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Young people’s languaging and multimodal practices: “Bilingualism” in a Swedish school and in virtual spaces
Örebro University, School of Humanities, Education and Social Sciences. (CCD)ORCID iD: 0000-0002-1846-858X
Mälardalen University. (CCD & LIMCUL)
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study presented in this paper examines young people’s languaging in two separate, though intertwined spaces; in a ”bilingual” school in Sweden and in social media spaces.  The study is part of a larger project which explores young people’s doing of multilingualism as well as social positioning in and through everyday social practices where literacy, including multimodality, is salient. The project is framed within debates on linguistic and cultural minorities more generally. However, it has followed a group of 11-13 year old children both inside a Sweden Finnish (minority) bilingual school and in virtual spaces.

Anchored in perspectives that highlight the social construction of reality, and located in the geopolitical spaces of Sweden, but also glocal digital spaces, the present study investigates everyday life in an educational setting where Swedish and Finnish are used as the primary languages of instruction as well as social media settings where both multilingual and multimodal aspects are salient. The following issues are empirically discussed in the paper: What types of languaging resources, including different language varieties and literacies do young people enjoy in different arenas – institutional school practices and in social media? How, and in what ways, are aspects of communicative repertoires and modalities related in these practices?

Broadly, this study takes sociocultural perspectives on learning and communication and ethnographic perspectives including videotaping and virtual ethnography as methodological points of departure. The data include video recordings of classroom interaction, screen grabs of participants’ interaction in social media and participant observations in both spaces. Thus, analytical descriptions of everyday mundane activities and language usage from classroom settings and web-arenas form the basis for throwing light upon linguistic and multimodal repertoires that the young people are members of. Furthermore, the analysis explores the interconnectedness of different oral, written and multimodal language varieties in human meaning-making.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Languaging, learning, multilingual, multimodal, chaining, virtual, school, Swedish-finnish
National Category
Social Sciences
Research subject
Gender Studies
Identifiers
URN: urn:nbn:se:oru:diva-38563OAI: oai:DiVA.org:oru-38563DiVA: diva2:762821
Conference
AILA (International Applied Linguistics Association) World Congress “One World – Many Languages”, 10-15 August 2014. Brisbane, Australia.
Projects
DIMUL, LIMCUL
Funder
Swedish Research Council
Note

AILA (International Applied Linguistics Association) World Congress “One World – Many Languages” – Panel “Researching Literacy Practices – Transitions”. Organizers Giulia Messina Dahlberg & Ylva Lindberg. 10-15 August 2014. Brisbane, Australia.

Available from: 2014-11-13 Created: 2014-11-13 Last updated: 2017-10-17Bibliographically approved

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
  • rtf