'We Are Two Languages Here.' The Operation of Language Policies through Spatial Ideologies and Practices in a Co-Located and a Bilingual School

Autor/in	From, Tuuli
Titel	'We Are Two Languages Here.' The Operation of Language Policies through Spatial Ideologies and Practices in a Co-Located and a Bilingual School
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 39 (2020) 6, S.663-684 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2019-0008
Schlagwörter	Bilingual Schools; Language Planning; Finno Ugric Languages; Swedish; Language of Instruction; Ethnography; Monolingualism; Language Minorities; Language Attitudes; Educational Practices; Institutional Characteristics; Cross Cultural Studies; Foreign Countries; Power Structure; Elementary School Students; Student Attitudes; School Buildings; Space Utilization; Teacher Attitudes; Finland; Sweden + Suchen Sie Ihr Suchwort? Bilingual scholl; Bilinguale Schule; Sprachwechsel; Schwedisch; Teaching language; Unterrichtssprache; Ethnografie; Sprachminderheit; Sprachverhalten; Bildungspraxis; Cultural comparison; Kulturvergleich; Ausland; Schülerverhalten; School building; Schulgebäude; Raumnutzung; Lehrerverhalten; Finnland; Schweden
Abstract	Institutional education traditionally entails a premise of language separation. This article aims to analyse language management through spatial ideologies and practices as interconnected manifestations of language policies. Informed by post-structural theorisation, the analysis draws on ethnographic data produced at a co-located campus of Finnish- and Swedish-speaking monolingual schools in Finland and in a Sweden Finnish bilingual school in Sweden. In Finland, the two national languages, Finnish and Swedish, are separated in institutional education, although some of the monolingual Finnish- and Swedish-speaking schools share school facilities. In Sweden, education in one of the national minority languages, Finnish, is organised mainly in a few Sweden Finnish bilingual schools. The findings indicate that language separation in education is constructed as spatial ideologies and negotiated in the spatial practices of schools. Particularly in the context of Swedish in Finland, a spatial ideology promoting separation as a means for protecting language was reproduced. In Sweden, the protection of Finnish in the bilingual institution was under constant negotiation and embedded in the daily spatial practices rather than articulated as a spatial ideology. Linguistic hierarchies and their connections to national language policies become evident when analysing the spatial orders of educational institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01