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Flerspråkighet i en monoglossisk skola : En forskningsöversikt

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.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-103922
Date January 2022
CreatorsRamulic, Amir, Sununu, Charbel
PublisherÖrebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
Source SetsDiVA Archive at Upsalla University
LanguageSwedish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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