Difference between revisions of "Bonacina-Pugh2020"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Florence Bonacina-Pugh; |
|Title=Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’ | |Title=Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’ | ||
| − | |||
|Tag(s)=EMCA; conversation analysis; classroom interaction; multilingualism; language policy; France; Legitimacy | |Tag(s)=EMCA; conversation analysis; classroom interaction; multilingualism; language policy; France; Legitimacy | ||
| − | | | + | |Key=Bonacina-Pugh2020 |
|Year=2020 | |Year=2020 | ||
| − | | | + | |Language=English |
|Journal=International Journal of Bilingual Education and Bilingualism | |Journal=International Journal of Bilingual Education and Bilingualism | ||
|Volume=23 | |Volume=23 | ||
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|URL=https://doi.org/10.1080/13670050.2017.1372359 | |URL=https://doi.org/10.1080/13670050.2017.1372359 | ||
|DOI=10.1080/13670050.2017.1372359 | |DOI=10.1080/13670050.2017.1372359 | ||
| − | |||
|Abstract=This paper revisits the notion of ‘legitimate language’ [e.g. Bourdieu 1977. “The Economics of Linguistic Exchange.” Social Science Information 16 (6): 645–668] as it relates to multilingualism in educational contexts. Since Heller [1996. “Legitimate Language in a Multilingual School.” Linguistics and Education 8: 139–157] developed the notion of ‘legitimate language’ to encompass issues of language choice, there has been a consensus that a legitimate language is a language that is appropriate in a given situation. However, a crucial issue remains to be addressed, namely that of knowing what benchmark do classroom participants use to know when a language is appropriate, that is, legitimate or not. To address this issue, this paper takes as an example the case of an induction classroom for newly-arrived immigrant children in France where multiple languages have been observed. A Conversation Analysis of a set of audio-recorded interactions reveals that whilst languages other than French are not legitimised by top-down language policies and ideologies held at the societal and institutional levels, they are nevertheless seen as legitimate according to the local ‘practiced language policy’ [Bonacina-Pugh 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis.” Language Policy 11 (3): 213–234]. This paper thus argues for a multi-layered understanding of legitimacy and shows how in the classroom under study, and possibly in other multilingual classrooms, practiced language policies play a key role in the legitimisation of multilingual language practices. | |Abstract=This paper revisits the notion of ‘legitimate language’ [e.g. Bourdieu 1977. “The Economics of Linguistic Exchange.” Social Science Information 16 (6): 645–668] as it relates to multilingualism in educational contexts. Since Heller [1996. “Legitimate Language in a Multilingual School.” Linguistics and Education 8: 139–157] developed the notion of ‘legitimate language’ to encompass issues of language choice, there has been a consensus that a legitimate language is a language that is appropriate in a given situation. However, a crucial issue remains to be addressed, namely that of knowing what benchmark do classroom participants use to know when a language is appropriate, that is, legitimate or not. To address this issue, this paper takes as an example the case of an induction classroom for newly-arrived immigrant children in France where multiple languages have been observed. A Conversation Analysis of a set of audio-recorded interactions reveals that whilst languages other than French are not legitimised by top-down language policies and ideologies held at the societal and institutional levels, they are nevertheless seen as legitimate according to the local ‘practiced language policy’ [Bonacina-Pugh 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis.” Language Policy 11 (3): 213–234]. This paper thus argues for a multi-layered understanding of legitimacy and shows how in the classroom under study, and possibly in other multilingual classrooms, practiced language policies play a key role in the legitimisation of multilingual language practices. | ||
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Latest revision as of 11:23, 28 November 2021
| Bonacina-Pugh2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Bonacina-Pugh2020 |
| Author(s) | Florence Bonacina-Pugh |
| Title | Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’ |
| Editor(s) | |
| Tag(s) | EMCA, conversation analysis, classroom interaction, multilingualism, language policy, France, Legitimacy |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Bilingual Education and Bilingualism |
| Volume | 23 |
| Number | 4 |
| Pages | 434–448 |
| URL | Link |
| DOI | 10.1080/13670050.2017.1372359 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper revisits the notion of ‘legitimate language’ [e.g. Bourdieu 1977. “The Economics of Linguistic Exchange.” Social Science Information 16 (6): 645–668] as it relates to multilingualism in educational contexts. Since Heller [1996. “Legitimate Language in a Multilingual School.” Linguistics and Education 8: 139–157] developed the notion of ‘legitimate language’ to encompass issues of language choice, there has been a consensus that a legitimate language is a language that is appropriate in a given situation. However, a crucial issue remains to be addressed, namely that of knowing what benchmark do classroom participants use to know when a language is appropriate, that is, legitimate or not. To address this issue, this paper takes as an example the case of an induction classroom for newly-arrived immigrant children in France where multiple languages have been observed. A Conversation Analysis of a set of audio-recorded interactions reveals that whilst languages other than French are not legitimised by top-down language policies and ideologies held at the societal and institutional levels, they are nevertheless seen as legitimate according to the local ‘practiced language policy’ [Bonacina-Pugh 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis.” Language Policy 11 (3): 213–234]. This paper thus argues for a multi-layered understanding of legitimacy and shows how in the classroom under study, and possibly in other multilingual classrooms, practiced language policies play a key role in the legitimisation of multilingual language practices.
Notes
