The study is based on a yearlong ethnography in year nine in a SwedishĬompulsory school. Students negotiate and relate to the categorization, its meaning and content, as wellĪs how the students position themselves, and are positioned by others, in relation to Overall aim of the study is to examine how Swedish as a second language students areĬonstructed as a category in everyday life at school. The categorization of some students as Swedish as a second language students. Subjects Swedish and Swedish as a second language, which result in separation and
The present thesis addresses the division and distinction between the two Swedish The paper concludes with a call for the development of a framework within which to understand monolingualism and its social and educational effects. This latter strand of literature critiques the influence of the monolingual perspectives held by those who wield authority in language policy and in education.
The third and most critical representation employs metaphors of disease, sickness and disability to portray monolingualism as a pathological state (Skutnabb-Kangas, 2000a Oller, 1997). Perspectives from language policy documents in Australia are presented to illustrate the second representation. The second representation is of monolingualism as a limitation on cognitive, communicative, social and vocational potential (Kirkpatrick, 2000 Crozet, Liddicoat & Lo Bianco, 1999). The first is as an unmarked case, against which bilingualism and multilingualism are set as the exception. This paper will review three representations of monolingualism in the applied linguistics literature. Linguistic theories have often assumed monolingualism to be the norm (Pavlenko, 2000), and this view is often held by individual monolinguals who are speakers of a dominant language such as English (Edwards, 1994). It is frequently observed that bilingualism and multilingualism are more common in the world than monolingualism, and yet, as Romaine (1995) points out, it is rare to find a book with the title 'Monolingualism'.
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