Language Diversity as Resource or as Problem? Educator Discourses and Language Policy at High Schools in the Netherlands

Autor/inn/en	Groff, Cynthia; Zwaanswijk, Wendy; Wilson, Ann; Saab, Nadira
Titel	Language Diversity as Resource or as Problem? Educator Discourses and Language Policy at High Schools in the Netherlands
Quelle	In: International Multilingual Research Journal, 17 (2023) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groff, Cynthia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2162761
Schlagwörter	Multilingualism; Educational Policy; Discourse Analysis; Classroom Communication; Native Language; Second Language Learning; Language Usage; High School Teachers; Indo European Languages; Language Attitudes; Immigrants; Foreign Countries; Diversity; Teacher Attitudes; Teaching Methods; Teacher Student Relationship; Monolingualism; Decision Making; Labeling (of Persons); High School Students; Netherlands + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Diskursanalyse; Klassengespräch; Zweitsprachenerwerb; Sprachgebrauch; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Indoeuropäisch; Sprachverhalten; Immigrant; Immigrantin; Immigranten; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Labeling-Ansatz; Student; Students; Schüler; Schülerin; Studentin; Niederlande
Abstract	The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers' discourse patterns related to the backgrounds and home languages of their students as well as language policies in the school context. The teachers struggle with the labels to categorize students with migration backgrounds, showing awareness of problematic insider-outsider labels. In terms of language diversity, deficit discourses about home languages and a monolingual focus on Dutch acquisition for immigrants highlights the prevalence of a language-as-problem orientation in decisions about language use. Language policy is focused on the development of skills in the target language, Dutch, and the promotion of a Dutch-only norm in the high schools. However, some interviewees describe the potential resource of the mother tongue in the classroom. Highlighting taken-for-granted assumptions in the discourses of Dutch teachers does not negate their best intentions in preparing their students for society. Rather it demonstrates the influence of language ideologies on teaching practice and the importance of teacher preparation and increased awareness of students' home language resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01