Jasmine Bylund
About Jasmine Bylund
I am a senior lecturer in Education at the Department of Education and Special Education, University of Gothenburg. My research concerns multilingualism in education and society, with a particular focus on the role of language in learning, participation, and belonging. I examine how language practices, language ideologies, and the valuing of different languages and linguistic repertoires shape conditions in education, working life, and wider society. I am particularly interested in how linguistic hierarchies intersect with power and social inequality, and how this relates to questions of access, inclusion, and social justice. A central part of my work also concerns relational aspects of education, students’ well-being, and the role of school as a social and linguistic environment. Through research and collaborative projects, I explore how teaching, policy, and organisational practices can contribute to more inclusive conditions for learning, participation, and development.
Research
In December 2022, I defended my thesis Everyday Language Practices and the Interplay of Ideologies, Investment and Identities – Language Use and Dispositions among Young Adolescents in Multilingual Urban Settings. https://gupea.ub.gu.se/handle/2077/73698 The thesis explored young people's language use outside of school and how patterns in daily language use and exposure interact with investment in language, language ideologies and the shaping of young people's identities. The study was conducted between 2019–2021 with young people in grades six and seven at schools located in multilingual and segregated areas in Stockholm, Gothenburg and Malmö.
Together with Clara Palm at the Department of Swedish, Multilingualism, Language Technology, University of Gothenburg, I am conducting an ongoing research project on the use of language tests in the recruitment of staff in municipal services. In the project, we examine how linguistic competence is understood, assessed, and valued in recruitment processes, as well as the consequences such assessments may have for access to work, inclusion, and equity. The project highlights how ideas about language and communication become significant in selection practices in working life and in the organisation of municipal services.
To read more about the project, please see our project page:https://www.gu.se/forskning/sprakkrav-och-spraktest-i-aldreomsorgens-rekrytering-vad-hur-och-varfor
My main research environment is KRIT, which I co-coordinate together with Emma Arneback, Helena Korp och Ylva Odenbring
Together with Anna Winlund, I also coordinate the faculty-wide research network Multilingualism in Educational Contexts.
Teaching
I teach language education/didactics in English courses within the Primary Teacher Education Programme, years F–3 and 4–6. In addition, I teach theory of science and research methods in the Human Resources Programme at the Department of Sociology and Work Science, University of Gothenburg, and I am course coordinator for the first school-based placement course within VAL/ULV.
I also teach in commissioned education and professional development programmes, including the continuing professional development programme within the National School Leadership Training Programme, as well as courses within the national professional programme for teachers and school leaders. Together with Ulf Ryberg at IDPP, I course coordinate the courses Further Development and Analysis of Quality in Teaching (VAK 101) and Teaching Expertise in Theory and Practice (USP 110/USP 120).
I supervise master’s theses within the Special Needs Teacher Programme and am also involved as assistant supervisor for the licentiate student Christina Engström.