The politicolinguistics of education in Belgium

Swing, Elizabeth S.

doi:10.1080/00437956.1981.11435711

Cited by 2 publications

(1 citation statement)

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“…According to Bottani (1986), the language policies of the OECD countries also reflect an interest in preserving the national culture, in integrating migrants, and in maintaining geographic and economic equilibrium. Watson (1980) shows how language education policy in Malaysia has sought to establish a sense of national unity at the same time as favoring the Malay community educationally and politically, and Swing (1981) argues that successive foreign rulers used language education policy in Belgium to consolidate power while, in the twentieth century, the emergence of Flemish nationalism has again seen language education policy as a major issue in Flemish-French power relationships and ethnic and national identity. Indeed, all language teaching could be considered to imply a political act or an act of linguistic or cultural hegemony, and Judd (1983), therefore, speaks of the "moral dilemma" of TESOL teachers.…”

Section: Reasons For Language-in-education Planningmentioning

confidence: 99%

Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

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This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

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Section: Reasons For Language-in-education Planningmentioning

confidence: 99%

Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

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On the Ethnolinguistic Identity of Flemish High School Students in Brussels

Deprez

Persoons

1984

Journal of Language and Social Psychology

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The attitudes of Flemish high school students in Brussels towards different types of Brussels Flemings were registered in five different experimental conditions. The latter were created by varying systematically the following characteristics of the investigator: whether he belonged to the Flemish ingroup or to the Francophone outgroup, whether he was an insider or an outsider in Brussels, and whether he converged linguistically towards his audience or diverged from it. The purpose of this experiment was to examine the ethnic identity of the Ss and to evaluate Tajfel's and Giles's concept of it. It is argued that what their theory calls a positive sense of identity, in the present case, would be much better termed a defence mechanism serving to hide uneasiness and frustration and thereby protecting an uncertain and vulnerable self. Three points are made to show that the Ss' strong positive identification with the ‘consistent’ Brussels Flemings and their equally strong differentiation from the ‘gallicised’ ones cannot be considered as indicators of a positive sense of identity.

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The politicolinguistics of education in Belgium

Cited by 2 publications

References 3 publications

Language-in-Education Planning

Language-in-Education Planning

On the Ethnolinguistic Identity of Flemish High School Students in Brussels

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