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<p>The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitz’s (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.</p>
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The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitz’s (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.

Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion...

Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?

Online veröffentlicht: 26. Apr. 2023

Seitenbereich: 85 - 98

DOI: https://doi.org/10.2478/dcse-2023-0008

Schlüsselwörter
language policy, multilingual learners, STEM subjects, discourse

© 2023 Katja N. Andersen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?

Online veröffentlicht: 26. Apr. 2023

Seitenbereich: 85 - 98

DOI: https://doi.org/10.2478/dcse-2023-0008

Schlüsselwörterlanguage policy, multilingual learners, STEM subjects, discourse

© 2023 Katja N. Andersen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
language policy, multilingual learners, STEM subjects, discourse