The ambivalent effects of classroom use of migrant children’s “language of origin”
Armagnague, Maïtena
The ambivalent effects of classroom use of migrant children’s “language of origin” - 2021.
45
This article explores the ambivalent use of migrant children’s language of origin in the school institution on several levels. At the macro level, the authors analyse the unstable nature of official advice that wavers between several social and institutional logics. Then, based on research data, it shows that at a micro level, this same ambiguity can be seen in the classroom and contributes to uncomfortable or ambivalent pedagogical situations because the use of linguistic registers is not always planned for or controlled by teachers, nor is it necessarily understood by students. Far from the doxas related to students’ use of language or presumed social identity, this article reveals the paradoxes and social and pedagogical issues of the identity injunctions associated with minority youth.
The ambivalent effects of classroom use of migrant children’s “language of origin” - 2021.
45
This article explores the ambivalent use of migrant children’s language of origin in the school institution on several levels. At the macro level, the authors analyse the unstable nature of official advice that wavers between several social and institutional logics. Then, based on research data, it shows that at a micro level, this same ambiguity can be seen in the classroom and contributes to uncomfortable or ambivalent pedagogical situations because the use of linguistic registers is not always planned for or controlled by teachers, nor is it necessarily understood by students. Far from the doxas related to students’ use of language or presumed social identity, this article reveals the paradoxes and social and pedagogical issues of the identity injunctions associated with minority youth.
Réseaux sociaux