Identity, Power, and Prestige in Switzerland's Multilingual Education

Cover
Contents
Acknowledgements
Abstract
List of Figures
List of Tables
List of Abbreviations
Introduction
	1.1 The Study’s Setting
	1.2 The Study’s Purpose
	1.3 Language, Ideologies, and Hierarchies within Linguascapes
	1.4 Lived Experiences of Language
Education, Languages, and Power
	2.1 Introduction
	2.2 Education and Power
	2.3 Language, Education, and Power
		2.3.1 Gramsci’s Linguistic Hegemony
			2.3.1.1 Spontaneous Grammar
			2.3.1.2 Normative Grammar
		2.3.2 Bourdieu’s Symbolic Power
		2.3.3 Delpit’s Culture of Power
	2.4 (Unequal) Englishes
		2.4.1 (Unequal) Englishes – Concepts and Definitions
		2.4.2 English as a Lingua Franca
		2.4.3 The Economic Nature of (Unequal) Englishes
	2.5 Critical Multiculturalism
	2.6 Plurilingual Identities, Heteroglossic Linguistic Repertoires, and Multilingual Educational Approaches
		2.6.1 The Multilingual Turn
		2.6.2 Linguistic Identities and Repertoires
			2.6.2.1 Linguistic Identities
			2.6.2.2 Linguistic Repertoires
		2.6.3 Heteroglossia
		2.6.4 Translanguaging
			2.6.4.1 Definitions and Conceptualization
			2.6.4.2 Translanguaging as Empowerment
			2.6.4.3 Toward Equitable Language Teaching
		2.6.5 Content and Language Integrated Learning
			2.6.5.1 Definitions and Conceptualization
			2.6.5.2 Student‐Centered and Future‐Oriented Language Teaching
			2.6.5.3 CLIL and Empirical Studies
Methodology
	3.1 Relevant Research in Phenomenology/Multilingualism
	3.2 Research Questions
	3.3 Research Design
	3.4 Protection of Human Subjects
	3.5 Researcher Bias
	3.6 Data Collection
		3.6.1 Research Setting
		3.6.2 Site Selection
		3.6.3 Questionnaires
			3.6.3.1 The Instrument
			3.6.3.2 Sample
			3.6.3.3 Procedure
		3.6.4 Interviews
			3.6.4.1 Students’ Interviews
			3.6.4.2 Teachers’ Interviews
		3.6.5 Data Collection Procedures: Gaining Entry
	3.7 Data Analysis
		3.7.1 Transcription
		3.7.2 Questionnaires
		3.7.3 Interviews
		3.7.4 Emerging Themes
	3.8 Pilot Study
	3.9 Data Collection/Analysis Issues
	3.10 Translation
	3.11 Limitations of the Study
Findings
	4.1 Plurilingual Identities within Restrictive Linguistic Diversity
		4.1.1 Students in Grisons
		4.1.2 Teachers in Grisons
		4.1.3 Students in Zurich
		4.1.4 Teachers in Zurich
		4.1.5 Students in Fribourg
		4.1.6 Teachers in Fribourg
	4.2 ‘Monolingual Habitus’ in the Education System
		4.2.1 Comparison of Student Data
		4.2.2 Students in Grisons
		4.2.3 Teachers in Grisons
		4.2.4 Students in Zurich
		4.2.5 Teachers in Zurich
		4.2.6 Students in Fribourg
		4.2.7 Teachers in Fribourg
	4.3 Language Hierarchies
		4.3.1 Students in Grisons
		4.3.2 Teachers in Grisons
		4.3.3 Students in Zurich
		4.3.4 Teachers in Zurich
		4.3.5 Students in Fribourg
		4.3.6 Teachers in Fribourg
	4.4 ‘Native‐Speaker’ and ‘Standard‐Speech’ Ideologies
		4.4.1 Students in Grisons
		4.4.2 Teachers in Grisons
		4.4.3 Students in Zurich
		4.4.4 Teachers in Zurich
		4.4.5 Teachers in Fribourg
	4.5 Symbolic Violence
		4.5.1 Students in Grisons
		4.5.2 Teachers in Grisons
		4.5.3 Students in Zurich
		4.5.4 Teachers in Zurich
		4.5.5 Teachers in Fribourg
Discussion
	5.1 Sameness and Difference in Identity Expression through Language
	5.2 Pressure toward Monolingualism
	5.3 Language Hierarchies within the Hegemonic Willensnation
	5.4 Symbolic Power and Legitimacy in the ‘Native‐Speaker’ and ‘Standard‐Speech Ideology’
Conclusion
	6.1 The Language Learning Debate as Starting Point
	6.2 Linguistic Repertoires, Lived Experiences of Language, and Identity Expression through Language in Restrictive Multilingual Contexts
	6.3 The Reproduction of the ‘Monolingual Habitus’ in Swiss Upper Secondary Schools
	6.4 Language Hierarchies
	6.5 Symbolic Power and Legitimacy in the ‘Native‐Speaker’ and ‘Standard‐Speech’ Ideologies
	6.6 Theoretical Implications
	6.7 Implications for Policy, Curricula, and Practice
	6.8 Future Research and Conclusion
References
Appendix A
	Questionnaire “Multilingual Switzerland”
		Your personal information
		Languages and country of origin
		Languages at school
		Language use
		Language preferences
		Semi‐structured interview guide for students
		Semi‐structured interview guide for teachers
Appendix B
	Transcription
Appendix C
	Descriptive statistics
Appendix D