“Non, moi je lui dis pas en turc, ou en portugais, ou en, j’sais pas moi en arabe”: Exploring teacher ideologies in multilingual/cultural preschool contexts in France

This contribution explores the relationship between language ideologies and teaching with specific reference to the French national education context and in particular with respect to the education of children for whom French, the language of schooling, is not the language spoken in the home. The d...

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Bibliographic Details
Main Author: Andrea S. Young
Format: article
Language:CA
EN
ES
FR
Published: Universitat Autònoma de Barcelona 2017
Subjects:
P
Online Access:https://doaj.org/article/e25f6093d1394cdda320dde57c93a074
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Summary:This contribution explores the relationship between language ideologies and teaching with specific reference to the French national education context and in particular with respect to the education of children for whom French, the language of schooling, is not the language spoken in the home. The discourse of three teachers working in multilingual/cultural preschools is examined, revealing both beliefs about languages and practiced language policies underpinned by deep-rooted language ideologies which perpetuate a monolingual habitus. It is argued that in order to challenge the myths which support this monolingual mindset, it is essential to nurture teacher language awareness, underpinned by knowledge, values and a deeper understanding of the complexities of living and learning through multiple languages.