Abstract [en]

While Australia is a highly linguistically diverse country, its educational policy is strongly dominated by a monolingual mindset, and thus languages other than English find little institutional support. A few selected languages, considered of vital importance to the country, are taught as foreign languages, but there is little provision for home or foreign languages at the preschool level.

Using Chua and Baldauf’s (Handbook of research in second language teaching and learning. Routledge, New York, 2011) model of language policy and planning as the analytical framework, the chapter explores formal and non-formal activities to foster the development of languages in young children at preschool level. These initiatives range from macro-level planning, targeting mostly English-speaking children acquiring a small number of languages, to micro-level planning, aimed at supporting home language maintenance and development. Micro-level initiatives can be parent-initiated, e.g., playgroups for diverse languages, family day care in the relevant languages, or sojourning to the parents’ home countries, or include more formal programs, usually developed and run by communities, such as supplementary schooling (e.g., community language schools).

The chapter shows that, despite a societal monolingual orientation, communities can be creative in developing initiatives. Not every community is active in pursuing language maintenance, however, and the overview suggests that some languages are better placed for intergenerational transmission than others.

Place, publisher, year, edition, pages
Cham: Springer, 2020 Edition: 1
Series
Springer International Handbooks of Education, ISSN 2197-1951, E-ISSN 2197-196X
Keywords
Australia, intergenerational transmission, non-mainstream languages, preschool language education, bilingualism
National Category
General Language Studies and Linguistics Educational Sciences
Research subject
English
Identifiers
urn:nbn:se:kau:diva-80295 (URN)10.1007/978-3-030-47073-9_26-1 (DOI)978-3-030-47073-9 (ISBN)
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2022-07-05Bibliographically approved
Schalley, A. C. & Eisenchlas, S. A. (Eds.). (2020). Handbook of Home Language Maintenance and Development: Social and Affective Factors (1ed.). New York and Berlin: Mouton de Gruyter
Open this publication in new window or tab >>Handbook of Home Language Maintenance and Development: Social and Affective Factors
2020 (English)Collection (editor) (Refereed)
Abstract [en]

Even a cursory look at conference programs and proceedings reveals a burgeoning interest in the field of social and affective factors in home language maintenance and development. To date, however, research on this topic has been published in piecemeal fashion, subsumed under the more general umbrella of ‘bilingualism’. Within bilingualism research, there has been an extensive exploration of linguistic and psycholinguistic perspectives on the one hand, and educational practices and outcomes on the other. In comparison, social and affective factors – which lead people to either maintain or shift the language – have been under-researched.

This is the first volume that brings together the different strands in research on social and affective factors in home language maintenance and development, ranging from the micro-level (family language policies and practices), to the meso-level (community initiatives) and the macro-level (mainstream educational policies and their implementation). The volume showcases a wide distribution across contexts and populations explored. Contributors from around the world represent different research paradigms and perspectives, providing a rounded overview of the state-of-the-art in this flourishing field.

Place, publisher, year, edition, pages
New York and Berlin: Mouton de Gruyter, 2020. p. 522 Edition: 1
Series
Handbooks of Applied Linguistics (HAL) ; 18
Keywords
bilingualism, language maintenance, language development, multilingualism, mother tongue, home language
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-80294 (URN)10.1515/9781501510175 (DOI)978-1-5015-1689-4 (ISBN)978-1-5015-1007-6 (ISBN)978-1-5015-1017-5 (ISBN)
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2020-09-30Bibliographically approved
Eisenchlas, S. A. & Schalley, A. C. (2020). Making sense of the notion of “home language” and related concepts (1ed.). In: Andrea C. Schalley and Susana A. Eisenchlas (Ed.), Handbook of Home Language Maintenance and Development: Social and Affective Factors (pp. 17-37). New York and Berlin: Mouton de Gruyter
Open this publication in new window or tab >>Making sense of the notion of “home language” and related concepts
2020 (English)In: Handbook of Home Language Maintenance and Development: Social and Affective Factors / [ed] Andrea C. Schalley and Susana A. Eisenchlas, New York and Berlin: Mouton de Gruyter, 2020, 1, p. 17-37Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York and Berlin: Mouton de Gruyter, 2020 Edition: 1
Series
Handbooks of Applied Linguistics (HAL) ; 18
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-80298 (URN)10.1515/9781501510175-002 (DOI)978-1-5015-1689-4 (ISBN)978-1-5015-1007-6 (ISBN)978-1-5015-1017-5 (ISBN)
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2020-10-01Bibliographically approved
Schalley, A. C. (2020). Mother tongue instruction – at its best?: An epilogue. In: Straszer, Boglárka & Wedin, Åsa (Ed.), Modersmål, minoriteter och mångfald: i förskola och skola (pp. 331-346). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Mother tongue instruction – at its best?: An epilogue
2020 (English)In: Modersmål, minoriteter och mångfald: i förskola och skola / [ed] Straszer, Boglárka & Wedin, Åsa, Lund: Studentlitteratur AB, 2020, p. 331-346Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020
Keywords
mother tongue instruction, academic success, well-being, social cohesion
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-81576 (URN)9789144133065 (ISBN)
Available from: 2020-11-27 Created: 2020-11-27 Last updated: 2020-12-14Bibliographically approved
Juvonen, P., Eisenchlas, S. A., Roberts, T. & Schalley, A. C. (2020). Researching social and affective factors in home language maintenance: A methodology overview (1ed.). In: Andrea C. Schalley; Susana A. Eisenchlas (Ed.), Handbook of home language maintenance and development: Social and Affective Factors (pp. 38-58). New York and Berlin: Mouton de Gruyter
Open this publication in new window or tab >>Researching social and affective factors in home language maintenance: A methodology overview
2020 (English)In: Handbook of home language maintenance and development: Social and Affective Factors / [ed] Andrea C. Schalley; Susana A. Eisenchlas, New York and Berlin: Mouton de Gruyter, 2020, 1, p. 38-58Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York and Berlin: Mouton de Gruyter, 2020 Edition: 1
Series
Handbooks of Applied Linguistics (HAL) ; 18
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-80299 (URN)10.1515/9781501510175-003 (DOI)2-s2.0-85109227245 (Scopus ID)978-1-5015-1689-4 (ISBN)978-1-5015-1007-6 (ISBN)
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2021-09-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1323-1548

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