T. Dávila L.

  • Theme

  • Year of publication

  • Method

  • Education type

  • Education level

  • Document type

  • Country

  • Language

  • Open access only

  • Reset
Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden
This article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual…
2020
Bunar N. T. Dávila L.
Teachers & educational staff Inclusion English Policy & law Language education Sweden Urban setting