This paper deals with the registers of spoken language in university classes, their prestige, and the language ideologies linked to them. I will show that, due to these ideologies, the academic registers can trigger strong emotions that hinder oral participation. Previous research on language anxiety has revealed that formal situations are an important trigger. Therefore, the academic context is an interesting research site for language or register anxiety, as it offers a range of highly formal communicative situations. Academic language can be conceptualized as a set of distinctive registers that must be acquired by students. However, it is seldom made explicit which linguistic competences are expected and that their acquisition is a process. This might trigger feelings of anxiety in the classroom, especially for students who perceive themselves as not mastering these registers or who have already experienced unbelonging or exclusion due to their linguistic repertoire. Based on qualitative interviews with students from a German university, I will show that proficiency in the academic registers is often perceived as competence and knowledge in the respective discipline. This ideology together with other factors can lead to less or no oral participation in class.
{"title":"Academic register anxiety? – How language ideologies influence university students’ oral participation","authors":"Esther Jahns","doi":"10.1515/eujal-2024-0003","DOIUrl":"https://doi.org/10.1515/eujal-2024-0003","url":null,"abstract":"\u0000 This paper deals with the registers of spoken language in university classes, their prestige, and the language ideologies linked to them. I will show that, due to these ideologies, the academic registers can trigger strong emotions that hinder oral participation. Previous research on language anxiety has revealed that formal situations are an important trigger. Therefore, the academic context is an interesting research site for language or register anxiety, as it offers a range of highly formal communicative situations. Academic language can be conceptualized as a set of distinctive registers that must be acquired by students. However, it is seldom made explicit which linguistic competences are expected and that their acquisition is a process. This might trigger feelings of anxiety in the classroom, especially for students who perceive themselves as not mastering these registers or who have already experienced unbelonging or exclusion due to their linguistic repertoire. Based on qualitative interviews with students from a German university, I will show that proficiency in the academic registers is often perceived as competence and knowledge in the respective discipline. This ideology together with other factors can lead to less or no oral participation in class.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This position paper makes a critical intervention in one of the mostly salient sociolinguistic debates of the recent years, that of the integration of multilingual speakers in language ideological research. Although many scholars now recognize the need for decentering the ideal(ized) ‘monolingual native speakers’, they remain the default norm in language ideological research. Indeed, despite our efforts to dismantle our own language ideologies as linguists, the implicit focus on native speakers and monolinguals proceeds to the erasure or invisibilization (Irvine & Gal 2000) of multilinguals. Drawing on research on gender-inclusive language as well as my own empirical study on L2 speakers of German, I show why integrating a higher variety of language users is necessary—not only on ethical grounds, but also on theoretical ones. Altogether, this paper presents the challenges language ideological research still faces despite ongoing efforts to tackle multilingualism and offers possible solutions for language ideological research to become truly inclusive.
{"title":"Whose language counts?","authors":"Naomi Truan","doi":"10.1515/eujal-2024-0006","DOIUrl":"https://doi.org/10.1515/eujal-2024-0006","url":null,"abstract":"\u0000 This position paper makes a critical intervention in one of the mostly salient sociolinguistic debates of the recent years, that of the integration of multilingual speakers in language ideological research. Although many scholars now recognize the need for decentering the ideal(ized) ‘monolingual native speakers’, they remain the default norm in language ideological research. Indeed, despite our efforts to dismantle our own language ideologies as linguists, the implicit focus on native speakers and monolinguals proceeds to the erasure or invisibilization (Irvine & Gal 2000) of multilinguals. Drawing on research on gender-inclusive language as well as my own empirical study on L2 speakers of German, I show why integrating a higher variety of language users is necessary—not only on ethical grounds, but also on theoretical ones. Altogether, this paper presents the challenges language ideological research still faces despite ongoing efforts to tackle multilingualism and offers possible solutions for language ideological research to become truly inclusive.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines how bilingual and monolingual German speakers’ language use reflects underlying linguistic ideologies. I present a corpus study on bilingual and monolingual German speakers, focusing on phonological, lexical, and discourse pragmatic features. The data suggest that bilingual speakers use more markers of formal language and fewer markers of informal language in formal communicative situations than monolingual speakers. I argue that this is due to monolingual ideologies and standard language ideologies, particularly influencing these formal settings in bilingual speakers. These ideological patterns may lead to linguistic pressure in bilingual speakers to align with the monolingual majority, a phenomenon related to majority language anxiety. Complementing the corpus analysis, semi-structured interviews with bilingual speakers provide personal insights, further illuminating how linguistic ideologies shape their linguistic choices and social experiences.
{"title":"What does linguistic structure tell us about language ideologies?","authors":"Oliver Bunk","doi":"10.1515/eujal-2023-0049","DOIUrl":"https://doi.org/10.1515/eujal-2023-0049","url":null,"abstract":"\u0000 This paper examines how bilingual and monolingual German speakers’ language use reflects underlying linguistic ideologies. I present a corpus study on bilingual and monolingual German speakers, focusing on phonological, lexical, and discourse pragmatic features. The data suggest that bilingual speakers use more markers of formal language and fewer markers of informal language in formal communicative situations than monolingual speakers. I argue that this is due to monolingual ideologies and standard language ideologies, particularly influencing these formal settings in bilingual speakers. These ideological patterns may lead to linguistic pressure in bilingual speakers to align with the monolingual majority, a phenomenon related to majority language anxiety. Complementing the corpus analysis, semi-structured interviews with bilingual speakers provide personal insights, further illuminating how linguistic ideologies shape their linguistic choices and social experiences.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution deals with the use of playback interviews in interactional sociolinguistics, a method wherein participants review audio or video recordings of their conversations and provide retrospective commentary. I first outline a brief history of the development of the playback method and how it was incorporated into the interactional sociolinguistic research agenda. As theoretical frameworks for playback interviews and their application to research on language ideologies remain underexplored, this article introduces three concepts from linguistic anthropology—citationality, reflexivity, and interdiscursivity—to theorize playback interviews from a semiotic perspective. Departing from these theories, playback interviews are contextualized within broader social dynamics, including participation frames, power, and rapport that are inherent in the interviewing process. Drawing on source recordings from interactions between L1 and European L2 users of Japanese in Tokyo, and playback sessions with the L2 users, I illustrate how playback interviews contribute to language-ideological inquiries, for example, perceptions of style and code-switching. The analysis showcases the method’s potential to unveil participants’ metapragmatic awareness and explore the intersection of linguistic structure, practice, and ideology. Playback interviews are positioned as a valuable tool for investigating language ideologies, offering new methodological perspectives through retrospection and reflection on communication.
{"title":"Playback interviews as a method for research on language ideologies: Citationality, reflexivity, and rapport in interdiscursive encounters","authors":"Florian Grosser","doi":"10.1515/eujal-2024-0005","DOIUrl":"https://doi.org/10.1515/eujal-2024-0005","url":null,"abstract":"\u0000 This contribution deals with the use of playback interviews in interactional sociolinguistics, a method wherein participants review audio or video recordings of their conversations and provide retrospective commentary. I first outline a brief history of the development of the playback method and how it was incorporated into the interactional sociolinguistic research agenda. As theoretical frameworks for playback interviews and their application to research on language ideologies remain underexplored, this article introduces three concepts from linguistic anthropology—citationality, reflexivity, and interdiscursivity—to theorize playback interviews from a semiotic perspective. Departing from these theories, playback interviews are contextualized within broader social dynamics, including participation frames, power, and rapport that are inherent in the interviewing process. Drawing on source recordings from interactions between L1 and European L2 users of Japanese in Tokyo, and playback sessions with the L2 users, I illustrate how playback interviews contribute to language-ideological inquiries, for example, perceptions of style and code-switching. The analysis showcases the method’s potential to unveil participants’ metapragmatic awareness and explore the intersection of linguistic structure, practice, and ideology. Playback interviews are positioned as a valuable tool for investigating language ideologies, offering new methodological perspectives through retrospection and reflection on communication.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This epilogue highlights and bundles some major points and perspectives that have been identified in the papers of this special issue and locates them in the wide field of language ideology research. By doing that, the epilogue sets out to sketch major trends in the past, present and (anticipated) future of the research field, thereby showing (sometimes hidden) traditions, achievements and challenges of language ideology research (and related fields). Particularly, the (re-)emerging interest in affectual dimensions, social positioning, institutional ideology brokerage, social inequality, and power, which are at the center of a number of papers each, are being highlighted and discussed. In a historical contextualization, the epilogue furthermore shows how these topics and interests can be traced back in the fields history and even further to long-standing engagements with language ideologies avant la lettre.
{"title":"Epilogue: The traces and tracings of language ideologies","authors":"Jürgen Spitzmüller","doi":"10.1515/eujal-2024-0019","DOIUrl":"https://doi.org/10.1515/eujal-2024-0019","url":null,"abstract":"\u0000 This epilogue highlights and bundles some major points and perspectives that have been identified in the papers of this special issue and locates them in the wide field of language ideology research. By doing that, the epilogue sets out to sketch major trends in the past, present and (anticipated) future of the research field, thereby showing (sometimes hidden) traditions, achievements and challenges of language ideology research (and related fields). Particularly, the (re-)emerging interest in affectual dimensions, social positioning, institutional ideology brokerage, social inequality, and power, which are at the center of a number of papers each, are being highlighted and discussed. In a historical contextualization, the epilogue furthermore shows how these topics and interests can be traced back in the fields history and even further to long-standing engagements with language ideologies avant la lettre.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Originally defined as “any sets of beliefs about language articulated by the users as a rationalization or justification of perceived language structure and use” (Silverstein 1979: 193), language ideologies now seem to be “everywhere” (Cavanaugh 2019). Indeed, while language ideological research has moved “from a marginalized topic to an issue of central concern” (Kroskrity 2004: 501), and despite the abundance and regularity of new scholarly work, both theoretically and methodologically, language ideologies are still not very well framed. The Special Issue on ‘Language Ideologies: Old Questions, New Perspectives’ aims at offering diverse insights on language ideologies with a focus on methodological and theoretical questions. In this introduction in particular, we briefly map out the field by focusing on what distinguishes language ideologies from other close phenomena such as language attitudes. We also describe the methods used to access language ideologies. Finally, we introduce the ten papers that constitute this Special Issue.
{"title":"Introduction: Language ideologies—again? New insights from a flourishing field","authors":"Naomi Truan, Esther Jahns","doi":"10.1515/eujal-2024-0021","DOIUrl":"https://doi.org/10.1515/eujal-2024-0021","url":null,"abstract":"\u0000 Originally defined as “any sets of beliefs about language articulated by the users as a rationalization or justification of perceived language structure and use” (Silverstein 1979: 193), language ideologies now seem to be “everywhere” (Cavanaugh 2019). Indeed, while language ideological research has moved “from a marginalized topic to an issue of central concern” (Kroskrity 2004: 501), and despite the abundance and regularity of new scholarly work, both theoretically and methodologically, language ideologies are still not very well framed. The Special Issue on ‘Language Ideologies: Old Questions, New Perspectives’ aims at offering diverse insights on language ideologies with a focus on methodological and theoretical questions. In this introduction in particular, we briefly map out the field by focusing on what distinguishes language ideologies from other close phenomena such as language attitudes. We also describe the methods used to access language ideologies. Finally, we introduce the ten papers that constitute this Special Issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study is to investigate foreign language teachers’ perspective on teaching older adults in the context of (glotto-)stereotypes about Polish third-agers. Thirty-seven lecturers, divided into two groups: one with and one without experience in teaching a foreign language to seniors, were examined. The survey study consisted of two stages based on 2 different research tools: online surveys and group interviews. Both individual responses from surveys and opinions expressed during group interviews were analyzed qualitatively with the use of a reflexive thematic analysis (TA) approach. The teachers responded to the questions regarding the following aspects: 1) seniors’ experiences in learning foreign languages; 2) older adults’ motivation, needs and expectations; 3) the role of the teacher; 4) didactic strategies. It turned out that the responses from the two groups did not differ a lot and in general the lecturers declared their willingness to work with late L2 learners. The influence of stereotypical thinking about seniors (based on the opinions of young Poles cited in the literature) on teachers who did not have experience working with this age group, was not as strong as presumed. None of the research groups’ members had had any formal education or training in teaching late L2 learners and, noteworthy, the attitudes and abilities of both teacher groups appeared to differ from the stereotypically held beliefs of Polish seniors. The comments from experienced teachers revealed their deeper awareness of seniors’ psychological needs, such as supporting them or giving positive feedback.
{"title":"The teachers’ perspective on teaching languages to Polish seniors","authors":"Magdalena Smoleń-Wawrzusiszyn, Sylwia Niewczas","doi":"10.1515/eujal-2023-0004","DOIUrl":"https://doi.org/10.1515/eujal-2023-0004","url":null,"abstract":"\u0000 The aim of the study is to investigate foreign language teachers’ perspective on teaching older adults in the context of (glotto-)stereotypes about Polish third-agers. Thirty-seven lecturers, divided into two groups: one with and one without experience in teaching a foreign language to seniors, were examined. The survey study consisted of two stages based on 2 different research tools: online surveys and group interviews. Both individual responses from surveys and opinions expressed during group interviews were analyzed qualitatively with the use of a reflexive thematic analysis (TA) approach. The teachers responded to the questions regarding the following aspects: 1) seniors’ experiences in learning foreign languages; 2) older adults’ motivation, needs and expectations; 3) the role of the teacher; 4) didactic strategies. It turned out that the responses from the two groups did not differ a lot and in general the lecturers declared their willingness to work with late L2 learners. The influence of stereotypical thinking about seniors (based on the opinions of young Poles cited in the literature) on teachers who did not have experience working with this age group, was not as strong as presumed. None of the research groups’ members had had any formal education or training in teaching late L2 learners and, noteworthy, the attitudes and abilities of both teacher groups appeared to differ from the stereotypically held beliefs of Polish seniors. The comments from experienced teachers revealed their deeper awareness of seniors’ psychological needs, such as supporting them or giving positive feedback.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When attempting to position Language-Ideologies research within the framework of Applied Linguistics and related scientific sub-disciplines and approaches, it becomes evident that significant overlaps with research fields such as Language Attitudes, Folk Linguistics and Language Awareness exist. The question arises as to whether the differences are more closely related to various scientific subcommunities than to the phenomena under investigation. Similarities may go unnoticed either because researchers do not sufficiently engage with related approaches, or differences relating to content and methodology are overly emphasised for reasons of disciplinary demarcation. This article is based on a very broad concept of Language Awareness, which has evolved beyond its traditional context of language teaching and learning. This concept encompasses perception, folk-linguistic reflections and extends to academic theorising, while also incorporating affective and evaluative aspects. The article demonstrates shows how approaches pursued in the respective communities can be brought together in a fruitful way to jointly explain interconnected phenomena. Additionally, some other aspects of Language Ideologies are discussed, such as their different levels (micro, meso, macro), ranging from concrete individual case evaluations to more abstract Language Ideologies and, finally, to the level where Language Ideologies transition into broader ideologies and worldviews.
{"title":"Language Ideologies, Language Awareness, Language Attitudes, Folk Linguistics: (Meta-)reflections on overlapping research fields","authors":"M. Stegu","doi":"10.1515/eujal-2024-0011","DOIUrl":"https://doi.org/10.1515/eujal-2024-0011","url":null,"abstract":"\u0000 When attempting to position Language-Ideologies research within the framework of Applied Linguistics and related scientific sub-disciplines and approaches, it becomes evident that significant overlaps with research fields such as Language Attitudes, Folk Linguistics and Language Awareness exist. The question arises as to whether the differences are more closely related to various scientific subcommunities than to the phenomena under investigation. Similarities may go unnoticed either because researchers do not sufficiently engage with related approaches, or differences relating to content and methodology are overly emphasised for reasons of disciplinary demarcation. This article is based on a very broad concept of Language Awareness, which has evolved beyond its traditional context of language teaching and learning. This concept encompasses perception, folk-linguistic reflections and extends to academic theorising, while also incorporating affective and evaluative aspects. The article demonstrates shows how approaches pursued in the respective communities can be brought together in a fruitful way to jointly explain interconnected phenomena. Additionally, some other aspects of Language Ideologies are discussed, such as their different levels (micro, meso, macro), ranging from concrete individual case evaluations to more abstract Language Ideologies and, finally, to the level where Language Ideologies transition into broader ideologies and worldviews.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the body of research exploring regional vernaculars in Germany, it is somewhat surprising that the regiolect spoken in the Ruhr Area, the largest conurbation in Germany and home to 5.1 million inhabitants, has received only modest attention. This is true for linguistic studies and especially true for sociolinguistic studies investigating language attitudes towards Ruhrdeutsch (but see Bellamy 2016; Ziegler et al. 2017). Aiming to fill this gap and explore changes in language attitudes over time, this paper asks if the valorisation of Ruhrdeutsch has changed in recent years, namely, if Ruhrdeutsch has been ideologically upgraded from a low-status and stigmatised variety (Mihm 1997) to a variety serving as a regional symbol for all social groups. The empirical investigation is based on a stancetaking approach and relies on a corpus of narrative interviews with informants of different linguistic repertoires and age groups.
{"title":"Attitudes towards Ruhrdeutsch: From miners’ slang to Ruhrpott love?","authors":"Evelyn Ziegler, Vanessa Angenendt","doi":"10.1515/eujal-2024-0009","DOIUrl":"https://doi.org/10.1515/eujal-2024-0009","url":null,"abstract":"\u0000 Given the body of research exploring regional vernaculars in Germany, it is somewhat surprising that the regiolect spoken in the Ruhr Area, the largest conurbation in Germany and home to 5.1 million inhabitants, has received only modest attention. This is true for linguistic studies and especially true for sociolinguistic studies investigating language attitudes towards Ruhrdeutsch (but see Bellamy 2016; Ziegler et al. 2017). Aiming to fill this gap and explore changes in language attitudes over time, this paper asks if the valorisation of Ruhrdeutsch has changed in recent years, namely, if Ruhrdeutsch has been ideologically upgraded from a low-status and stigmatised variety (Mihm 1997) to a variety serving as a regional symbol for all social groups. The empirical investigation is based on a stancetaking approach and relies on a corpus of narrative interviews with informants of different linguistic repertoires and age groups.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
(Prospective) German teachers for primary schools often find themselves overwhelmed in multilingual contexts within the school framework. This can lead to challenges in managing linguistic diversity, including instances of language-related discrimination and other manifestations of language ideologies influenced by teachers’ attitudes and beliefs. This article delves into specific instances of discriminatory actions within the educational setting. By employing frame analysis and involving passive qualitative classroom observation with field notes, the study aims to provide a detailed description and interpretation of linguistic actions in the communication process. Additionally, the analysis facilitates the modeling of classroom communication, offering practical insights for teacher training programs to address linguistic diversity effectively and prevent instances of linguistic discrimination. As an observational tool, frame analysis should prompt (prospective) teachers to engage in critical reflection on the origins of their own attitudes and beliefs, encouraging them to reconsider and revise their perspectives.
{"title":"Insights into multilingualism in school settings: Unveiling teachers’ language attitudes and beliefs","authors":"Dennis Tark","doi":"10.1515/eujal-2024-0001","DOIUrl":"https://doi.org/10.1515/eujal-2024-0001","url":null,"abstract":"\u0000 (Prospective) German teachers for primary schools often find themselves overwhelmed in multilingual contexts within the school framework. This can lead to challenges in managing linguistic diversity, including instances of language-related discrimination and other manifestations of language ideologies influenced by teachers’ attitudes and beliefs. This article delves into specific instances of discriminatory actions within the educational setting. By employing frame analysis and involving passive qualitative classroom observation with field notes, the study aims to provide a detailed description and interpretation of linguistic actions in the communication process. Additionally, the analysis facilitates the modeling of classroom communication, offering practical insights for teacher training programs to address linguistic diversity effectively and prevent instances of linguistic discrimination. As an observational tool, frame analysis should prompt (prospective) teachers to engage in critical reflection on the origins of their own attitudes and beliefs, encouraging them to reconsider and revise their perspectives.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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