Global Citizenship and Lingual Identity: the ability to perform in different lingual settings |
ANN-CHRISTIN TORPSTEN, School of Education, Psychology and Sports Science, Linnaeus University, Kalmar, Sweden |
pages 37-45
http://dx.doi.org/10.2304/csee.2011.10.1.37 |
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The aim of this article is to interpret second-language pupils’ encounter with the Swedish school regarding first- and second-language learning. An empirical context called experienced learning is investigated by interpreting student teachers’ oral and written narrated learning memories. Using a life-story approach, the interpretation focuses on lingual skills, lingual identity and citizenship. The study looks at participation in Swedish as a second language and mother tongue education when the subjects encountered the Swedish school system. Participating in those lessons is described as positive. Participating made it easier to improve skills in the second language and mother tongue. Mother tongue skills were transferred to the second-language improvement. It became much easier to continue developing the second language when skills in the mother tongue increased. Language skills were positive for continued learning, linguistic development, development of bilingualism and multilingualism. Through widened linguistic horizons it becomes possible to develop identity as multilingual persons. When skills increase in different languages such as Swedish as a second language and mother tongue, the subjects become aware of their identities as multilingual persons. They become aware of their possibilities of being active, multicultural, global citizens. Their ability to perform in different lingual settings becomes visible. |
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ANN-CHRISTIN TORPSTEN (2011) Global Citizenship and Lingual Identity: the ability to perform in different lingual settings, Citizenship, Social and Economics Education, 10(1), 37-45. http://dx.doi.org/10.2304/csee.2011.10.1.37 |
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