Bonacina-Pugh2020
| Bonacina-Pugh2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Bonacina-Pugh2020 |
| Author(s) | Florence Bonacina-Pugh |
| Title | Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’ |
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| Tag(s) | EMCA, conversation analysis, classroom interaction, multilingualism, language policy, France, Legitimacy |
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| Year | 2020 |
| Language | English |
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| Journal | International Journal of Bilingual Education and Bilingualism |
| Volume | 23 |
| Number | 4 |
| Pages | 434–448 |
| URL | Link |
| DOI | 10.1080/13670050.2017.1372359 |
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Abstract
This paper revisits the notion of ‘legitimate language’ [e.g. Bourdieu 1977. “The Economics of Linguistic Exchange.” Social Science Information 16 (6): 645–668] as it relates to multilingualism in educational contexts. Since Heller [1996. “Legitimate Language in a Multilingual School.” Linguistics and Education 8: 139–157] developed the notion of ‘legitimate language’ to encompass issues of language choice, there has been a consensus that a legitimate language is a language that is appropriate in a given situation. However, a crucial issue remains to be addressed, namely that of knowing what benchmark do classroom participants use to know when a language is appropriate, that is, legitimate or not. To address this issue, this paper takes as an example the case of an induction classroom for newly-arrived immigrant children in France where multiple languages have been observed. A Conversation Analysis of a set of audio-recorded interactions reveals that whilst languages other than French are not legitimised by top-down language policies and ideologies held at the societal and institutional levels, they are nevertheless seen as legitimate according to the local ‘practiced language policy’ [Bonacina-Pugh 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis.” Language Policy 11 (3): 213–234]. This paper thus argues for a multi-layered understanding of legitimacy and shows how in the classroom under study, and possibly in other multilingual classrooms, practiced language policies play a key role in the legitimisation of multilingual language practices.
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