abstract: This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts. Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

El contexto de globalización económica y de integraciones regionales impulsó una renovación de los instrumentos lingüísticos académicos. Esta renovación vino de la mano de un aparente cambio en el interés político y teórico de la Real Academia Española capaz de representar el estatuto de lengua internacional del español. En el presente artículo examinamos los discursos que la Academia elaboró en los últimos años con el fin de convalidar sus instrumentos normativos. Para ello, analizamos la Nueva política lingüística panhispánica,documento que expresa las principales líneas de esta nueva política sobre el español, el Diccionario panhispánico de dudas y la Prepublicación de la Nueva Gramática de la Lengua Española en tanto manifestaciones concretas de dicha política. Concluimos que la nueva política lingüística panhispánicaresulta ser más una operación discursiva que otra cosa. En efecto, lejos de fomentar una distribución equitativa y multilateral de las funciones en la estructura organizativa, continúan reproduciéndose las antiguas jerarquíasen la toma de decisiones, sosteniendo una clara centralización en los procesos de estandarización en el mundo hispánico. -- The context of the economical globalization and the regional integration has promoted a renovation of the linguistic devices used by the Royal Academy of the Spanish Language. This renovation came along with an apparent turn in the political and theoretical interests of the Academy —institution that iscapable of representing the statute of Spanish as an international language. In this article, we examine the discourses that the Academy devised in the last few years in order to validate their normative devices. In that sense,we analyze the Nueva política lingüística panhispánica —document that depicts the principal outlines of this new policy regarding Spanish—, and the Diccionario panhispánico de dudas and the Prepublicación de la Nueva Gramática de la Lengua Española as concrete manifestations of that policy.We conclude that the new Panhispanic language policy turns out to be more a discursive operation rather than anything else. Indeed, instead of endorsing an equitable and multilateral distribution of the functions of the organizational structure, they continue to reproduce ancient hierarchies in the decision making, supporting that way a clear centralization of thestandardization in the Hispanic world.

La Turquie a connu un nouveau tournant dans les relations entre l'UE et la Turquie le 3 octobre 2005, lorsque les négociations pour la pleine adhésion ont débuté. Lorsque le gouvernement turc de coalition a commencé à améliorer les droits de l'homme et les droits des minorités en Turquie en 1999, l'Union européenne a commencé à adopter une perspective différente sur son adhésion à l'UE. L'objectif de cette étude est de mettre en lumière les progrès réalisés en matière de droits de l'homme et de droits linguistiques des minorités non officielles en Turquie compte tenu de l'adhésion à l'Union européenne. L'étude est basée sur une analyse documentaire, une méthode de recherche en sciences politiques, où nous avons examiné les rapports de progrès et les résolutions du Parlement européen sur les progrès réalisés par la Turquie ainsi que d'autres documents internationaux relatifs à la minorité et/ou aux droits de l'homme et les documents d’archive ottoman et turc. Ces documents ont été examinés sous l'angle des droits linguistiques. Nous avons découvert que la Turquie devrait élargir sa compréhension des minorités et que le turc doit être la langue officielle tandis que toutes les autres langues devraient être reconnues officiellement sans donner un statut de minorité. Donc, si un ressortissant turc veut avoir un emploi dans une unité gouvernementale, il doit connaître le turc alors que sa propre langue maternelle n'est pas interdite, comme en Angleterre et en France, où l'anglais ou le français sont obligatoires alors que toutes les autres langues sont libres à apprendre et pratiquer dans les médias, l'école et en public. / Turkey had a new turning point in EU-Turkey relations on 3 October 2005 when the negotiations for full membership started. When the Turkish government of coalition started to improve human rights and minority rights in Turkey, the European Union commenced to adopt a different perspective on the accession to the EU in 1999. The objective of this study is to shed light on the progress in human rights and linguistic rights of the unofficial minorities in Turkey in view of European Union membership. The study is based on document analysis, one of research methods in political science, where we examined the progress reports and European Parliament resolutions on the progress made by Turkey as well as other international documents related to the minority and/or human rights besides Ottoman and Turkish archives. These documents were examined from the perspective of language rights. We found out that Turkey should broaden its understanding of minorities and the language of the state should be Turkish while all other languages should be recognized officially. So, if one national wants to have a job in any government unit, Turkish must be the official language while their own mother tongue is not forbidden like in England and France where English or French respectively are obligatory while all other languages are free to be learned and practiced in media, school, and in public.

A presente pesquisa de natureza qualitativa com características colaborativa e etnográfica crítica buscou investigar a formação de professores de língua inglesa via dois documentos oficiais voltados para o segmento do ensino Médio (as Orientações Curriculares para o Ensino Médio Língua Inglesa e o Referencial Curricular para o Ensino de Língua Inglesa do Estado de Mato Grosso do Sul). O trabalho fundamentou-se principalmente nos estudos sobre globalização, educação, letramentos, linguística aplicada, políticas linguísticas e filosofia. Por meio de um trabalho colaborativo de três anos com três professoras de inglês, os dados foram coletados de gravações em áudio dos momentos de interação entre o pesquisador e as professoras colaboradoras na fase de discussão dos documentos oficiais. Foram ainda utilizados nas análises dos dados um palestra proferida pelas professoras, entrevista, diário de campo gravação dos depoimentos dos alunos, bem como o depoimento da diretora da escola. A análise fundamenta-se principalmente nos seguintes enfoques abordados neste trabalho: a descrição do contexto de ensino aprendizagem na escola participante; a verificação do que a discussão dos documentos oficiais pode informar sobre a prática das professoras; a discussão do ensino da língua inglesa em uma sociedade globalizada; a verificação sobre o conhecimento local e reconstrução deste a partir de um trabalho colaborativo entre escola pública e universidade e, por fim, o debate sobe a lógica de emancipação revisitada na formação de professores. / The current research of qualitative nature with collaborative and critical etnography characteristics aimed at investigating teacher education based on two official documents both addressed to the high school segment (Orientações Curriculares para o Ensino Médio Língua Inglesa; Referencial Curricular para o Ensino de Língua Inglesa do Estado de Mato Grosso do Sul). The work particularly focused on globalization, education, literacies, applied linguistics, language policy and philosophy. Under a three year collaborative work with three English teachers, data were gathered from audio recordings during the moments of interactions between the researcher and the teachers in the phase of document discussion. Furthermore, analyses have relied on lecturers delivered by the teachers, interviews, diaries and recordings of students´ reports as well as the school principal´s recorded reports. Analyses have addressed the following aspects raised in this study: Description of school teaching and learning contexts; investigation of what discussion of official documents can inform about teachers´ practices; discussion of English language teaching in a globalized society; local knowledge reconstruction through the collaboration between public school and university and, lastly, the logic of emancipation was revisited in the analysis of teacher education.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-12-01T15:13:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2018-01-22T14:03:06Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Made available in DSpace on 2018-01-22T14:03:06Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Aliança Francesa (SG), São Gonçalo, RJ / A presente pesquisa tem por objetivo analisar as representações associadas ao aprendizado de línguas estrangeiras e à inserção social, entre estudantes de cursos privados de idiomas da cidade de São Gonçalo, no estado do Rio de Janeiro. Este município é considerado o segundo mais populoso do estado, apresentando um baixo indicador no Índice de Desenvolvimento Humano Municipal (IDHM). Este nível é calculado a partir dos critérios de saúde e longevidade da população, de seu acesso à educação, bem como de sua renda. Contudo, a partir dos anos 2000, sua região central vivenciou um crescimento exponencial no número de cursos privados de línguas estrangeiras. O quadro teórico deste estudo está baseado nos conceitos de mercado linguístico (Bourdieu, 1998, 1989), de modelo gravitacional (Calvet, 2002), de política linguística (Calvet, 2007; Cooper, 1997; Grin, 2002) e de representação linguística (Calvet, 2002; Pereira, 2012; Petitjean, 2009). A abordagem predominante nessa pesquisa é a qualitativa. Os resultados demonstram, no contexto analisado, a relação direta entre a promessa de desenvolvimento econômico da região e a proliferação de cursos de línguas. Por outro lado, a demanda real de formação linguística denota a ausência de políticas linguísticas educacionais para o ensino de línguas estrangeiras no município. Observamos que as representações linguísticas dos estudantes e as escolhas das línguas estudadas reforçam o status da língua inglesa, de acordo com o modelo gravitacional / The aim of this research is to analyse the representations associated with foreign language learning and social insertion among students of private foreign language courses in the city of São Gonçalo, in the state of Rio de Janeiro. This town is considered the second most populated of the state and presents a low Human Development Index (HDI) for cities. This index is calculated by criteria regarding a given population such as health and longevity, as well as its income and access to education. Nevertheless, since 2000, the central side of the city has experienced an exponential growth in the number of private foreign language courses. The theoretical framework of this study is based on the concepts of linguistic marketplace (Bourdieu, 1998, 1989), gravitational model (Calvet, 2002b), language policy (Calvet, 2007; Cooper, 1997; Grin, 2002) and linguistic representation (Calvet, 2002a; Pereira, 2012; Petitjean, 2009), by means mainly of a qualitative research approach. The results show a close relationship between the promise of economic development and the proliferation of language courses in the region and context analysed. On the other hand, the real demand for linguistic education denotes the absence of educational linguistic policies for the teaching of foreign languages in the city. We can observe that the linguistic representations of students, as well as the choice of studied languages, reinforce the status of the English language, according to the gravitational model

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis deals with language policies in East Timor, as a socio-discursive practice, guided by the categories of Power, Control and Access, proposed by van Dijk (2000) on his multidisciplinary theory of the ideology that form the basis of Critical Discourse Studies (van Dijk, 2008), from sociocognitive and interactional perspective, in an interface with Cultural Studies. One of the goals is to verify in which measure the language policies of East Timor translate the interests of the different social groups in the country. From a macro-social perspective, the goal is to study the communicative event of the officialization of Portuguese Language in East Timor, based on the text by Geoffrey Hull, presented August 2000 to the National Congress that argued the inclusion of Portuguese as co-official language with Tetun and forcefully criticized the choice of English and Indonesian. The Timorese elite, who predominantly uses Portuguese in formal situations or outside of the country, defined a language policy that reserved a privileged status for this language, using the Power, Control and Access to the institutions and the representative groups of this ruling class. This reality contributes to consolidate, in practice, the ideological belief in a homogeneous national identity, that is problematized in Cultural Studies, by the pedagogical and linear time, of the social cohesion of many as one . This social belief does not constitute, however, the complex narrative of the East Timorese nation, to which is added the performative time, or of inbetweeness, that is characterized by the addition of the beliefs/narratives of marginal groups, whose shared-living results in the supplementarity (which, in this proposal of analysis, represents Counterpower), that is, in the duplication of discourses, that do not pluralize, given the high degree of asymmetry between them, but that end up for modifying the social configuration of the nation. / Esta Dissertação trata das políticas linguísticas no Timor-Leste, enquanto práticas sociodiscursivas, orientadas pelas categorias Poder, Controle e Acesso, propostas por van Dijk (2000) em sua teoria multidisciplinar da ideologia que dá suporte aos Estudos Críticos do Discurso (van Dijk, 2008), de orientação sociocognitiva e interacional, numa interface com os Estudos Culturais. Objetiva-se verificar em que medida as políticas linguísticas do Timor-Leste traduzem os interesses dos diferentes grupos sociais desse país. Numa perspectiva macrossocial, tem-se por objeto de estudo o evento comunicativo a oficialização da Língua Portuguesa no Timor-Leste, a partir do texto-base de Geoffrey Hull, proferido em agosto de 2000, no Congresso Nacional, em favor da escolha do português como idioma cooficial juntamente com o tétum e contundentes críticas às línguas inglesa e indonésia. A elite timorense, que predominantemente usa a língua portuguesa em situações formais ou fora do país, definiu uma política linguística que reserva um lugar de status privilegiado dessa língua, valendo-se do Poder, Controle e Acesso das instituições e dos grupos representativos dessa classe dominante. Essa realidade contribui para consolidar, na prática, a ideologia da crença na identidade nacional homogênea, que é problematizada nos Estudos Culturais, pelo tempo pedagógico e linear, da coesão social dos muitos como um . Essa crença social não constitui, contudo, a narrativa complexa da nação leste-timorense, na qual se acrescenta o tempo performativo, ou do entre-lugar, que se caracteriza pelo acréscimo das crenças/narrativas dos grupos marginais, cuja con-vivência resulta na suplementaridade (que, nessa proposta de análise, representa o Contrapoder), isto é, na duplicação de discursos, que não se pluralizam, dado o alto grau de assimetria entre eles, mas acabam por alterar a conformação social da nação. .

Submitted by Miriam Lucas (miriam.lucas@unioeste.br) on 2018-05-17T17:22:59Z No. of bitstreams: 2 Michele_Siu_Mui_Yu_2018.pdf: 1682157 bytes, checksum: cd483b48cd74156918b4570f6e1f1a0c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-17T17:22:59Z (GMT). No. of bitstreams: 2 Michele_Siu_Mui_Yu_2018.pdf: 1682157 bytes, checksum: cd483b48cd74156918b4570f6e1f1a0c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-16 / This dissertation proposes, as a general objective, to investigate the presence of Chinese groups in Foz do Iguaçu - PR and their relations with local society. The research was developed from an interdisciplinary perspective, based on field of Language Policy, which aims to understand the decisions and relations between languages and society. As for the methodology, the research approach is qualitative and uses several interpretative procedures to understand how the integration experiences lived by the research subjects are configured. Regarding the means of obtaining data, the research was preceded by bibliographic research, followed by field observation and structured interviews. The data reveal that the presence of Chinese writing in public spaces in the city of Foz do Iguaçu is mainly evidenced in commercial establishments aimed at the Chinese community and restaurants specializing in Chinese cuisine. It was verified that, except for the Buddhist temple, the places where the Chinese writing was observed were in the central region of Foz do Iguaçu. Concerning integration, data suggests that there were behaviours of social isolation and little integration with the local community of Foz do Iguaçu. Based on the results, suggestions are made to improve the integration of the Chinese community and to bridge the linguistic borders, such as the insertion of essential information in the Chinese language in the main public services, as well as the proposal of public educational policies for teaching-learning Portuguese language to immigrants. It is expected that this research will contribute to giving visibility to the Chinese languages, as well as indicating ways to decrease the linguistic and cultural border between the Chinese language speakers and local community in the Foz do Iguaçu border context. / Esta dissertação propõe, como objetivo geral, investigar a presença de grupos chineses em Foz do Iguaçu - PR e suas relações com a sociedade local. A pesquisa foi desenvolvida sob uma ótica interdisciplinar, tendo como campo base a Política Linguística, que visa compreender as decisões e relações entre as línguas e a sociedade. Quanto à metodologia, a abordagem da pesquisa é qualitativa e utiliza práticas interpretativas para compreender melhor e refletir sobre como se configuram as experiências de integração vividas pelos sujeitos da pesquisa. No que tange aos meios de obtenção de dados, a pesquisa foi precedida de necessária pesquisa bibliográfica, seguida de observação em campo e entrevistas semiestruturadas. Os dados indicam que a presença da escrita chinesa nos espaços visuais públicos na cidade de Foz do Iguaçu encontra-se em evidência essencialmente nos estabelecimentos comerciais voltados para a comunidade chinesa e restaurantes especializados em culinária chinesa. Foi verificado que, com exceção do templo budista, os locais onde foi observada a escrita chinesa foram na região central de Foz do Iguaçu. Quanto à integração, observaram-se comportamentos de isolamento social e de pouca integração com a comunidade local de Foz do Iguaçu. A partir dos dados obtidos, sugerem-se encaminhamentos para melhorar a integração da comunidade chinesa e amenizar as fronteiras linguísticas, como a inserção de informações essenciais na língua chinesa nos principais serviços públicos, bem como políticas de ensino gratuito da língua portuguesa para os imigrantes. Espera-se que esta pesquisa contribua para dar visibilidade às línguas chinesas, bem como indicar caminhos para amenizar fronteiras linguísticas e culturais dos falantes das línguas chinesas no contexto fronteiriço da cidade de Foz do Iguaçu.

Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-18T19:54:10Z (GMT). No. of bitstreams: 1 RibeirodaSilva_Elias_D.pdf: 1191628 bytes, checksum: e42d0060133ba16e338c004f3fd08802 (MD5) Previous issue date: 2011 / Resumo: Meu objetivo nesta tese é discutir o papel dos exames de línguas no funcionamento da política linguística (PL) para a língua inglesa (LI) em vigor no Brasil. Focalizo, especificamente, a prova de inglês do Vestibular Unicamp e o First Certificate in English (FCE). O trabalho fundamenta-se em uma concepção ampliada de PL proposta por Schiffman (1996, 2006), Spolsky (2004), Shohamy (2006, 2008), entre outros. Partindo do pressuposto de que a análise da legislação oficial não é suficiente para se compreender a real PL de uma determinada sociedade, esses autores propõem que o foco das análises desloque-se do texto legislativo para as práticas sociais que envolvem as línguas faladas e/ou ensinadas na comunidade cuja PL se deseja compreender. Shohamy (2006, 2008) amplia essa proposta e desenvolve um modelo de PL que contempla as representações acerca das diferentes línguas e das práticas sociais a elas relacionadas. Para ela, a legislação oficial, o vestuário, a publicidade, os materiais didáticos, os exames de línguas, etc. operam como mecanismos de PL ao fomentar a conversão de representações em práticas sociais. Ao mesmo tempo em que derivam das práticas sociais, as representações as influenciam e fomentam em um amplo processo de legitimação cujo resultado é a atribuição de valor positivo e prestígio a uma determinada língua. A partir dessa perspectiva, a análise que desenvolvo nesta tese visa demonstrar que a PL para a LI em vigor no Brasil é, na verdade, uma política de representação. Argumento, especificamente, que a LI, frequentemente representada como uma "garantia" de acesso a empregos socialmente valorizados e a uma vida global, é legitimada pelos exames de línguas em análise. Para a geração de dados, foram realizadas entrevistas semi-estruturadas com alunos de um curso preparatório para o Vestibular Unicamp e de um preparatório para o FCE, ambos localizados na região metropolitana de Campinas (SP). Quanto aos procedimentos de análise, o estudo caracteriza-se como uma pesquisa interpretativista de cunho qualitativo (BORTONI-RICARDO, 2008; FLICK, 2009; MOITA Lopes, 1994, 1996b), na qual mobilizei os modos de operação da ideologia descritos por Thompson (2002). Por meio das entrevistas, busquei identificar as representações sobre a LI e sobre o Vestibular Unicamp/FCE que habitam o imaginário dos participantes. Identificadas essas representações, procurei demonstrar que os exames em discussão atuam como instâncias de reafirmação/legitimação das representações sobre a LI presentes no imaginário dos entrevistados. Argumento, por fim, que esses exames reafirmam (e legitimam) o prestígio social da LI junto à sociedade brasileira, atuando, portanto, como mecanismos da PL para a LI em vigor no Brasil / Abstract: The aim of this thesis is to discuss the role of language tests in the English Language Policy in Brazil. In order to carry out my research, I investigated the English test at Unicamp Entrance Examination and the First Certificate in English (FCE). The theoretical framework was based on broader concepts of language policy developed by Schiffman (1996, 2006), Spolsky (2004), Shohamy (2006, 2008), etc., and Thompson (2002) who proposes some different ways of imposing ideologies. Those authors start from the assumption that official documents produced to guide Language Education Policy are not sufficient to provide comprehension of the real language policy of a given society. Furthermore, the authors argue that to gain meaningful understanding of the real language policy, it is necessary to focus on the language practices. Shohamy (2006, 2008) proposes a new and expanded model of language policy, which includes language representations and language practices. The author claims that official language education policies, advertisements of language institutes, course books, language tests, etc. are policy devices, and, therefore, create the real language policy. At the same time, the variety of devices is used to manipulate and perpetuate the language practices. In the analysis, I adopt the perspective of English language policy in Brazil as a representation policy. That representation policy can occur through the need of learning English to have excellent job opportunities. Moreover, as English is considered the international language recently, proficient users of that language are in high demand in Brazil, increasing the interest in language tests. The research is characterized as qualitative and based on the principles of ethnography (ANDRÉ, 2008; BORTONI- RICARDO, 2008; FLICK, 2009; MOITA LOPES, 1994, 1996b). The data collecting method was semi-structured interviews with students of a preparatory course for the Unicamp Entrance Examination and other students preparing for the FCE exam, both of which are located in Campnias (SP). By means of the interviews, I sought to identify the English language representations, as well as the students? representations regarding the Unicamp Entrance Examination and the FCE exam. After identifying those representations, I tried to show that the exams discussed in this study play a significant role in maintaining language behaviors and language practices, thus, ensuring the English representation policy in Brazil / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

This is a qualitative case study of three Primary, schools in Port Elizabeth District.They are an ex -White, ex-Coloured and ex-Indian schools. These schools have become desegregated and are multicultural and multilingual. The medium of instruction in the schools is English. The study aims to show: Adaptations that teachers are making to make the curriculum accessible to children from diverse linguistic and cultural backgrounds; coping strategies that learners have needed to adapt when learning in a language that is not their mother tongue; attitudes of parents, teachers and pupils to the use of English and to the level at which the other home languages are offered as subjects. Another aim of the study is to document strategies and adaptations that teachers and learners have had to make in teaching and learning in multicultural and multilingual environments. Data was gathered through questionnaires, classroom observation, discussions with teachers, interviews with principals, parents and learners. The study concludes that two of the schools that were investigated have attempted to change school language policy. They have done this by introducing isiXhosa as one of the subjects in the curriculum. Contrary to the language policy which encourages maintenance of primary language, these learning contexts encourage the development of English to the detriment of isiXhosa. The issue that still needs to be addressed is the level at which isiXhosa primary language speakers are offered the language at school. This study further concludes that isiXhosa and Afrikaans speaking parents and learners in the English environments, value their primary languages for communicative purposes only in informal situations. English is valued as a language of access and for use as a language of learning and teaching. Finally, it is teachers in the Foundation Phase who seem to have needed to make a lot of adaptations and adjustments to accommodate non- native speakers of English in the classrooms.

Today’s globalised world calls for a multilingual workplace, with employees who can communicate effectively and efficiently with colleagues and clients around the world. Communication, both in the sense of actual language use and of language management, is an important but often forgotten part of productivity and performance in multinational corporations. This exploratory study aims to investigate how language is used and managed in two Swedish companies with English as at least one of the official languages. By using in-depth ethnographical interviews and a short analysis of the companies’ language policies from the view of centricity, present study is focused on the employees’ perceptions of the day-to-day language use and the company’s language management. It can be concluded that English is the main language used for written communication while both Swedish and English are used in spoken interactions. Language is negotiated through a set of variables and is thus determined by the people involved in the interaction, the function of the interaction and the medium of communication. Although some strains and difficulties did emerge in the interviews, both informants are positive towards the use of English. It is hoped that this small study will contribute to a better understanding of language use and language management in multinational companies in Sweden.