Abstract
This contribution explores the relationship between language ideologies and teaching with specific reference to the French national education context and in particular with respect to the education of children for whom French, the language of schooling, is not the language spoken in the home. The discourse of three teachers working in multilingual/cultural preschools is examined, revealing both beliefs about languages and practiced language policies underpinned by deep-rooted language ideologies which perpetuate a monolingual habitus. It is argued that in order to challenge the myths which support this monolingual mindset, it is essential to nurture teacher language awareness, underpinned by knowledge, values and a deeper understanding of the complexities of living and learning through multiple languages.
Highlights
I will explore the relationship between language ideologies and teaching with specific reference to the French national education context
My starting point will be to listen to the voices of a variety of experienced teachers as they discuss language learning and teaching in a multicultural environment. From these windows into teacher cognition, what teachers know, believe and think (Borg, 2003), I will firstly explore how language ideologies specific to the French context have evolved and endured from the revolutionary period to the present day
I will argue that challenging deep-rooted monolingual ideologies and ensuring appropriate, effective teaching in a multilingual/multicultural context does not rely on the provision of materials, pedagogical tools and toolkits, nor the formulation of top-down policy in isolation, but the nurturing of teacher language awareness (Pomphrey & Burley, 2009)
Summary
I will explore the relationship between language ideologies and teaching with specific reference to the French national education context. Young function in the classroom, to socialise with the French-speaking pupils and to access learning across the curriculum through the French language is understandable; as Mme Y says, “Il faut qu’ils comprennent ça en français!” (They have to understand that in French!).
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