Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00139359" target="_blank" >RIV/00216224:14410/24:00139359 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/13670050.2023.2192336?scroll=top&needAccess=true" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/13670050.2023.2192336?scroll=top&needAccess=true</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13670050.2023.2192336" target="_blank" >10.1080/13670050.2023.2192336</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic

Popis výsledku v původním jazyce

Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with managing multilingualism at schools. Our study examines schools as multilingual social spaces in which the visible language choice on signs reveals the language regime based on ideologies and policies. We contextualize our study according to top-down language policy, and the essential theoretical concepts such as social space or language regime are explained. The linguistic landscapes at schools (so-called schoolscapes) are analysed and interpreted to capture schools as multilingual social spaces. The focus lies on (1) displayed languages; (2) authorship of the object: (3) location of the object. The data from schoolscaping are complemented by interviews with school principals, who are responsible for language choice decisions. The investigation took place in four schools, where multilingualism plays an essential role. The results indicate that despite the multilingual reality and the promotion of multilingualism by anchoring it in the agenda of inclusive education, language homogenization is operative in schools. Our results are relevant for exploring the linguistic environments and language regimes at schools and reveal possible explanations for linguistic homogenization.

Název v anglickém jazyce

Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic

Popis výsledku anglicky

Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with managing multilingualism at schools. Our study examines schools as multilingual social spaces in which the visible language choice on signs reveals the language regime based on ideologies and policies. We contextualize our study according to top-down language policy, and the essential theoretical concepts such as social space or language regime are explained. The linguistic landscapes at schools (so-called schoolscapes) are analysed and interpreted to capture schools as multilingual social spaces. The focus lies on (1) displayed languages; (2) authorship of the object: (3) location of the object. The data from schoolscaping are complemented by interviews with school principals, who are responsible for language choice decisions. The investigation took place in four schools, where multilingualism plays an essential role. The results indicate that despite the multilingual reality and the promotion of multilingualism by anchoring it in the agenda of inclusive education, language homogenization is operative in schools. Our results are relevant for exploring the linguistic environments and language regimes at schools and reveal possible explanations for linguistic homogenization.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA19-12624S" target="_blank" >GA19-12624S: Škola jako mnohojazyčný prostor? Prozkoumávání lingvistické reality na českých městských školách (MultiSpace)</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM

ISSN

1367-0050

e-ISSN

1747-7522

Svazek periodika

27

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

285-300

Kód UT WoS článku

000961189400001

EID výsledku v databázi Scopus

2-s2.0-85151414064