“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

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 furth...

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Vydáno v:TESOL quarterly Ročník 59; číslo 3; s. 1288 - 1315
Hlavní autoři: Bergström, Jenny, Jonsson, Carla, Shaswar, Annika Norlund
Médium: Journal Article
Jazyk:angličtina
Vydáno: Malden Wiley Subscription Services, Inc 01.09.2025
Témata:
Adolescents
Competence
Continuing education
Cooperation
education
Educational Practices
educational work
English
English language
English proficiency
English teachers
Ethnography
Head teachers
Ideology
individualization
Inequality
Interviews
Labor market
Language
Language acquisition
Language ideologies
Language instruction
language learning
language teaching and learning
Learning
Linguistics
lingvistik
Migrants
pedagogiskt arbete
power
Principals
Responsibility
språkdidaktik
Swedish language
Teachers
Teaching
Teaching methods
Transitional Programs
ISSN:0039-8322, 1545-7249, 1545-7249
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Shrnutí: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.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0039-8322
1545-7249
1545-7249
DOI:10.1002/tesq.3355