Mother Tongue Teaching as a Tension-Filled Language Ideological Practice

Autor/in	Daugaard, Line Møller
Titel	Mother Tongue Teaching as a Tension-Filled Language Ideological Practice
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 4, S.323-340 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daugaard, Line Møller)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1730382
Schlagwörter	Language Attitudes; Native Language Instruction; Arabic; Indo European Languages; Teacher Student Relationship; Parent Child Relationship; Afro Asiatic Languages; Ethnography; Elementary School Students; Multilingualism; Second Language Learning; Second Language Instruction; Foreign Countries; Educational Practices; Language Teachers; Language Variation; Ethnic Groups; Teacher Administrator Relationship; Cultural Background; Professional Identity; Teaching Methods; Immigrants; Refugees; Student Attitudes; Age Differences; Conflict; Denmark + Suchen Sie Ihr Suchwort? Sprachverhalten; Native language education; Muttersprachlicher Unterricht; Arabisch; Indoeuropäisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ethnografie; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungspraxis; Language teacher; Sprachunterricht; Sprachenvielfalt; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Flüchtling; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Konflikt; Dänemark
Abstract	This article focuses on mother tongue teaching in Arabic, Dari, Pashto and Somali as it is practised in a linguistically diverse primary school in Denmark. The article draws on a linguistic ethnography of language teaching across the curriculum, and the analysis focuses on three mother tongue teachers. Drawing on classroom observations and interviews with teachers and children, the article through three cases portrays mother tongue teaching as an inherently tension-filled language ideological practice. The tensions revolve around negotiation of what counts as legitimate and appropriate language(s): What counts as Arabic when Kurdish-speaking children enter Arabic class? How do centuries of language ideological tension between Dari and Pashto in Afghanistan resonate in mother tongue teaching in Denmark? How is dialectal variation in Somalia handled in mother tongue teaching of Somali in Denmark? The language ideological tensions extend across time and space, across generational borders and across hierarchized roles and relations between children and parents, between pupils and teachers, between teachers and school management and across the mother tongue teachers' various personal and professional identities as teachers, parents and authors. Mother tongue teachers thus navigate between ambivalent and contradictory language ideological orientations as an integral part of their teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01