Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent

Chapters in this book

1. Frontmatter i
2. Contents v
3. Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies 1
4. Legal Discourse and Decisions, Teacher Policymaking and the Multilingual Classroom: Constraining and Supporting Khmer/English Biliteracy in the United States 8
5. Interactions and Inter-relationships Around Text: Practices and Positionings in a Multilingual Classroom in Brunei 25
6. Talk Around Text: Literacy Practices, Cultural Identity and Authority in a Corsican Bilingual Classroom 42
7. Language, Ethnicity and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses 61
8. Constructing Discursive Practices in School and Community: Bilingualism, Gender and Power 77
9. ‘Baro Afkaaga Hooyo!’ A Case Study of Somali Literacy Teaching in Liverpool 93
10. Bilingual Resources and ‘Funds of Knowledge’ for Teaching and Learning in Multi-ethnic Classrooms in Britain 107
11. Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent 123
12. Afterword: Ecology and Ideology in Multilingual Classrooms 136