Immigrant Students' Minority Language Learning: An Analysis of Language Ideologies

Autor/inn/en	Pérez-Izaguirre, Elizabeth; Cenoz, Jasone
Titel	Immigrant Students' Minority Language Learning: An Analysis of Language Ideologies
Quelle	In: Ethnography and Education, 16 (2021) 2, S.145-162 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Izaguirre, Elizabeth) ORCID (Cenoz, Jasone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2020.1818598
Schlagwörter	Immigrants; Language Minorities; Second Language Learning; Second Language Instruction; Language Attitudes; Ideology; Secondary School Students; Student Behavior; Student Attitudes; Teacher Attitudes; Classroom Environment; Multilingualism; Ethnic Diversity; Language of Instruction; Foreign Countries; Interaction; Spain + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Sprachminderheit; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverhalten; Ideologie; Sekundarschüler; Student behaviour; Schülerverhalten; Lehrerverhalten; Klassenklima; Unterrichtsklima; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Ausland; Interaktion; Spanien
Abstract	This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01