MULTILINGUAL EDUCATIONAL LANGUAGE POLICIES IN SWITZERLAND AND SWEDEN

Abstract

Multilingualism represents a global challenge and a goal of education in
European states. This meta-analysis examines how research studies on multilingual
educational policy documents on a macro-level (national/regional) in Sweden and Switzerland
differ in terms of foci and how the discourses in the articles represent different treatments
of multilingual educational language policies. These countries were selected because of their
similarities regarding the societal context, but they are different in regard to language policy
issues and political formation. The articles were systematically identified via two databases,
ERIC and LLBA, and in order to examine the latest developments after the introduction
of a new language act in Sweden and the harmonization of public education in Switzerland
in 2009, only research articles published between 2009 and 2016 were included. The results
of the study suggest that a monolingual habitus exists in the Swedish nation state context
compared to a more pluralistic approach in Switzerland. The most noteworthy result is the
diverging definitions of multilingualism and plurilingual students and how this understanding
influences the treatment of educational policies in these two linguistically and culturally
superdiverse European countries.