Semantic Models of Host-Immigrant Relations in Norwegian Education Policies

Autor/inn/en	Garthus-Niegel, Kristian; Oppedal, Brit; Vike, Halvard
Titel	Semantic Models of Host-Immigrant Relations in Norwegian Education Policies
Quelle	In: Scandinavian Journal of Educational Research, 60 (2016) 1, S.48-71 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.996593
Schlagwörter	Semantics; Social Systems; Foreign Countries; Immigrants; Educational Policy; Models; Social Integration; Policy Analysis; Anthropology; Teaching Methods; Educational Change; Educational History; Equal Education; Guidelines; Language Maintenance; Native Language; Educational Legislation; Native Language Instruction; Second Languages; School Effectiveness; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Semantik; Social system; Soziales System; Ausland; Immigrant; Immigrantin; Immigranten; Politics of education; Bildungspolitik; Analogiemodell; Soziale Integration; Politikfeldanalyse; Anthropologie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; History of education; Bildungsgeschichte; Richtlinien; Sprachpflege; Bildungsrecht; Schulgesetz; Native language education; Muttersprachlicher Unterricht; Second language; Zweitsprache; Schuleffizienz; Norwegen
Abstract	Education has continuously been regarded as a vital tool in Norwegian policymakers' immigrant integration agendas. This study analyzes semantic structures substantiating the policy language of historical Norwegian immigrant education policies from their inception in 1973 until today (2013). The analysis is framed by Kronenfeld's linguistic anthropological theory "semantic extensionism". Four distinct semantic models are identified through the historical period. Each model comprises specific overall policy programs, education system characters, teaching methods, and parameters for equality output evaluations. We show how the core semantic structures of each model, and the changes between them, derive from three interacting factor domains: (1) semantic inclusion and contrast relations, (2) pragmatic characteristics of practice fields, and (3) broader welfare state policy histories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01