Both Sweden and Finland have education systems promoting equity and equality. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. This paper aims to explore how multilingualism is represented in the national compulsory school curricula in the two contexts, using the language orientation framework: language as problem, right, or resource. The analysis reveals differences. In Finland, an explicit discourse on multilingual education exists, with an aim of integrating multilingual perspectives into the whole curriculum. In Sweden, however, the discourse is less explicit; and multilingualism as a concept is limited to minority language students. Considering language orientations in the two curricula affords an understanding of the spaces for multilingual education that are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today's global societies.
The question approached in this paper concerns which meaning variants are expected given a lexeme whose meaning is grounded in the conception of a Path (such as over or up). Underlying this study of polysemy of Path-lexemes is the assumption of a generative mechanism in the lexicon. * I am indebted to Hubert Cuyckens, Christer Platzack, Dominiek Sandra, and two anonymous reviewers, for valuable suggestions as to how to improve my text and strengthen my argumentation. Naturally, I am solely responsible for the way this advice has been implemented.Transformations on the Path-schema and a minimal lexicon 305 # The Editorial Board of Studia Linguistica 2001.3``T rajector'' (TR) refers to the entity which is being located or assessed in a relational predication, whereas``landmark'' (LM) refers to a salient entity other than the trajector (see Langacker 1987:217±220 for a more detailed account of these notions).
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