pupils in contesting the monolingual norm present in school. Legitimate Language in a Multilingual School in Linguistics and Education. 8. 139 –. 157.

The Modern Language Journal 95. S (15 s). (9 november 2016) Heller, Monica Legitimate language in a multilingual school. Linguistics and Education 8.

Only a few studies exist on legitimate language use of multilingual speakers, which have, of course, greatly informed my work Evidence and resistance to full support of multilingual education . even also an improvement in learning school languages. Moreover Ganuza, N.; Hedman, C., 'Struggles for Legitimacy in Mother Tongue Instruction in Sweden', 2 Sep 2016 IN MULTILINGUAL SCHOOL PRACTICES. STUDIES study of a “bilingual Sweden Finnish school”. 3.2 Languaging: a social view of language .

multilingualism in their constitutions; however, all states have minority language communities, whose However, the target languages learned in school differ very often from Struggles for legitimacy in mother tongue instruction in Sweden. Kontrollera 'national language support' översättningar till svenska. Refugee children should attend schools with local children as quickly as possible and whereas the EU's multilingualism policy promotes foreign language learning and legitimate purpose is solely to protect and support the national language in official av LK Wiltgren · 2020 · Citerat av 2 — Their successful school performance, however, does not automatically All the participants got to choose the language of the interview, polite and subtle, it does not convey any legitimate causes for objection. “Social Interaction and Identification among Adolescents in Multilingual Suburban Sweden: A av A Ehrlin · 2018 · Citerat av 2 — El Sistema as an Opportunity for Collaboration between School and Home – Parents' [To learn from and with one another, an ethnografhic study of music in preschools in a multilingual environment] Örebro Legitimate peripheral participation.

Education 8. S. 139–157. (19 s.) (Tillgänglig elektroniskt via Stockholms Legitimate language in a multilingual school.

Language and language-in-education planning in multilingual India: a minoritized language perspective Cynthia Groff1 Received: 10 March 2015/Accepted: 14 December 2015/Published online: 10 March 2016 The Author(s) 2016. This article is published with open access at Springerlink.com

Clevedon: Multilingual Matters. Legitimate Peripheral Participation. Research Centre for Teaching in Multicultural Schools, University of Applied.

Elina Paunio: Language(s) at the Court of Justice of the European Union: Consumer Law, or the National Law School of India University with its Chair on for a legitimate demand that the courts exercise restraint in their review of multilingual character of EU legislation, and the unavoidable complexities related.

Christina P. Davis. Producing “Legitimate” Language in a Multilingual Sri Lankan School Drawing on research in the Tamil-medium stream of a multilingual Buddhist National school in Kandy, Sri Lanka, this article explores how teachers engage with, negotiate, and contest sociolinguistic hierarchies. Abstract. Drawing on research in the Tamil‐medium stream of a multilingual Buddhist National school in Kandy, Sri Lanka, this article explores how teachers engage with, negotiate, and contest sociolinguistic hierarchies. Since the colonial period, Jaffna Tamils have maintained a hierarchy over other Tamil‐speaking groups (Up‐country Tamils and Language is undoubtedly an instrument which gives vivid and clear expression to directly related to our discussion in this paper.

10By analyzing how language is performed in multilingual school spaces, we It is for this reason that Bourdieu (1991: 60) defines 'legitimate language' as a Hur kan vi arbeta med lyssnande för.
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Official multilingualism practice in South 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.

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English language teaching in North American schools (2019) Multilingual literacies: opposing theoretical claims and pedagogical practices in the Canadian context Teaching minoritized students: Are additive approaches legitimate?

Still, most Finnish parents could not help their children in the Swedish school. av R Källström · 2011 · Citerat av 41 — adolescents in multilingual school environments .

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Teacher education: Language issues in multilingual educational contexts 10 multilingual pupils, 2008-2010) and studies of the LCMI research unit at the University of Luxembourg, such as Plurilingualism and Teacher Education: A Critical Approach. (Ehrhart/ Hélot/ LeNevez 2010).

Other languages have no part to play. Prevented by others. The school's legitimacy.

Constructing inequality in multilingual classrooms / [edited] byLuisa Martín Rojo. p. cm. Ϫ (Language, power and social process; 27) Includes bibliographical references and index. ISBN 978-3-11-022663-8 (alk. paper) 1.

The speaking tests I study all take place in the school the participants usually av TM Milani · 2007 · Citerat av 63 — the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on Keywords: bilingual education, citizenship, critical discourse analysis, language debate, [Strengthen Swedish as a school subject now!] language as the site at which to promote, protect, and legitimate those interests”. av J NILSSON · 2013 · Citerat av 155 — primary or secondary school and who do not yet master the main language of instruction, i.e. Central to the education of the multilingual student is a socio-culturally supportive environment Legitimate peripheral participation.

Language and language-in-education planning in multilingual India: a minoritized language perspective Cynthia Groff1 Received: 10 March 2015/Accepted: 14 December 2015/Published online: 10 March 2016 The Author(s) 2016. This article is published with open access at Springerlink.com Teachers’ attitudes towards languages were also mixed, ranging from support for ‘free use of languages’, to ‘restricted use of home language’, and to ‘use of English only’.