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  • 1.
    Nuottaniemi, Andreas
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Flerspråkighet på (o)jämlik grund2022Inngår i: Möjligheter till lärande: andraspråksdidaktik i ett kritiskt perspektiv / [ed] Kristina Aldén; Mikael Olofsson, Stockholm: Liber, 2022, s. 286-298Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Flerspråkiga elever får ofta höra att språket är den nyckel de behöver för tillträde till samhälle och utbildning. Men för de kosmopolitiska ungdomarna på Älvskolan i Nyland är svenska inte så mycket en nyckel som del av ett påtagligt stängt rum få av dem kommer in i. I detta kapitel argumenterar författaren för ett perspektivskifte i relation till elever med svenska som andraspråk. I stället för att lägga ansvaret för kontruktionen av den metaforiska nyckeln på eleverna själva, behöver en andraspråksundervisning med jämlikhet som utgångspunkt bidra till att öppna de rum där svenska kan användas och utvecklas.

  • 2.
    Nuottaniemi, Andreas
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Flerspråkighetens gränser: språkdidaktik på (o)jämlik grund i migrationernas tid2023Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this thesis is to critically examine opportunities and obstacles to develop teaching in Swedish as a second language on equal ground. This is done by ethnographically exploring a group of students’ and their teachers’ lived experiences of language and teaching practices in a school and society in northern Sweden’s peripheralized interior. In the different chapters focus is on how Swedish and other named languages are socially constructed in relation to the students, and how this process affects (and is affected by) their conditions to produce lived multilingual spaces (cf. Lefebvre 1991) and to take place as legitimate speakers (Bourdieu 1991b) of Swedish. 

    By directing attention towards “the white listening subjects” (Flores 2021; Flores and Rosa 2015) that repeatedly assess the participants as inadequate language learners and illegitimate language users, neoliberal views of linguistic competence as first and foremost an individual skill are challenged (Del Percio and Flubacher 2017). In contrast to the monotonous and dominated spaces (Lefebvre 1991:164) where Swedish is used, it is also shown how the students produce more permissive spaces, where they learn languages such as Hindi, Moldavian and Turkish, from each other as well as from interaction with popular culture and digital medias. It is argued that the heterogenous language practices characterizing these appropriated, polyrhythmical spaces (Lefebvre 2004:105) or heterotopias (Foucault 2008a), have the potential to shed light on how a language pedagogy on equal grounds could be developed.

    In the concluding chapter, the author discusses how we can imagine ways of teaching Swedish as a second language that, instead of being built upon monolingualism and nativespeakerism (Ortega 2019), tries to realize multilingualism and social justice. By drawing upon Rancière’s (1991) radical notion of equality – where equality is seen as a starting point rather than a distant goal – it is not only suggested that a language pedagogy on equal ground must strive to open up spaces where valued linguistic resources can be developed, but also that we need new conceptualizations of language, better aligned with multilingual subjects in the age of migrations. The optimistic suggestion, following the sometimes disheartening descriptions of the young participants’ lives in Nyland, is that the heterotopias (Foucault 2008a) of Fjällskolan can be a point of departure for a conversation about the more concrete didactical implications of this study.

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  • 3.
    Nuottaniemi, Andreas
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Kompetenta talare behöver solidariska lyssnare2023Inngår i: Lisetten, ISSN 1101-5128, nr 3, s. 16-18Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 4.
    Nuottaniemi, Andreas
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Repliken: det behövs mer solidariskt lyssnande och mindre mästrande2023Inngår i: Västerbottens-Kuriren, ISSN 1104-0246, nr 2023-03-18Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Andreas Nuottaniemi, språkforskare, Umeå universitet, skriver en replik till en krönika av Karina Folkesson om språk och svenskaundervisning.

  • 5.
    Nuottaniemi, Andreas
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Synen på svenska språket som integrationsverktyg bör ändras2023Inngår i: Dagens arenaArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 6.
    Nuottaniemi, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för geografi.
    The slowness of language, the speed of capital: Conflicting temporalities of the “green transition” in the Swedish north2024Inngår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Following substantial investments in battery production and fossil-free steel, a few select places in northern Sweden are currently undergoing rapid economic and cultural changes. The aim of this article is to explore the role language education plays for three different groups of (im)mobile subjects – refugees, labor migrants, and cosmopolitan elites – in the ongoing social transformations. By using the time-consuming and ideologically charged social practice of teaching and learning languages as a lens, it is argued that although framed as a sustainability project, the pace of the transformation is set by the accelerating logic of capitalism, posing a challenge to the democratic planning of inclusive local communities, as well as to societal subsystems characterized by much slower temporal regimes. Hence, although Sweden is committed to a “just transition” as part of the Paris Agreement, some are obviously benefiting much more than others from this transition. This paper further highlights the potentially high costs for the local communities that “win” the bids for the new green industries. Apart from considerable economic costs in the present, another result might also be increased social stratification and weakening social cohesion in the long term.

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