Sprache, Identität und Schule. Zur Debatte um die Sprachenfrage im Kindergarten

Knoll, Alex

doi:10.1007/978-3-658-19686-8_4

Cited by 1 publication

(1 citation statement)

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“…Promoters argued that children would improve their language skills by learning High German as early as possible, especially those with a migrant background, which would lead to better integration and equality of opportunity. Meanwhile, opponents talked up the use of dialect as a question of national culture and identity (Knoll 2016(Knoll , 2018. In 2011, the opponents' side won a referendum, again changing the legal framework for language use in kindergarten.…”

Section: Language Policy and Debate In Swiss Kindergartenmentioning

confidence: 99%

Lost in diglossia? (Un-)doing difference by dealing with language variations in Swiss kindergartens

Knoll

Jaeger

2019

Ethnography and Education

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AAM Bibliography Postprint versionLanguage policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers' use of language differs not only according to situations and pedagogical sequences but also due to children's social and migrant backgrounds, we askdrawing on the theoretical concept of (un-)doing difference -how different linguistic addressing reflects (and affects) children's positions in the social order.

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Section: Language Policy and Debate In Swiss Kindergartenmentioning

confidence: 99%