Teachers' ideological dilemmas: lessons learned from a Language Introduction Program in Sweden

In this qualitative study, we draw on theory and practice in relation to the concepts of fixity and fluidity in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled...

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Bibliographic Details
Published in:Journal of multilingual and multicultural development 2024-03, Vol.45 (3), p.647-662
Main Authors: Smith, Michelle Bernice, Early, Margaret, Kendrick, Maureen
Format: Article
Language:English
Subjects:
Educational materials
fixity
Fluidity
Focus groups
ideological dilemma
Ideology
Language
Language ideologies
Language teachers
language teaching
Literacy
Qualitative research
Refugees
Second language instruction
Second language teachers
Secondary school teachers
Secondary schools
Sweden
Teachers
Teaching
Youth
youth from refugee backgrounds
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Summary:In this qualitative study, we draw on theory and practice in relation to the concepts of fixity and fluidity in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas facing four teachers in a Language Introduction Programme in an upper secondary school in Sweden, as they enacted literacy pedagogies (fluidity) against the backdrop of high stakes standardised tests, age-out limits, and residency criteria (fixity) for youth from refugee backgrounds. We asked: What ideological dilemmas do language teachers in an introductory programme perceive relative to the language needs of youth from refugee backgrounds as they strive to implement promising practices? Our thematic analysis revealed three dilemmatic themes concerning 'what' to teach, 'what' resource materials to use, and 'how' to implement literacy pedagogies. From the lessons learned in our findings, we conclude with six thoughts for future consideration as teachers attempt to reconcile seemingly disparate perspectives on language teaching and learning in their local contexts.
ISSN:0143-4632
1747-7557
DOI:10.1080/01434632.2022.2126485