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English for others: power and othering in the Language introduction program in Sweden
Umeå University, Faculty of Arts, Department of language studies.ORCID iD: 0000-0002-1039-0984
2025 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Engelska för andra : makt och andrafiering vid Språkintroduktionsprogrammet i Sverige (Swedish)
Abstract [en]

This thesis investigates English-language education at The Language Introduction Program (LIP) in Sweden. LIP is an individual transit program for newly arrived migrant students at upper-secondary school level, designed to ensure a fast transition to further education or the job market (Swedish National Agency for Education, 2013). The methodology used in this thesis is based on linguistic ethnography (Copland & Creese, 2015b), with observations and interviews conducted at two schools – Slope Hill High School and Meadow Hill High School (fictional names) – over the course of one school year. Observations in classrooms, at meetings, and of the school environment were conducted. In addition, semi-structured interviews with students, teachers, principals, and other members of faculty were performed. 

The theoretical framework for this thesis is Foucault’s (2002) perspectives of power, with a particular focus on Foucault’s concepts of biopower and governmentality. In addition to Foucault, postcolonial perspectives of Bhabha (2004) and Said (2003) are used to analyze othering. This thesis also investigates language ideology (Kroskrity, 2000), language hierarchies (Josephson, 2018), and learner identity (Norton, 2013) in a multilingual context. Moreover, this thesis explores the connections between power structures linked to individualization and isolation (Studies 1 and 2), governmentality (Study 3) and othering (Study 4).

The results show that power structures limit the ability of teachers to collaborate, evaluate, and develop their teaching practices. Interwoven in all these structures are monolingual language ideologies and perceptions of LIP students as lacking prior knowledge and capabilities. Furthermore, the thesis shows that students’ first languages (L1s) are not used as a resource when learning English at the LIP, and that the importance of proficiency in English is rarely discussed with LIP students. Instead, the local language (Swedish) is prioritized by the organization. The results also show that, through governmentality, lack of proficiency in English is a gatekeeper to future transitions for LIP students. This thesis shows that all these factors in combination position English as a school subject at LIP of less priority for LIP students, disfavoring English both in regard to resources and support.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2025. , p. 128
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 102
Series
Studier i språk och litteratur vid Umeå universitet ; 60
Keywords [en]
English-language education, The Language Introduction Program, power, othering, language ideologies, language hierarchies, language learning, panopticon, individualization
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-234450ISBN: 978-91-8070-608-7 (print)ISBN: 978-91-8070-609-4 (electronic)OAI: oai:DiVA.org:umu-234450DiVA, id: diva2:1930515
Public defence
2025-02-21, Hummelhonung, HUM.D.210. Humanisthuset, Umeå universitet, Umeå, 13:15 (English)
Opponent
Supervisors
Available from: 2025-01-31 Created: 2025-01-23 Last updated: 2025-01-24Bibliographically approved
List of papers
1. "English is not really a subject": language ideologies and language learning in an introduction program
Open this publication in new window or tab >>"English is not really a subject": language ideologies and language learning in an introduction program
2024 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249Article in journal (Refereed) Epub ahead of print
Abstract [en]

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.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
Keywords
English, education, language ideologies, language learning, power, individualization
National Category
Pedagogical Work
Research subject
educational work; Linguistics; language teaching and learning
Identifiers
urn:nbn:se:umu:diva-229488 (URN)10.1002/tesq.3355 (DOI)001308482700001 ()2-s2.0-85203327762 (Scopus ID)
Available from: 2024-09-10 Created: 2024-09-10 Last updated: 2025-01-23
2. ‘English is a subject that you should teach yourself’: power and learner identity in the language introduction programme in Sweden: [»Angleščina je predmet, ki se ga moraš naučiti sam/-a«: moč in identiteta učenca v programu seznanjanja z jeziki na Švedskem]
Open this publication in new window or tab >>‘English is a subject that you should teach yourself’: power and learner identity in the language introduction programme in Sweden: [»Angleščina je predmet, ki se ga moraš naučiti sam/-a«: moč in identiteta učenca v programu seznanjanja z jeziki na Švedskem]
2024 (English)In: Center for Educational Policy Studies Journal (C·E·P·S Journal), ISSN 1855-9719, E-ISSN 2232-2647, Vol. 14, no 3, p. 67-88Article in journal (Refereed) Published
Abstract [en]

This article explores students’ perspectives on English language learning in relation to the Language Introduction Programme in Sweden, which is an individual transitional programme for newly arrived immigrants and seeks to quickly transition adolescents into further education or the job market. High proficiency in English is vital in Swedish society, and insufficient knowledge of English can lead to negative long-term consequences for both individuals and society regarding inequality. The methodology used is based on linguistic ethnography, and the data for this article consists of eight semi-structured interviews with students in the programme at one school. Foucauldian perspectives are used to analyse power and the construction of language ideologies relating to the multilingual English-language classroom and learner identity. The results show that the importance of proficiency in English for a successful educational transition from the Language Introduction rarely communicated to students. Furthermore, English is positionedas a subject of low importance within the organisation. The results also show that monolingual norms and language hierarchies limit the students’ability to use their first language when learning English.

Abstract [sl]

Članek raziskuje poglede učencev na učenje angleškega jezika v povezavi s programom seznanjanja z jeziki na Švedskem, ki je individualni prehodni program za na novo prispele priseljence; prizadeva si za hiter prehod mladostnikov v nadaljnje izobraževanje ali na trg dela. Visoko znanje angleščine je v švedski družbi ključnega pomena, nezadostno znanje angleščine pa lahko povzroči negativne dolgoročne posledice za posameznike in družbo, kar se tiče neenakosti. Uporabljena metodologija temelji na jezikovni etnografiji, podatki za ta članek pa so črpani iz osmih polstrukturiranih intervjujev z učenci, ki so vključeni v program na eni šoli. Za analizo moči in konstrukcije jezikovnih ideologij, povezanih z večjezičnim poukom angleščine v razredu in identiteto učenca, so uporabljeni foucaultovski vidiki. Izsledki kažejo, da se o pomenu znanja angleščine za uspešen prehod v izobraževanje iz programa seznanjanja z jeziki učence le redko obvešča. Poleg tega pomanjkanje informacij o pravici do izobraževalne podpore omejuje dostop študentov do enakih izobraževalnih možnosti, angleščino pa potisne v položaj predmeta z nižjo stopnjo pomembnosti znotraj organizacije. Izsledki kažejo tudi, da enojezične norme in jezikovne hierarhije omejujejo možnosti študentov za uporabo svojega prvega jezika pri učenju angleščine.

Place, publisher, year, edition, pages
University of Ljubljana, 2024
Keywords
English language education, language ideology, learner identity, Language Introduction Programme, power, učenje in poučevanje angleščine, jezikovna ideologija, identiteta učenca, program seznanjanja z jeziki, moč
National Category
Pedagogical Work Specific Languages
Research subject
language teaching and learning; education
Identifiers
urn:nbn:se:umu:diva-229999 (URN)10.26529/cepsj.1821 (DOI)2-s2.0-85208445345 (Scopus ID)
Available from: 2024-09-24 Created: 2024-09-24 Last updated: 2025-01-23Bibliographically approved
3. English as a gatekeeper: power through discourses in a language introduction program
Open this publication in new window or tab >>English as a gatekeeper: power through discourses in a language introduction program
2024 (English)In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 18, no 1, p. 21-44Article in journal (Refereed) Published
Abstract [en]

This paper investigates power structures in English-language education within Sweden's Language Introduction Program (LIP). In Swedish society, a high proficiency in English plays an important role in accessing further education and the job market. Inadequate proficiency in English can lead to inequality in education, and thus to inequality in society in a long-term perspective. The methodology of this study is based on linguistic ethnography using interview data from seven semi-structured individual interviews with principals, mentors, a student counselor, and a special-needs educator involved in LIP at a Swedish school. Foucauldian perspectives of power and Fairclough’s critical discourse analysis are used to examine power structures and language ideologies within the organization. The results show how LIP’s organizational structures disadvantage the international language of English. Furthermore, power structures of governmentality within the organization steer students towards vocational programs rather than of theoretical program

Place, publisher, year, edition, pages
University of Jyväskylä, 2024
Keywords
English education, discourses, governmentality, newly arrived students, organization, power.
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-222485 (URN)10.47862/apples.136066 (DOI)
Available from: 2024-03-19 Created: 2024-03-19 Last updated: 2025-01-23Bibliographically approved
4. The Other’s English: othering through stereotyping in a language introduction program in Sweden
Open this publication in new window or tab >>The Other’s English: othering through stereotyping in a language introduction program in Sweden
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-234484 (URN)
Available from: 2025-01-23 Created: 2025-01-23 Last updated: 2025-01-23Bibliographically approved

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Bergström, Jenny

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12345673 of 7
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