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Memet Aktürk-Drake
This paper provides a comprehensive analysis of the motivations that key policy documents have put forward as justifications for Sweden’s mother-tongue instruction in immigrant and historical minority languages as a multicultural policy that has endured for nearly half a century. The diachronic development of these motivations is analysed in four periods and interpreted with the help of Ruiz’s (1984) orientations in language planning. The corpus consists of 26 key policy documents making up the coordinative discourse among policy actors. Based on an innovative mix of qualitative and quantitative methods, the motivations are presented in a three-tiered taxonomy consisting of motivational units, themes and language-planning orientations. The results point to both continuity and change in how mother-tongue instruction has been justified over time. Confirming previous research, the results show that the language-as-resource orientation has played a central role in justifying both the establishment and the maintenance of mother-tongue instruction in Sweden and that language as right complemented this orientation. Furthermore, the study illustrates that the language-as-problem orientation need not always be detrimental to bilingualism and minority-language maintenance. Contrary to some claims in the literature, it is argued that language as extrinsic resource is not necessarily underpinned by neoliberalism, as there are also social liberal and conservative inroads to this orientation. The paper concludes that although the language-as-resource orientation plays an indispensable role in supporting bilingualism in education, not only the language-as-right orientation but also the language-as-problem orientation should not be neglected.
