Beyond language: The complex positioning work by language teachers in an integration classroom

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Beyond language : The complex positioning work by language teachers in an integration classroom. / Lønsmann, Dorte.

In: Applied Linguistics, Vol. 44, No. 4, 2023, p. 678–697.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Lønsmann, D 2023, 'Beyond language: The complex positioning work by language teachers in an integration classroom', Applied Linguistics, vol. 44, no. 4, pp. 678–697. https://doi.org/10.1093/applin/amac053

APA

Lønsmann, D. (2023). Beyond language: The complex positioning work by language teachers in an integration classroom. Applied Linguistics, 44(4), 678–697. https://doi.org/10.1093/applin/amac053

Vancouver

Lønsmann D. Beyond language: The complex positioning work by language teachers in an integration classroom. Applied Linguistics. 2023;44(4):678–697. https://doi.org/10.1093/applin/amac053

Author

Lønsmann, Dorte. / Beyond language : The complex positioning work by language teachers in an integration classroom. In: Applied Linguistics. 2023 ; Vol. 44, No. 4. pp. 678–697.

Bibtex

@article{18389162a7374940ab65fa2beb3be368,
title = "Beyond language: The complex positioning work by language teachers in an integration classroom",
abstract = "This article investigates the roles of language teachers in a language and integrationprogramme in Denmark. The results show that the teachers{\textquoteright} work goesbeyond the role of language teacher per se. The teachers are shown to take onthe role of integration workers, who, as part of the integration system, contributeto socializing the students into a marginalized position. At the same time,the teachers also use their agency to bend the rules and help their students.While the teachers fulfil the role of mediators who set aside time to help studentsfind their way in the Danish bureaucracy, they also struggle to set boundariesfor their students. Finally, the teachers balance the role of cheerleaderswho keep the students{\textquoteright} hopes up, with the role of realists who bring a soberingoutlook on refugees{\textquoteright} prospects in the labour market. This study contributes tothe field of applied linguistics by highlighting the daily positioning work doneby teachers in language and integration programmes in a delicate balancing actbetween marginalizing and empowering students.",
author = "Dorte L{\o}nsmann",
year = "2023",
doi = "10.1093/applin/amac053",
language = "English",
volume = "44",
pages = "678–697",
journal = "Applied Linguistics",
issn = "0142-6001",
publisher = "Oxford University Press",
number = "4",

}

RIS

TY - JOUR

T1 - Beyond language

T2 - The complex positioning work by language teachers in an integration classroom

AU - Lønsmann, Dorte

PY - 2023

Y1 - 2023

N2 - This article investigates the roles of language teachers in a language and integrationprogramme in Denmark. The results show that the teachers’ work goesbeyond the role of language teacher per se. The teachers are shown to take onthe role of integration workers, who, as part of the integration system, contributeto socializing the students into a marginalized position. At the same time,the teachers also use their agency to bend the rules and help their students.While the teachers fulfil the role of mediators who set aside time to help studentsfind their way in the Danish bureaucracy, they also struggle to set boundariesfor their students. Finally, the teachers balance the role of cheerleaderswho keep the students’ hopes up, with the role of realists who bring a soberingoutlook on refugees’ prospects in the labour market. This study contributes tothe field of applied linguistics by highlighting the daily positioning work doneby teachers in language and integration programmes in a delicate balancing actbetween marginalizing and empowering students.

AB - This article investigates the roles of language teachers in a language and integrationprogramme in Denmark. The results show that the teachers’ work goesbeyond the role of language teacher per se. The teachers are shown to take onthe role of integration workers, who, as part of the integration system, contributeto socializing the students into a marginalized position. At the same time,the teachers also use their agency to bend the rules and help their students.While the teachers fulfil the role of mediators who set aside time to help studentsfind their way in the Danish bureaucracy, they also struggle to set boundariesfor their students. Finally, the teachers balance the role of cheerleaderswho keep the students’ hopes up, with the role of realists who bring a soberingoutlook on refugees’ prospects in the labour market. This study contributes tothe field of applied linguistics by highlighting the daily positioning work doneby teachers in language and integration programmes in a delicate balancing actbetween marginalizing and empowering students.

U2 - 10.1093/applin/amac053

DO - 10.1093/applin/amac053

M3 - Journal article

VL - 44

SP - 678

EP - 697

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 4

ER -

ID: 334948935