In the past decades Sweden amongst other countries has become more diverse when it comes to both culture and linguistics. Translanguaging is a way of forming a classroom climate that embraces multilingual approaches to teaching. Even though this multilingual approach is much needed for the learning of multilingual students, most English as a second language classrooms are still promoting a “English only” language ideology. Which goes against an epistemic justice for all students to be able to use all their language repertoires. The purpose of this literature review is to find out how multilingual students can benefit from a translanguaging approach in their teaching. By using relevant and new research with the aim to answer that question. The Swedish school has for the past decades adapted the communicative language teaching method (CLT) and our research shows that it’s still not sufficient because of the vast demographic changes in such a short time. CLT is also mostly monolinguistic in its form while the research shows that the multilingual student needs to be able to use all their language repertoires. For this to be possible teachers need to have a positive attitude towards a translanguaging approach.

This study is conducted to compare the effect of practicing a multilingual approach to a monolingual approach in teaching the English article system for students with multilingual backgrounds. Through a structured experiment in light of sociolinguistic and second language acquisition theories, two different discourses (complexes of signs and practices that organize social existence and social reproduction) structuring different legitimate languages are implemented in each respective approach. In the multilingual approach, all languages in the participants’ language repertoire are legitimized and encouraged, while only Standard English is legitimized in the monolingual approach. Three groups of informants participated in the experiment. Two groups of young informants with low English proficiency, and one group of adult informants with intermediate English proficiency participated in the experiment. The majority of the participants have more than two languages in their language repertoires. The multilingual approach was adopted in one of the young groups and the adult group. The study shows that all informants improved in their use of the English article system, regardless of the different approaches. The informants with lower English proficiency level and with a strongest [-ART] language (language with no articles) improved 40.9% in the multilingual approach, which is almost twice as much as the improvement in the monolingual approach. However, the young informants in both groups tend to be confused about the use of the indefinite article a/an after the exercise. The improvements tend to remain in a longer period of time with the multilingual approach in both the adult group and the young group. In addition, the participants tend to show higher rates of concentration, positive emotional feelings and engagement during and after the multilingual approach. The results suggest that it is beneficial to deploy the multilingual approach, through intentional structuring of the legitimized languages in classroom.

Language Borders as Borders of Ethnic Identity Language Use and Ethnic Categorisation among Vlax Roma in Eastern Slovakia The thesis focuses on the topic of the relationship between language use and the process of ethnic categorization in one municipality in Eastern Slovakia. It presents an extensive case study based on eighteen years of field research among the inhabitants of the Vlach Roma settlement in the village called "Borovany ". The author uses a combination of socio-anthropological and sociolinguistic methods and explores the actors' perspective on the conceptualisation of group boundaries dividing the inhabitants of the village into the Vlach Roma (Vlašika Rom), Non- Vlach Roma (Rumungri) and Non-Roma (Gáže) and the role of language in the whole process. In the anthropological part of her research, the author studied the patterns of social organization within the studied village and analysed the symbolic categories that are relevant for the social space of the group of Vlašika Roma. She discusses the ways in which symbolic boundaries between "us" and "them" are formed and focuses on identifying the boundary markers that shape these symbolic boundaries. She concludes that it is the language that represents one of the most important pillars of the group identity of the Vlach Roma while...