<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (<xref ref-type="bibr" rid="j_sm-2017-0010_ref_004_w2aab2b8c14b1b7b1ab1ab4Aa">Bevelander, Fernandez &amp; Hellström, 2011, p. 101</xref>). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (<xref ref-type="bibr" rid="j_sm-2017-0010_ref_004_w2aab2b8c14b1b7b1ab1ab4Aa">Bevelander, Fernandez &amp; Hellström, 2011</xref>). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, <italic>perspectives</italic> and <italic>scales of values</italic> of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (<xref ref-type="bibr" rid="j_sm-2017-0010_ref_005_w2aab2b8c14b1b7b1ab1ab5Aa">Björklund &amp; Liubiniené, 2004</xref>) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.</p></abstract>

Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.

Values and Attitudes of Nordic Language Teachers Towards Second Language Education

Sustainable Multilingualism

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

Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several...

Values and Attitudes of Nordic Language Teachers Towards Second Language Education

Data publikacji: 22 maj 2017

Zakres stron: 194 - 212

DOI: https://doi.org/10.1515/sm-2017-0010

Słowa kluczowe
values, second language teachers, citizenship, immigrants, integration

© 2017 Christina von Post et al., published by De Gruyter Open

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

Values and Attitudes of Nordic Language Teachers Towards Second Language Education

Data publikacji: 22 maj 2017

Zakres stron: 194 - 212

DOI: https://doi.org/10.1515/sm-2017-0010

Słowa kluczowevalues, second language teachers, citizenship, immigrants, integration

© 2017 Christina von Post et al., published by De Gruyter Open

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

Słowa kluczowe
values, second language teachers, citizenship, immigrants, integration