Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden

[1]  J. Cummins.  Rethinking the Education of Multilingual Learners , 2021 .

[2]  L. Makalela,et al.  Decolonising Multilingualism in Africa , 2021 .

[3]  Li Wei,et al.  Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto , 2021, Critical Inquiry in Language Studies.

[4]  Åsa Wedin.  Positioning of the recently arrived student: a discourse analysis of Sweden’s Language Introduction Programme , 2021 .

[5]  A. Fejes,et al.  Language introduction as a space for the inclusion and exclusion of young asylum seekers in Sweden , 2020, International journal of qualitative studies on health and well-being.

[6]  Nihad Bunar,et al.  Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools , 2020, International Journal of Inclusive Education.

[7]  U. Magnusson,et al.  Teachers’ acts of legitimation in second language education in Swedish upper secondary schools , 2020, Language and Education.

[8]  J. Jaspers.  Linguistic dilemmas and chronic ambivalence in the classroom , 2020, Journal of Multilingual and Multicultural Development.

[9]  Nihad Bunar,et al.  Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden , 2020 .

[10]  Ricardo Otheguy,et al.  Plurilingualism and translanguaging: commonalities and divergences , 2020, International Journal of Bilingual Education and Bilingualism.

[11]  Annaliina Gynne.  ‘English or Swedish please, no Dari!’ – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden , 2019, Classroom Discourse.

[12]  L. Makalela.  Uncovering the universals of ubuntu translanguaging in classroom discourses , 2019, Classroom Discourse.

[13]  Åsa Wedin,et al.  Student Agency in Science Learning:Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden , 2019, lnternational Electronic Journal of Elementary Education.

[14]  C. Leung,et al.  Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World , 2019, The Modern Language Journal.

[15]  Lian Malai Madsen,et al.  Critical Perspectives on Linguistic Fixity and Fluidity , 2019 .

[16]  L. Makalela.  Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education , 2018, International Review of Education.

[17]  M. Karrebæk,et al.  Mother tongue instruction in Sweden and Denmark , 2018, Language Policy.

[18]  J. Conteh,et al.  Translanguaging , 2018, ELT Journal.

[19]  Jamie L. Schissel,et al.  Multilingual learners in language assessment: assessment design for linguistically diverse communities , 2018 .

[20]  J. Jaspers.  The transformative limits of translanguaging , 2018 .

[21]  Avary Carhill-Poza.  Re-examining English language teaching and learning for adolescents through technology , 2017 .

[22]  J. Cenoz,et al.  Language education policy and multilingual assessment , 2017 .

[23]  L. Makalela.  Ubuntu translanguaging: An alternative framework for complex multilingual encounters , 2016 .

[24]  Nihad Bunar,et al.  Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology , 2016 .

[25]  Tatyana Kleyn,et al.  Translanguaging with Multilingual Students : Learning from Classroom Moments , 2016 .

[26]  J. Cummins,et al.  Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts , 2015 .

[27]  Helen Avery.  Teaching in the ‘edgelands' of the school day: The organisation of Mother Tongue Studies in a highly diverse Swedish primary school , 2015 .

[28]  Natalia Ganuza,et al.  Struggles for legitimacy in mother tongue instruction in Sweden , 2015 .

[29]  J. Stewart.  Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada , 2012 .

[30]  Francis M. Hult,et al.  English as a transcultural language in Swedish policy and practice , 2012 .

[31]  A. Pennycook,et al.  Metrolingualism: fixity, fluidity and language in flux , 2010 .

[32]  A. Blackledge,et al.  Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?. , 2010 .

[33]  J. Normann Jørgensen,et al.  Polylingual Languaging Around and Among Children and Adolescents , 2008 .

[34]  Alastair Pennycook,et al.  Disinventing and (Re)Constituting Languages , 2005 .

[35]  Christopher R Gibson,et al.  Sound Tracks: Popular Music Identity and Place , 2002 .

[36]  S. Ball.  Policy Sociology and Critical Social Research: A Personal Review of Recent Education Policy and Policy Research. , 1997 .