Semi-structured interviews with teachers about their experiences with languages in the school, their perceptions of language regime and space practices in the school. Also language biographical interviews with 10 students asking everyday language using based on language portraits drawings and LEGO kit creations will be conducted. There will also be four parents from each school asked for an interview. In every school, the following participants will be involved, two teachers (one language teacher and one science teacher) and the headmaster (we opted for interviews with two teachers from different fields in order to explore various viewpoints as it is believed that language teachers are more sensitive to languages than science teachers). Otsuji & Pennycook, 2010) were selected according to their language positioning on languages (schools that define themselves as multilingual). Two schools in Brno, Czech Republic (we decided to choose urban schools over small town or village schools as urban locations are often more diverse e.g. How are languages are experienced in the school. Which representations of real-live multilingualism are in the space are apparent? What practices contribute to the constitution of multilingual spaces in a school? The research questions are lied as it follows: The main aim of the contribution is to explore how the multilingual social spaces in schools are constituted. The major benefit of the contribution is that it will provide a deep insight into the actual language practices in schools thru spatial lenses. The overall objective of the contribution is to provide a better understanding of the multilingual reality at schools that increases in last decades in Europe. Some scholars describe this manner as “hybrid” and – in contrast to the understanding of languages as isolated systems of strict rules proposed. In this view, one language (language system etc.) does not exist prior to and independently from the other one(s) rather, multilingual practice comes into existence with enaction that is realized within an immediate context (Kloss & Van Orden, 2009). It means also that speakers use different languages, language elements from more languages or/and language systems but also various non-verbal forms. Speakers choose among this arsenal in accordance with the meanings they wish to convey. 137), linguistic repertoire can be understood as the “weapons” of everyday communication. that can be used by speakers to produce (social) meaning – this register is called linguistic repertoire. Talking about languages, in our contribution we assume that everyone is “equipped” with a specific register of languages, dialects, varieties, routines etc. Furthermore, space and potentialities in space can influence the use of a specific linguistic repertoire, or how the speakers position themselves in relation to language(s). In means that multilingualism can be realized through potentialities in such space. Following the sociolinguistic tradition, Blommaert, Collins, and Slembrouck (2005) understand space as a potentiality how language practices and language regimes can be put together. 248) defines “space as strategy of power”, that is reproduced and constructed. ![]() The term “space” in the social connotation is always connected to power (in Foucault’s sense). Understanding space as a social space draws our attention not only to objects themselves in the space, but also to social and personal relationships and their positioning in the space. That is why researchers use the use term social space in this context (z.B. ![]() Space is in our contribution not understood only in the physical sense, but as encompassing people and relationships, too. The same phenomena can be seen in schools: students with various linguistic repertoire come together at one place – they experience and at the same time co-construct the space school. migration, free movement of persons in the EU) and political development, multilingualism is becoming a norm in today’s diverse society – some scholars even talk about super-diversity (Vetrovec, 2007). In last decades it is evident that due to social (and partially also historical) circumstances (e.g. Seeing school as a multilingual space is a perspective that allows us to focus on the research objective, which is to explore how language practices in schools create such social spaces, where multilingualism is lived. ![]() The planed contribution works on the assumption that school is a space, where people with diverse language biographies and language repertoires come together, where language heterogeneity is lived in everyday life.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |