Legitimizing Multilingual Practices in the Classroom: The Role of the 'Practiced Language Policy'

Autor/in	Bonacina-Pugh, Florence
Titel	Legitimizing Multilingual Practices in the Classroom: The Role of the 'Practiced Language Policy'
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 4, S.434-448 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonacina-Pugh, Florence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1372359
Schlagwörter	Multilingualism; Classroom Communication; Discourse Analysis; Language Usage; Benchmarking; Teaching Methods; Immigrants; Second Language Learning; Audio Equipment; French; Language Planning; Foreign Countries; Language Attitudes; Educational Practices; Ethnography; Language of Instruction; Elementary School Students; Educational Policy; Code Switching (Language); France + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Klassengespräch; Diskursanalyse; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Audio-CD; Französisch; Sprachwechsel; Ausland; Sprachverhalten; Bildungspraxis; Ethnografie; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Frankreich
Abstract	This paper revisits the notion of 'legitimate language' [e.g. Bourdieu 1977. "The Economics of Linguistic Exchange." "Social Science Information" 16 (6): 645-668] as it relates to multilingualism in educational contexts. Since Heller [1996. "Legitimate Language in a Multilingual School." "Linguistics and Education" 8: 139-157] developed the notion of 'legitimate language' to encompass issues of language choice, there has been a consensus that a legitimate language is a language that is "appropriate" in a given situation. However, a crucial issue remains to be addressed, namely that of knowing what benchmark do classroom participants use to know when a language is appropriate, that is, legitimate or not. To address this issue, this paper takes as an example the case of an induction classroom for newly-arrived immigrant children in France where multiple languages have been observed. A Conversation Analysis of a set of audio-recorded interactions reveals that whilst languages other than French are not legitimised by top-down language policies and ideologies held at the societal and institutional levels, they are nevertheless seen as legitimate according to the local 'practiced language policy' [Bonacina-Pugh 2012. "Researching 'Practiced Language Policies': Insights from Conversation Analysis." "Language Policy" 11 (3): 213-234]. This paper thus argues for a multi-layered understanding of legitimacy and shows how in the classroom under study, and possibly in other multilingual classrooms, practiced language policies play a key role in the legitimisation of multilingual language practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01