Abstract Institutional education traditionally entails a premise of language separation. This article aims to analyse language management through spatial ideologies and practices as interconnected manifestations of language policies. Informed by post-structural theorisation, the analysis draws on ethnographic data produced at a co-located campus of Finnish- and Swedish-speaking monolingual schools in Finland and in a Sweden Finnish bilingual school in Sweden. In Finland, the two national languages, Finnish and Swedish, are separated in institutional education, although some of the monolingual Finnish- and Swedish-speaking schools share school facilities. In Sweden, education in one of the national minority languages, Finnish, is organised mainly in a few Sweden Finnish bilingual schools. The findings indicate that language separation in education is constructed as spatial ideologies and negotiated in the spatial practices of schools. Particularly in the context of Swedish in Finland, a spatial ideology promoting separation as a means for protecting language was reproduced. In Sweden, the protection of Finnish in the bilingual institution was under constant negotiation and embedded in the daily spatial practices rather than articulated as a spatial ideology. Linguistic hierarchies and their connections to national language policies become evident when analysing the spatial orders of educational institutions.

中文翻译：

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“我们这里是两种语言。” 在同一地点和双语学校中通过空间思想和实践来实施语言政策

摘要传统上，制度教育需要语言分离的前提。本文旨在通过空间意识形态和实践来分析语言管理，这是语言政策的相互联系。在后结构化理论的指导下，该分析借鉴了在芬兰芬兰语和瑞典语的单语学校在同一地点的校园以及瑞典的瑞典芬兰语双语学校的人种学数据。在芬兰，尽管某些讲芬兰语和瑞典语的学校共用学校设施，但芬兰和瑞典这两种国家语言在机构教育中是分开的。在瑞典，主要在少数芬兰芬兰双语学校中组织用一种少数民族语言芬兰语进行的教育。研究结果表明，教育中的语言分离被建构为空间意识形态，并在学校的空间实践中得到了协商。特别是在芬兰的瑞典语中，复制了促进分离的空间意识形态作为一种保护语言的手段。在瑞典，在双语机构中对芬兰语的保护一直在不断地商讨中，并嵌入到日常的空间实践中，而不是作为一种空间意识形态来表达。在分析教育机构的空间秩序时，语言层次结构及其与国家语言政策的联系变得显而易见。复制了一种促进分离的空间意识形态，作为保护语言的手段。在瑞典，在双语机构中对芬兰语的保护一直在不断地商讨中，并嵌入到日常的空间实践中，而不是作为一种空间意识形态来表达。在分析教育机构的空间秩序时，语言层次结构及其与国家语言政策的联系变得显而易见。复制了一种促进分离的空间意识形态，作为保护语言的手段。在瑞典，在双语机构中对芬兰语的保护一直在不断地商讨中，并嵌入到日常的空间实践中，而不是作为一种空间意识形态来表达。在分析教育机构的空间秩序时，语言层次结构及其与国家语言政策的联系变得显而易见。