»Angleščina je predmet, ki se ga moraš naučiti sam/-a«: moč in identiteta učenca v programu seznanjanja z jeziki na Švedskem
Povzetek
Članek raziskuje poglede učencev na učenje angleškega jezika v povezavi s programom seznanjanja z jeziki na Švedskem, ki je individualni prehodni program za na novo prispele priseljence; prizadeva si za hiter prehod mladostnikov v nadaljnje izobraževanje ali na trg dela. Visoko znanje angleščine je v švedski družbi ključnega pomena, nezadostno znanje angleščine pa lahko povzroči negativne dolgoročne posledice za posameznike in družbo, kar se tiče neenakosti. Uporabljena metodologija temelji na jezikovni etnografiji, podatki za ta članek pa so črpani iz osmih polstrukturiranih intervjujev z učenci, ki so vključeni v program na eni šoli. Za analizo moči in konstrukcije jezikovnih ideologij, povezanih z večjezičnim poukom angleščine v razredu in identiteto učenca, so uporabljeni foucaultovski vidiki. Izsledki kažejo, da se o pomenu znanja angleščine za uspešen prehod v izobraževanje iz programa seznanjanja z jeziki učence le redko obvešča. Poleg tega pomanjkanje informacij o pravici do izobraževalne podpore omejuje dostop študentov do enakih izobraževalnih možnosti, angleščino pa potisne v položaj predmeta z nižjo stopnjo pomembnosti znotraj organizacije. Izsledki kažejo tudi, da enojezične norme in jezikovne hierarhije omejujejo možnosti študentov za uporabo svojega prvega jezika pri učenju angleščine.
Prenosi
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