Roles and positioning in a meeting between Finland-Swedish bilingual pupils and their teacher*
This paper explores some aspects of the dialogue between bilingual pupils and their teacher in a Swedish-speaking school in Finland, in a strongly Finnish-dominated environment. Using a socio-cultural perspective I look behind the immediate interaction in the classroom to show how pupils express and position themselves through the classroom dialogue. Thus the dialogue extends beyond the specific situational context. For the bilingual pupils, part of their school life involves finding and understanding the systems and the open and hidden codes that exist and affect communication in the school. The changed face of the linguistic situation in the Swedish-speaking schools in Finland requires changed practices of teaching.