Constructing the multilingual child: the case of language education policy in Norway.
The aim of this paper is to trace how the multilingual child has been variably constructed in Norway’s language education policy discourse over time. This will be explored through an in-depth critical discourse analytical (CDA) reading of two official policy reports targeting specifically the situat...
| Published in: | Critical Discourse Studies Vol. 14; no. 1; pp. 56 - 73 |
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| Format: | Article |
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Taylor & Francis Ltd
Feb2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=120129560&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 120129560 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 17405904 RF5 jtl: Critical Discourse Studies issn: 17405904 maglogo: Y pubinfo: dt: Feb2017 vid: 14 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 120129560 10.1080/17405904.2016.1190389 ppf: 56 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Constructing the multilingual child: the case of language education policy in Norway. aug: au: Bubikova-Moan, Jarmila affil: Department of Education, University of Oslo, Oslo, Norway su: Education policy Intertextuality Critical discourse analysis Multilingualism Norway sug: subj: Norway Education policy Intertextuality Critical discourse analysis Multilingualism keyword: critical discourse analysis interdiscursivity intertextuality language education policy Multilingual child ab: The aim of this paper is to trace how the multilingual child has been variably constructed in Norway’s language education policy discourse over time. This will be explored through an in-depth critical discourse analytical (CDA) reading of two official policy reports targeting specifically the situation of children of non-Norwegian ethnolinguistic heritage in Norway’s educational system. The key analytical concept is intertextuality, connecting the various discursive layers of Norway’s language education policy processes, each replete with a multitude of voices with a stake in shaping the language educational reality of Norway’s young multilinguals. The paper demonstrates that there is a substantial intertextual differential in how the two reports draw on these voices to either challenge or endorse the structural forces of powerful institutions, such as the state, reflecting also the wider social and discursive current of change sweeping through the traditionally egalitarian welfare states of Northern Europe, such as Norway. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Critical Discourse Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Critical Discourse Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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