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Gudrun Svensson Notes 1 This article was produced in the framework of the research project Interaktion för Identitets- och kunskapsutveckling i det flerspråkiga klassrummet (“Interaktion for identity and cognitive development in the multilingual classroom”) at Linnaeus University in Växjö, Sweden which aims to explore methods to improve teaching in the multilingual classroom. 2 I have followed the Swedish Research Council’s ethical principles for research (Vetenskapsrådet 2002) regarding the collection of human material (2002). The parents have given their consent in writing for collecting and using the material for research purposes, and all pupils have been given code names to protect their identity. 276
Who owns the words? Teaching vocabulary in a multicultural class References Collier, V. and Thomas, W. 1999. Making U.S. Schools Effective for English Language Learners. Part 1–3. TESOL Matters, 9, 4–6. Cummins, J. 2000. Language, power and pedagogy. Bilingual children in the crossfire. Clevedon: Multilingual matters. Cummins, J. and Schecter, S.R. 2003. School-based language policy in cultural diversity contexts. In Multilingual Education in Practice: Using Diversity as a Resource, Schecter, S. R. & Cummins, J. (eds.), Portsmouth: Heinemann. Enström, I. 2004. Ordförråd och ordinlärning – med särskilt fokus på avancerade inlärare. In: Svenska som andraspråk – i forskning, undervisning och samhälle, Hyltenstam, K. & Lindberg, I. (eds.), 171–195. Lund: Studentlitteratur. Fairclough, N. 1989. Language and power. London: Longman. Fairclough, N. 1992. Discourse and social change. Cambridge: Polity Press. Fanon, F. 1952. Black skin, white masks. Paris: Éditions du Seuil. Freebody, P. and Luke, A. 1990. Literacies Programs: Debates and Demands in Cultural Context. Prospect: Australian Journal of TESOL, 5(7), 7–16. Freire P. 1972. Pedagogy of the oppressed. Harmondsworth UK: Penguin. Gee, J.P. 2008. What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Halliday, M.A.K. 1985. An introduction to functional grammar. London: Edward Arnold Ltd. Press. Hulme, P. 1986. Colonial encounters, Europe and the native Caribbean, 1492–1797. London: Methuen. Janks, J. 1993. Critical language awareness series. Johannesburg: Hodder and Stoughton and Wits University Press. Janks, H. 2010. Literacy and power. New York and London: Routledge. Kress, G. 2003. Literacy in the new media age. London: Routledge. Kuyumcu, E. 2004. Genrer i skolans språkutvecklande arbete. In Svenska som andraspråk – i forskning, undervisning och samhälle, Hyltenstam, K. & Lindberg, I. (eds.) 573–596. Lund: Studentlitteratur.. Langer, J. 2011. Envisioning knowledge: Building literacy in the academic disciplines. New York: Teachers College Press. Lindberg, I. 2006. Med andra ord i bagaget. In Det hänger på språket, Bjar, L. (ed.), 57–91. Lund: Studentlitteratur. Loomba, A. 2005. Kolonialism/Postkolonialims. En introduktion till ett forskningsfält. Stockholm: Tankekraft förlag. Luke, A. 2003. Literacy and the Other: A Sociological Approach to Literacy Research and Policy in Multilingual Societies. Reading Research Quarterly, 38(1), 132–141. Lundahl, M. 2002. Postkoloniala studier, konst och representation. Kairos no. 7. Förord. May, S. 1999. Critical multiculturalism and cultural difference avoiding essentialism. In Critical Multiculturalism Rethinking Multicultural and Antiracist Education, May, S. (ed.), 11–35. London: Falmer Press. Said, E.W. 1978. Orientalism. New York: Vintage Books. Sinclair, J.M. and Coulthard, M. 1975. Toward an analysis of discourse: The English used by teachers and pupils. Oxford: University Press. 277
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