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Volume 5, Issue 2
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Abstract

This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students’ mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.

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/content/journals/10.1075/jicb.5.2.03tot
2017-11-06
2023-10-03

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Journal of Immersion and Content-Based Language Education 5, 214 (2017); https://doi.org/10.1075/jicb.5.2.03tot
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  • Article Type: Research Article
Keyword(s): bilingual education; content and language integrated learning; English in Sweden; English-medium instruction; language hierarchies; language separation; native speaker ideal; practiced language policies; primary school

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