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

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Title: Lost in diglossia? (Un-)doing difference by dealing with language variations in Swiss kindergartens.
Authors: Knoll, Alex1 alex.knoll@unifr.ch, Jaeger, Ursina2
Source: Ethnography & Education. Apr2020, Vol. 15 Issue 2, p238-253. 16p.
Subject Terms: *Diglossia (Linguistics), *Language policy, *Children of migrant laborers, *Foreign language education, *Early childhood education, *Kindergarten
Abstract: Language 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 ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children's positions in the social order. [ABSTRACT FROM AUTHOR]
Copyright of Ethnography & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Lost in diglossia? (Un-)doing difference by dealing with language variations in Swiss kindergartens.
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  Data: *<searchLink fieldCode="DE" term="%22Diglossia+%28Linguistics%29%22">Diglossia (Linguistics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+policy%22">Language policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+of+migrant+laborers%22">Children of migrant laborers</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: Language 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 ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children's positions in the social order. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Ethnography & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17457823.2019.1573692
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      – SubjectFull: Language policy
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      – SubjectFull: Children of migrant laborers
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