Monolingual Policies in Multilingual Schools: Tensions, Ambivalence, and Thinking Teachers

Cover
Series
Monolingual Policies in Multilingual Schools
Copyright
Dedication
Contents
List of figures
List of tables
Acknowledgments
Transcription conventions
1. Introduction
2. Heroes, villains, and other teachers
	2.1 Crisis and desire
	2.2 Opposed camps
	2.3 Debating the curricular language(s)
	2.4 Sociolinguistic contributions
	2.5 Language and the logic of socioeconomic change
	2.6 An international logic
	2.7 A competing consensus
	2.8 Counterintuitive effects
	2.9 Other teacher behavior
	2.10 Explaining inconsistent teachers
	2.11 Conclusion
3. Ideological contradictions and ambivalence
	3.1 Losing its edge?
	3.2 Particular and total ideology
	3.3 Contrary forces
	3.4 Ideological contradictions
	3.5 The social, dialogical thinker
	3.6 Contradiction in the study of language ideology
	3.7 Concluding discussion
4. Brusseling language, bustling friction
	4.1 Language in Brussels
	4.2 Poor Flanders!
	4.3 Five Dutch-​medium schools in Brussels
	4.4 Analyzing interaction
5 Imposing, restricting, and alluding to monolingualism
	5.1 Imposing Dutch
	5.2 Punitive measures
	5.3 Pupils’ support
	5.4 Restricted, flexible authority
	5.5 Disattending infractions, projecting authority
	5.6 Inadvertent effects?
	5.7 Conclusion
6 Mundane multilingualism
	6.1 Conscious, professional teaching
	6.2 Toward a multilingual habitus?
	6.3 Interviewing teachers
	6.4 Accounting for inconsistency
	6.5 Tolerating French
	6.6 A modern, reasonable approach
	6.7 Linguistic justifications
	6.8 Mundane multilingualism
	6.9 Linguistic dilemmas
	6.10 Ingredients of reproduction and change
	6.11 Conclusion
7 Multilingual openings
	7.1 Language choice in the classroom
	7.2 Accepting pupils’ unsolicited L1 use
	7.3 Teachers’ initiation of other language use
	7.4 Flexible bilingualism
	7.5 Intense contradictions
	7.6 Larger-​scale inflections
	7.7 Conclusion
8.	 Critical dialogue, autonomy, and alternatives
	8.1 Monolingualism and knowledge, theirs and ours
	8.2 Evidence and judgment
	8.3 Dilemmas of autonomy
	8.4 Weak relations
	8.5 Expert ignorance
	8.6 Expertise and autonomy in language-​in-​education research
	8.7 Alternatives in public debate
	8.8 Concluding discussion
9 Objectivity and values in research
Notes
References
Index