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When ‘home languages’ become ‘holiday languages’ teachers’ discourses about responsibility for maintaining languages beyond English

When ‘home languages’ become ‘holiday languages’ teachers’ discourses about responsibility for maintaining languages beyond English

 Cunningham, Clare
 Routledge, 2020
 UK Limited : p. 213-227 English ISSN: 07908318
LanguageMother tongueConservationTiếng mẹ đẻBảo tồnNgôn ngữ
Tác giả CN Cunningham, Clare
Nhan đề When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English / Clare Cunningham
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý p. 213-227
Tóm tắt Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a critical discourse analysis of research interviews with British primary school educators. Research on this topic is important because it is well known that teachers’ attitudes impact on local policies and classroom practices. Findings show that teachers construct parents and children as responsible for maintenance and attrition of languages beyond English. Teachers hold varying attitudes on language maintenance, some perceiving it as important, whilst others do not. However, few participants claim any significant sense of personal or institutional responsibility for home language maintenance. Parents are construed as denying their children the chance to develop their home languages and children are negatively appraised for not taking opportunities to use them. Globally, teachers need to be empowered to challenge societal ideologies embedded in language policies and the education system should take a role in home language development to help prevent language shift.
Thuật ngữ chủ đề Language
Thuật ngữ chủ đề Mother tongue
Thuật ngữ chủ đề Conservation
Từ khóa tự do Tiếng mẹ đẻ
Từ khóa tự do Language
Từ khóa tự do Mother tongue
Từ khóa tự do Bảo tồn
Từ khóa tự do Conservation
Từ khóa tự do Ngôn ngữ
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1619751
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Cunningham, Clare
245[1 0] |a When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English / |c Clare Cunningham
260[ ] |a UK Limited : |b Routledge, |c 2020
300[ ] |a p. 213-227
520[ ] |a Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a critical discourse analysis of research interviews with British primary school educators. Research on this topic is important because it is well known that teachers’ attitudes impact on local policies and classroom practices. Findings show that teachers construct parents and children as responsible for maintenance and attrition of languages beyond English. Teachers hold varying attitudes on language maintenance, some perceiving it as important, whilst others do not. However, few participants claim any significant sense of personal or institutional responsibility for home language maintenance. Parents are construed as denying their children the chance to develop their home languages and children are negatively appraised for not taking opportunities to use them. Globally, teachers need to be empowered to challenge societal ideologies embedded in language policies and the education system should take a role in home language development to help prevent language shift.
650[0 0] |a Language
650[0 0] |a Mother tongue
650[0 0] |a Conservation
653[0 ] |a Tiếng mẹ đẻ
653[0 ] |a Language
653[0 ] |a Mother tongue
653[0 ] |a Bảo tồn
653[0 ] |a Conservation
653[0 ] |a Ngôn ngữ
710[ ] |a Taylor & Francis Group
773[ ] |t Language, Culture and Curriculum |g Volume 33, 2020 - Issue 3
856[ ] |u https://doi.org/10.1080/07908318.2019.1619751
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