Abstract

Drawing from an ethnographic project on the subject of Swedish as a second language (SSL¹) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.

摘要

这项研究的目的是从三所语言多样的高中中以瑞典语作为第二语言（SSL ¹）为主题的人种学项目中，本研究的目的是调查三位SSL老师（每所学校的一位老师）如何以话语方式构建SSL，以及是否以及他们如何使自己作为SSL老师的角色合法化，与先前分析过的关于该主题的学术和公共话语有关（Hedman和Magnusson 2018）。老师们都共同构建的话语相比，“真正的”瑞典受到激励SSL和有争议的话语对SSL作为一个地位低下伪劣主题，通过专家权威（货车Leeuwen 2008），关于先进文化的脚手架。此外，要求建立一种嵌入民主专业精神中的榜样权威，与将学生建设为无特权的人有关。本文有助于了解如何老师的话语和其合法化功能可以更详细，以获得对教育政策的复杂性，它是重要的考虑为W的加深理解来审视新的知识帽子教育实践正在审查。这种对实践和教师声音的可视化，增强了教师在与他们自己的实践有关的问题上的参与框架。