Language Policy in a Multilingual Crèche in France: How Is Language Policy Linked to Language Acquisition Beliefs?

Abstract

This language policy (LP) research focuses on Early Childhood Education and Care (ECEC), a very rich research context, yet at the moment under-researched in terms of LP studies. Based on an English-French bilingual creche in Strasbourg, this article aims to examine the link between the language policy choice(s) of parents, the language practices of professionals, and their language acquisition beliefs. Guided by Spolsky’s LP conceptualization, which was later expanded by Bonacina, I look closely into the “declared language policy”, “practiced language policy”, and “perceived language policy” of the creche. To gather data, I employed an ethnographic, case study approach over nine months. Data collection included audiotaped interviews, observation of language use for more than 110 hours, photos, and field notes. This article shows that the explicit language policy in this case, marked by the creche’s official declaration of the One Professional – One Language (OPOL) policy, and the implicit language choices of the parents and professionals in this ECEC setting are informed by their beliefs about language, more specifically their language acquisition beliefs. Furthermore, it reveals that there is a clear connection between discourses and beliefs. OPOL is still widely used and accepted because it is a well-known strategy. In fact, there is a long tradition of use in families and schools. OPOL “seems to simplify” the complicated multilingual reality, but it cannot be implemented all the time and in all situations at the creche. Finally, this article illustrates that even if ECEC structures are different from school, ideologies of language are all pervasive.