A3 Book section, Chapters in research books
Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa (2023)
Linguistic landscapes as objects and agents of language education policies in co-located schools

From, T., Szabó, T. P., & Laihonen, P. (2023). Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa. In A. Pitkänen-Huhta, K. Mård-Miettinen, & T. Nikula (Eds.), Kielikoulutus mukana muutoksessa (pp. 291-309). Suomen soveltavan kielitieteen yhdistys ry. AFinLA-teema, 16. https://doi.org/10.30660/afinla.126228

JYU authors or editors

Szabó, Tamás
Laihonen, Petteri

Publication details

All authors or editors: From, Tuuli; Szabó, Tamás Péter; Laihonen, Petteri

Parent publication: Kielikoulutus mukana muutoksessa

Parent publication editors: Pitkänen-Huhta, Anne; Mård-Miettinen, Karita; Nikula, Tarja

eISBN: 978-951-9388-77-9

Journal or series: AFinLA-teema

eISSN: 2814-6298

Publication year: 2023

Publication date: 28/11/2023

Number in series: 16

Pages range: 291-309

Number of pages in the book: 400

Publisher: Suomen soveltavan kielitieteen yhdistys ry

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

DOI: https://doi.org/10.30660/afinla.126228

Persistent website address: https://journal.fi/afinla/article/view/126228

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92183

Abstract

This chapter examines the relationship between language ideologies, language education policies and linguistic landscapes in education. Our context is co-located Swedish- and Finnish-medium schools that share the school building but function as separate and administratively monolingual units. Basic education in Finland is organized separately for both national languages and the separation has been considered crucial to shelter Swedish as a de facto minority language. Therefore, co-located schools have raised some critical voices but more recently also increasing interest as multilingual learning environments. In this chapter, we examine co-located schools with a focus on linguistic landscapes and how they enable and constrain multilingual social practices and language learning. We conclude that even if co-located schools provide a linguistically diverse learning environment, the utilization of these linguistic resources for the purposes of language learning requires long-term planning.

Keywords: schools (educational institutions); bilingualism; Finnish speakers; Swedish speakers; school environment; use of language; operational culture; language policy; education policy