ABSTRACT

This article focuses on the visibility and position of different languages in semiotic space, namely the linguistic landscape provided by textbooks. The aim is to determine to what extent the linguistic landscape of textbooks supports the multilingual emphasis of the Finnish national core curriculum and the multilingualism of Finnish classrooms. The data include 34 textbooks on five of the mandatory subjects and covers the different grades of comprehensive schools in Finland. The presence of different languages was mapped quantitatively by coding all languages that were mentioned or made visible in the textbooks. Further, a qualitative analysis of the most representative parts of the data was carried out. The results of this study show that different contexts and categories are constructed for different languages. Moreover, multilingualism is marginalised and monolingual practices appear as the norm. As a conclusion, this study reveals that the paradigm shift to multilingual approaches and practices in textbooks is under construction, and much is left to be done.

摘要

本文重点研究不同语言在符号空间中的可见性和位置，即教科书提供的语言景观。目的是确定教科书的语言环境在多大程度上支持芬兰国家核心课程的多语言重点和芬兰课堂的多语言化。数据包括5门必修科目的34本教科书，涵盖芬兰综合学校的不同年级。通过对教科书中提到或可见的所有语言进行编码，可以定量地映射不同语言的存在。此外，对数据中最具代表性的部分进行了定性分析。这项研究的结果表明，为不同的语言构建了不同的上下文和类别。而且，多语制被边缘化，单语做法成为常态。总而言之，这项研究表明，教科书多语言方法和实践的范式转变正在建设中，还有很多工作要做。