'Yes, but You Were Born in France': Practiced Language Policies with Culturally and Linguistically Diverse Students in an Elementary Classroom in France

Autor/inn/en	Troyan, Francis John; Auger, Nathalie
Titel	'Yes, but You Were Born in France': Practiced Language Policies with Culturally and Linguistically Diverse Students in an Elementary Classroom in France
Quelle	In: Language and Education, 37 (2023) 4, S.500-515 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troyan, Francis John) ORCID (Auger, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2145902
Schlagwörter	Case Studies; French; Second Language Learning; Elementary School Teachers; Second Language Instruction; Student Diversity; Teaching Methods; Educational Policy; Social Integration; Cultural Differences; Elementary School Students; Foreign Countries; Language Attitudes; Language Usage; Educational Change; Teacher Education Programs; Public Schools; Language Planning; Teacher Student Relationship; Classroom Communication; Native Language; Grade 5; Multilingualism; Metropolitan Areas; France + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Französisch; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Soziale Integration; Kultureller Unterschied; Ausland; Sprachverhalten; Sprachgebrauch; Bildungsreform; Public school; Öffentliche Schule; Sprachwechsel; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; School year 05; 5. Schuljahr; Schuljahr 05; Mehrsprachigkeit; Multilingualismus; Ballungsraum; Frankreich
Abstract	This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies--such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration--limited Catherine's practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01