Contrasterende (standaard)taalideologieën bij Vlaamse leerkrachten

Abstract

Flanders, the northern, Dutch-speaking part of Belgium, is facing a growing intra- andinterlingual diversity. On the intralingual level, tussentaal ('in-between-language’)emerged as a cluster of intermediate varieties between the Flemish dialects and StandardDutch, gradually becoming the colloquial language. At the same time, Flemish language-in-education policy strongly propagates Standard Dutch as the only acceptable language(variety) in the classroom, demonstrating the vigour of standard language ideology (SLI)in Flanders. This paper analyses the distinct ways in which teachers try to make sense ofthe gap between policy and practice, and how they act upon what is expected from themin a classroom context. By analysing interview data of eight teachers from a secondaryschool in the city of Ghent (East Flanders), I make an attempt at mapping their 'personalideological frameworks’, in order to uncover the ways in which teachers respond to language-in-education policies and strong standard language ideologies.