English-medium instruction in Sweden

Paulsrud, BethAnne

doi:10.1075/jicb.4.1.05pau

Cited by 29 publications

(21 citation statements)

References 26 publications

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“…Dalton-Puffer 2007;Lim Falk 2012;Yoximer Paulsrud 2014). This study shows an example of actual language use in such a situation.…”

Section: Discussionmentioning

confidence: 93%

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English and Swedish in CLIL student texts

Falk

2015

The Language Learning Journal

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This study investigates Swedish students' ability to produce the discourse of the subject history, in a situation where they had to demonstrate historical knowledge in written explanations, and where both English and Swedish are involved. The students attend a content and language integrated learning (CLIL) programme at the upper secondary school level. The study highlights the roles of both languages in CLIL, thus including both English and the L1 Swedish. The research questions concern language choice, field-specific lexis and genre. These variables are related to the teacher's assessment in terms of grading, in order to discover possible connections between linguistic choices on the part of the students and the degree of success in terms of grades. While the students had quite a lot of input in English during the history course, they mainly choose to write the exam in Swedish. The elements of English in the texts are primarily used for field-specific lexis. Texts with elements of English also tend to be slightly less successful than texts written in Swedish only. The overall achievements in this exam were quite low, even though the students used their strongest language. Few students display the significant linguistic resources needed in the production of successful historical explanations. Texts assessed with high grades represent content by means of linguistic choices that correspond to the typical patterns of the field, more than the texts with lower grades. The results confirm the importance of paying attention to both languages in CLIL education.

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“…Dalton-Puffer 2007;Lim Falk 2012;Yoximer Paulsrud 2014). This study shows an example of actual language use in such a situation.…”

Section: Discussionmentioning

confidence: 93%

“…There is no declared policy regulating CLIL education in Sweden, neither in the national language policy, nor in the education policy (Lim Falk 2008;Sylvén 2013;Yoximer Paulsrud 2014). General guidelines as well as specific criteria and specified goals are also missing, and there is no systematic evaluation.…”

Section: Clil Education and The Swedish Contextmentioning

confidence: 96%

English and Swedish in CLIL student texts

Falk

2015

The Language Learning Journal

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“…For instance, Nikula (2005) depicts a CLIL classroom (Finnish lower secondary school) where learners talk a great deal and see themselves and their teachers as equally proficient language users. Recently, Yoxsimer Paulsrud (2014) uses translanguaging as a lens to understand LA in Swedish CLIL contexts at academically oriented strands in upper secondary school and comes to the conclusion that it is a valuable tool for students in order for them to make use of all linguistic resources at hand. This is in line with what Smit (2010) and Moore and Dooly (2010) found among tertiary students engaged in hotel management education and a teacher training programme, respectively.…”

Section: Previous Research On Clilmentioning

confidence: 99%

Language alternation and language norm in vocational content and language integrated learning

Kontio

Sylvén

2015

The Language Learning Journal

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The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302-25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.

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“…However, while 'CLIL has a clear objective of furthering both content and language as declared in its title, EMI [English-medium instruction] does not (necessarily) have that objective' (Dearden, 2014, p. 4). Yoxsimer Paulsrud (2014) has concluded that EMI is more appropriate to describe such programmes in the Swedish context, where there are no explicit guidelines or teacher training for CLIL. These English-medium programmes generally lack the balance between content and language that CLIL offers in theory; English is simply the vehicle for content instruction.…”

Section: /2009 School Yearmentioning

confidence: 99%

Stakeholder beliefs in English-medium instruction for young learners in Sweden

Toth¹

2018

Apples

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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English -Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being 'forced' to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were mor e proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students' content learning as well as about limited development of subjec t-specific language in Swedish, which could have implications for their future Swedishmedium studies. Meanwhile, although multilingual students' mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.

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English-medium instruction in Sweden

Cited by 29 publications

References 26 publications

English and Swedish in CLIL student texts

English and Swedish in CLIL student texts

Language alternation and language norm in vocational content and language integrated learning

Stakeholder beliefs in English-medium instruction for young learners in Sweden

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