ABSTRACT

Both Sweden and Finland have education systems promoting equity and equality. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. This paper aims to explore how multilingualism is represented in the national compulsory school curricula in the two contexts, using the language orientation framework: language as problem, right, or resource. The analysis reveals differences. In Finland, an explicit discourse on multilingual education exists, with an aim of integrating multilingual perspectives into the whole curriculum. In Sweden, however, the discourse is less explicit; and multilingualism as a concept is limited to minority language students. Considering language orientations in the two curricula affords an understanding of the spaces for multilingual education that are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies.

摘要

瑞典和芬兰都有教育系统，促进平等和平等。但是，最近与移民增加有关的社会和政治变革在支持语言多样性的努力中提出了新的挑战。本文旨在探讨使用语言取向框架（语言是问题，权利还是资源）在两种情况下如何在国家义务教育课程中体现多种语言。分析揭示了差异。在芬兰，存在着关于多语言教育的明确论述，目的是将多语言观点纳入整个课程。但是，在瑞典，话语不够明确。多种语言作为一种概念仅限于少数族裔学生。