Embracing Multilingualism, Experiencing Old Tensions. Promoting and Problematising Language at a Self-Declared Multilingual School

Autor/in	Goossens, Sue
Titel	Embracing Multilingualism, Experiencing Old Tensions. Promoting and Problematising Language at a Self-Declared Multilingual School
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 4, S.309-322 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1633335
Schlagwörter	Multilingualism; Institutional Characteristics; Indo European Languages; Foreign Countries; Second Language Learning; Language of Instruction; Language Usage; Ethnography; Sociolinguistics; Language Proficiency; Teacher Student Relationship; Access to Education; Educational Practices; Barriers; Educational Policy; Monolingualism; Classroom Communication; Secondary School Students; Content and Language Integrated Learning; French; Teacher Attitudes; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Indoeuropäisch; Ausland; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Sprachgebrauch; Ethnografie; Soziolinguistik; Language skill; Language skills; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Politics of education; Bildungspolitik; Klassengespräch; Sekundarschüler; CLIL; Lernkonzept; Französisch; Lehrerverhalten; Belgien
Abstract	While much research has focused on how Western schools contain or silence the increasing multilingualism of their pupils, this paper investigates how a Dutch-medium school in Brussels has decided to take a different approach by branding itself as multilingual. Based on sociolinguistic-ethnographic fieldwork, it will show that teachers invested in a multilingual school policy and that they recruited, and allowed pupils to speak, other languages for didactical purposes, as well as in more informal conversations. Nevertheless, as its curriculum remained predominantly Dutch-medium, the school was a site for contradictory behaviour: teachers problematised pupils' flexible language practices and limited proficiency in Dutch, and restricted their use of other languages out of a concern with pupils' acquisition of Dutch, access to curricular knowledge, and future educational and professional success. So, despite the school's attempts to transcend the struggles that arise in schools which are more averse to multilingualism, similar tensions emerge in this setting, as teachers need to find a balance between their pedagogical goals and concerns about monolingualism in the wider society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01