Monolingual policies in multilingual schools : tensions, ambivalence, and thinking teachers / Jürgen Jaspers.

Format:

Book

Author/Creator:

Jaspers, Jürgen, author.

Series:

Oxford studies in sociolinguistics.

Oxford scholarship online.

Oxford studies in sociolinguistics

Oxford scholarship online

Language:

English

Subjects (All):

Multilingual education.

Education and state.

Language and languages--Study and teaching.

Language and languages.

Sociolinguistics--Belgium.

Sociolinguistics.

Teachers--Belgium--Brussels--Attitudes.

Teachers.

Physical Description:

1 online resource (297 pages)

Edition:

1st ed.

Place of Publication:

New York, NY : Oxford University Press, [2024]

Summary:

In 'Monolingual Policies in Multilingual Schools', Jürgen Jaspers shows how a more complex understanding of teacher behaviour is crucial to explain how teachers navigate the competing concerns of the authorities who pay their salaries, the pupils whose opportunities they wish to support, and the scholars who share their knowledge with them. Drawing on seven years of research in Dutch-medium schools in Belgium, Jaspers investigates how teachers at monolingual schools deal with the fact that they teach linguistically diverse groups of pupils. He demonstrates that this results in variable, ambivalent, and often contradictory practices and opinions, as teachers continuously juggle competing social and linguistic values with what works in a given classroom.

Contents:

Cover

Series

Monolingual Policies in Multilingual Schools

Copyright

Dedication

Contents

List of figures

List of tables

Acknowledgments

Transcription conventions

1. Introduction

2. Heroes, villains, and other teachers

2.1 Crisis and desire

2.2 Opposed camps

2.3 Debating the curricular language(s)

2.4 Sociolinguistic contributions

2.5 Language and the logic of socioeconomic change

2.6 An international logic

2.7 A competing consensus

2.8 Counterintuitive effects

2.9 Other teacher behavior

2.10 Explaining inconsistent teachers

2.11 Conclusion

3. Ideological contradictions and ambivalence

3.1 Losing its edge?

3.2 Particular and total ideology

3.3 Contrary forces

3.4 Ideological contradictions

3.5 The social, dialogical thinker

3.6 Contradiction in the study of language ideology

3.7 Concluding discussion

4. Brusseling language, bustling friction

4.1 Language in Brussels

4.2 Poor Flanders!

4.3 Five Dutch-​medium schools in Brussels

4.4 Analyzing interaction

5 Imposing, restricting, and alluding to monolingualism

5.1 Imposing Dutch

5.2 Punitive measures

5.3 Pupils' support

5.4 Restricted, flexible authority

5.5 Disattending infractions, projecting authority

5.6 Inadvertent effects?

5.7 Conclusion

6 Mundane multilingualism

6.1 Conscious, professional teaching

6.2 Toward a multilingual habitus?

6.3 Interviewing teachers

6.4 Accounting for inconsistency

6.5 Tolerating French

6.6 A modern, reasonable approach

6.7 Linguistic justifications

6.8 Mundane multilingualism

6.9 Linguistic dilemmas

6.10 Ingredients of reproduction and change

6.11 Conclusion

7 Multilingual openings

7.1 Language choice in the classroom

7.2 Accepting pupils' unsolicited L1 use.

7.3 Teachers' initiation of other language use

7.4 Flexible bilingualism

7.5 Intense contradictions

7.6 Larger-​scale inflections

7.7 Conclusion

8. Critical dialogue, autonomy, and alternatives

8.1 Monolingualism and knowledge, theirs and ours

8.2 Evidence and judgment

8.3 Dilemmas of autonomy

8.4 Weak relations

8.5 Expert ignorance

8.6 Expertise and autonomy in language-​in-​education research

8.7 Alternatives in public debate

8.8 Concluding discussion

9 Objectivity and values in research

Notes

References

Index.

Notes:

Includes bibliographical references and index.

Description based on online resource and publisher information; title from PDF title page (viewed on April 17, 2024).

ISBN:

0-19-769817-4

0-19-769815-8

OCLC:

1425815179