{"id":7606,"date":"2026-09-16T11:13:40","date_gmt":"2026-09-16T08:13:40","guid":{"rendered":"https:\/\/mobilefutures.fi\/?page_id=7606"},"modified":"2026-09-16T15:06:08","modified_gmt":"2026-09-16T12:06:08","slug":"language-as-a-proxy-in-inclusion-and-exclusion-a-focus-on-children","status":"publish","type":"page","link":"https:\/\/mobilefutures.fi\/sv\/etmu-2026\/sessions\/language-as-a-proxy-in-inclusion-and-exclusion-a-focus-on-children\/","title":{"rendered":"Language as a Proxy in Inclusion and Exclusion: A focus on children"},"content":{"rendered":"

Language as a Proxy in Inclusion and Exclusion: A focus on children<\/strong><\/h1>\n\n\n\n

Please note that “Language as a Proxy in Inclusion and Exclusion” consists of four sessions: two in Parallel Session 1 and two in Parallel Session 2. We recommend attending one session from each parallel session, although each session can also be attended independently.<\/em><\/p>\n\n\n\n

Session Conveners<\/td>Sari P\u00f6yh\u00f6nen sari.h.poyhonen@jyu.fi (chair) &
Hilde Hjertager hilde.b.lund@uib.no (chair)
Linda B\u00e4ckman\u00a0linda.backman@migrationinstitute.fi<\/a> <\/td><\/tr>
Time<\/td>15:00-16:30, Thursday 5.11.2026, Parallel session 2<\/td><\/tr>
Place<\/td>Simone Weil (M134), Arken<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Session Description<\/h2>\n\n\n\n
Language has long played a central part in drawing borders: European nation-states were built around the idea of \u2018one language, one nation\u2019, centring the dominance of standard languages in opposition to other varieties. Language is likewise given a crucial position in recent policies of immigration and integration through for example the emphasis on language as \u2018key to society\u2019 in integration training, language requirements for many positions in the labour market, as well as access and belonging to the state through citizenship. In the case of Finland, the government has recently introduced language requirements also for permanent residency, and language skills of internationally recruited nurses have been widely debated in politics and the media. <\/summary>\n

Language thus acts as a gatekeeper for in\/exclusion in society, and speaking an official, national language is portrayed as a sign of loyalty towards the state and a proof of \u2018integration\u2019 and trustworthiness. In this, language practices become a site in which assumptions about belonging, competence and cultural alignment are imposed. This is also relevant in institutional encounters, where assessment, documentation and language requirements may shape access, participation and belonging. <\/p>\n\n\n\n

Research in language studies has, however, for several decades shown how language ideologies are always about more than language. In many state policies, language is used as a proxy for race, ethnicity, religion or other categories that cannot legally act as basis for differentiation. In this, certain populations and speakers are surveilled and marked more than others, maintaining colonial power asymmetries. \u2018Language barriers\u2019 thereby also reflect embedded power hierarchies and structures to in\/exclude. <\/p>\n\n\n\n

Monolingual language ideologies are deeply embedded in conceptions of identity and belonging, as well as in how the host society interprets its existing linguistic diversity in relation to the linguistic integration of newcomers. At the same time, research shows that an individual\u2019s language use reflects their linguistic citizenship: their agency, participation, and opportunities to exercise control over their linguistic resources and to construct new identities and communities.<\/p>\n\n\n\n

This panel aims to bring together scholars working at the intersection of language and migration studies to explore different ways in which language acts as a means for social inclusion\/exclusion, through topics concerning for example:<\/p>\n\n\n\n

    \n
  • Language learning and teaching<\/li>\n\n\n\n
  • Language requirements and testing<\/li>\n\n\n\n
  • Language in institutional encounters<\/li>\n\n\n\n
  • Language ideologies<\/li>\n\n\n\n
  • Linguistic citizenship and activism<\/li>\n<\/ul>\n\n\n\n

    The language of the session is English, and we invite presentations from a range of contexts and angles.<\/strong><\/p>\n<\/details>\n\n\n\n

    Accepted Papers<\/h2>\n\n\n\n
    Language, Spaces and Belonging: Cross-cultural Children’s Experiences of Inclusion and Exclusion across Helsinki: Eur\u00eddice Hern\u00e1ndez Gomes (Department of Cultures, University of Helsinki)<\/summary>\n

    Scholarship on Finland’s bilingual framework has often described it as a form of parallel monolingualism, where Finnish- and Swedish-language institutions operate as largely separate cultural spaces. While this spatial separation has been regarded as essential for safeguarding minority languages, it also reflects broader language ideologies that assume languages and communities exist as distinct and bounded entities. However, as children in Finland increasingly grow up navigating multiple linguistic landscapes in which Finnish and Swedish coexist alongside a wide range of heritage languages, it is worth reconsidering whether this model adequately captures their everyday linguistic realities.

    Drawing on one year of multi-sited ethnography and 21 drawing-elicitation interviews with cross cultural children and young people of Latin American backgrounds living in the Helsinki Metropolitan Region, this presentation examines how they move across multiple linguistic environments and the meanings they attach to these experiences. The findings show that participants mobilise fluid linguistic and cultural repertoires closely intertwined with emotions, relationships, and everyday practices of belonging. At the same time, these repertoires are experienced differently across the city. While some institutional settings continue to privilege monolingual language practices, superdiverse container spaces\u2014multilingual settings where different languages coexist and are enacted in everyday life\u2014create opportunities for translanguaging and transknowledging that challenge rigid linguistic boundaries. As a result, the same linguistic practices may be welcomed in some settings while questioned or othered in others.

    By foregrounding children’s own experiences, the paper argues that language does not function as a universal mechanism of inclusion or exclusion. Instead, the contrasting experiences of the same children across different urban settings demonstrates that processes of in\/exclusion emerge through the interaction between children’s linguistic repertoires and the language ideologies embedded in particular urban spaces. In doing so, the paper shows that the relationship between language and belonging is spatially situated.<\/p>\n<\/details>\n\n\n\n

    Access to language through access to participation: Multilingual children in Norwegian ECEC: Maria-Rosa R. Doublet (Research fellow and PhD student in Norwegian at Western Norway University of Applied Sciences) and Hilde Hjertager Lund (University of Bergen, The faculty of Pscyhology, Departement of Education)<\/summary>\n

    Language is often treated as a condition for, and an important part of, participation in educational institutions (Ministry of Education and Research, 2017). In this paper, we want to reverse the question and ask how participation itself enables or hinders opportunities for language use, language acquisition, and belonging among multilingual children in Norwegian Early Childhood Education and Care (ECEC).

    The study draws on a qualitative case study of a single culturally and linguistically diverse ECEC institution selected as a \u201cgood practice\u201d case. The empirical material comprises participant observation in two departments, staff interviews, and six group conversations with 14 children aged four to five. The analysis focuses on two patterns in the data: organised participation and linguistic belonging. We analyse how organised participation functioned as supportive scaffolding to enable language use (Wood et.al., 1976) and draw on usage-based approaches to language acquisition through input, exposure, and meaningful social interaction (Bybee, 2010; Tomasello, 2003). We use Yuval-Davis\u2019s (2011) politics of belonging to analyse how these participation structures simultaneously shape the boundaries and conditions of linguistic belonging.

    The findings show that participation was partly organised to reduce the dependence on Norwegian verbal skills. Visual dayboards, activity boards, and picture supports helped children understand routines and negotiate access to daily activities through play. Children use language to define their relationship with home, ECEC, family, and peers. Home languages were visible and valued in ECEC, but Norwegian was most linked to full participation.

    We argue that language can act as a gatekeeper to inclusion, but the relationship is recursive rather than one-dimensional: limited access to participation can also constrain opportunities to develop the language competence ECEC institutions expect. Inclusion and belonging therefore depend not only on children\u2019s linguistic competence but also on how institutions construct communicative participation.<\/p>\n<\/details>\n\n\n\n

    Relational Ethics in Research on Sami Languages and Inclusion of Children with Special Needs: Nitharsana Rayappu (Department of Education, University of Bergen) and Kari Hagatun (University of Helsinki)<\/summary>\n

    When doing research on languages in communities with a long history of exploitation and discrimination, scholars bear an ethical responsibility to address unequal power relations. Following centuries of Norwegianization and forced assimilation within the educational system, S\u00e1mi languages are categorized as severely endangered (UNESCO, 2010). Language revitalization, understood as an ongoing process to strengthen S\u00e1mi culture and identity, is thus an increasingly important topic within S\u00e1mi education (The Truth and Reconciliation Commision, 2023). However, there is limited research on S\u00e1mi-speaking children\u2019s language development, and the role language plays in inclusive special needs education.<\/p>\n\n\n\n

    This paper will draw on a mixed method study; V\u00e1ibmogiella \/ Language of the Heart. The study consists of an ongoing quantitative longitudinal project aiming to explore how to support S\u00e1mi-speaking children in their social and academic development in Norway, and a qualitative ethnographic project further investigating inclusion of S\u00e1mi pupils with special needs, foregrounding the perspectives of S\u00e1mi children and their parents.<\/p>\n\n\n\n

    As research on the S\u00e1mi communities has historically reinforced discriminatory practices, it is important to establish trust between researchers and communities. This is especially important when issues connected to language are focused, as language is deeply intwined with feelings of inclusion and\/or exclusion. While indigenous research has mainly focused of small-scale qualitative research, there has been limited attention on how large-scale quantitative projects can be conducted while maintaining core values in indigenous ethical frameworks.<\/p>\n\n\n\n

    This paper argues more focus within minority and migration research on (1) the interplay between minority language and inclusion of children with special needs, and (2) the need for centering local relational practices and minority languages in the research process.<\/p>\n<\/details>\n\n\n\n

    Inclusion by choice, exclusion by practice? Migrant pupils\u2019 access to Swedish-medium schools in Finland: Sari P\u00f6yh\u00f6nen & Tuuni Tyni (University of Jyv\u00e4skyl\u00e4, Centre for Applied Language Studies, Finland) <\/summary>\n

    Immigration plays a growing role in Finland\u2019s demographic development. Under Finland\u2019s bilingual language policy, migrants have a statutory right to choose either Finnish or Swedish as their integration language (Act on the Promotion of Integration 681\/2023). In practice, however, educational pathways from early childhood to adult education are overwhelmingly organised in Finnish, including in some Swedish-majority municipalities (B\u00e4ckman & Haapam\u00e4ki 2024; P\u00f6yh\u00f6nen & Simpson 2021; Sundb\u00e4ck 2017).<\/p>\n\n\n\n

    In 2023, 84% of pupils in Swedish-medium comprehensive schools had Swedish registered as their first language, 11% Finnish, and 5% another language. Most pupils with migrant backgrounds attending Swedish-medium schools are concentrated in the Helsinki metropolitan area and Ostrobothnia.<\/p>\n\n\n\n

    There are two legally equal education paths in Finland in both national languages, Swedish and Finnish. Despite this formal equality, disparities in resources between Swedish- and Finnish-medium education have been identified. As a result, the challenges and development needs of Swedish-medium education have been the subject of growing concern. From the perspective of linguistic justice, limited access to Swedish-language integration pathways restricts opportunities for migrant children and young people to participate in Swedish-speaking communities. At the same time, Swedish-medium schools have fewer opportunities than Finnish-medium schools to engage with linguistic and cultural diversity.<\/p>\n\n\n\n

    This presentation draws on a three-year multidisciplinary project (2025\u20132028) examining educational pathways for integration through Swedish in Finland. Focusing on municipal policies and practices, we analyse how opportunities to access Swedish-medium comprehensive education are shaped locally. The study is based on interviews with municipal officials, school principals, decision-makers, and integration experts, complemented by policy and document analysis. As data collection is ongoing, the presentation reports initial findings and discusses their implications for linguistic justice, educational equity, and social inclusion.<\/p>\n<\/details>\n\n\n\n

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    Language as a Proxy in Inclusion and Exclusion: A focus on children Please note that “Language as a Proxy in Inclusion and Exclusion” consists of four sessions: two in Parallel Session 1 and two in Parallel Session 2. We recommend attending one session from each parallel session, although each session can also be attended independently. 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