“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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Autor principal:	Andrea S. Young
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2017
Materias:	France multilingualism practiced language policy preschool Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/e25f6093d1394cdda320dde57c93a074
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id	oai:doaj.org-article:e25f6093d1394cdda320dde57c93a074
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spelling	oai:doaj.org-article:e25f6093d1394cdda320dde57c93a0742021-11-25T13:20:35Z“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 France10.5565/rev/jtl3.7292013-6196https://doaj.org/article/e25f6093d1394cdda320dde57c93a0742017-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/729https://doaj.org/toc/2013-6196 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. Andrea S. YoungUniversitat Autònoma de BarcelonaarticleFrancemultilingualismpracticed language policypreschoolSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 10, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	France multilingualism practiced language policy preschool Special aspects of education LC8-6691 Language and Literature P
spellingShingle	France multilingualism practiced language policy preschool Special aspects of education LC8-6691 Language and Literature P Andrea S. Young “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
description	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.
format	article
author	Andrea S. Young
author_facet	Andrea S. Young
author_sort	Andrea S. Young
title	“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
title_short	“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
title_full	“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
title_fullStr	“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
title_full_unstemmed	“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
title_sort	“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
publisher	Universitat Autònoma de Barcelona
publishDate	2017
url	https://doaj.org/article/e25f6093d1394cdda320dde57c93a074
work_keys_str_mv	AT andreasyoung nonmoijeluidispasenturcouenportugaisouenjsaispasmoienarabeexploringteacherideologiesinmultilingualculturalpreschoolcontextsinfrance
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“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

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