Immigrant students’ minority language learning: an analysis of language ideologies

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2021-04-03 DOI:10.1080/17457823.2020.1818598

E. Pérez-Izaguirre, J. Cenoz

引用次数: 6

Abstract

ABSTRACT This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.

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移民学生的少数民族语言学习:语言意识形态分析

摘要本文关注巴斯克中等教育中与身份认同相关的语言意识形态，将少数民族语言教学作为课程的一部分。更准确地说，它涉及教师和移民学生对巴斯克语的看法，巴斯克语是巴斯克国家的少数民族语言。其目的是分别分析和互动分析这些观点。方法包括文献分析、参与者观察、个人访谈和焦点小组。结果表明，在紧张局势中，存在着根深蒂固的意识形态，即教师是巴斯克人的支持者，学生则是巴斯克的批评者，这两种意识形态在课堂互动中涉及学习巴斯克语时会发生冲突。文章得出结论，这两种意识形态构成了对立的身份，并为在发生此类激烈互动时改善课堂动态提供了教育指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.