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Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education
Linguistics and Education ( IF 1.656 ) Pub Date : 2024-03-06 , DOI: 10.1016/j.linged.2024.101286
Pauliina Puranen

This study explores the role of language and migrant students’ language use in the interplay of chronotopes (Bakhtin 1981) and language ideologies (Blommaert 1999) in vocational education and training (VET) in Finland. The study scrutinises how 16 educators imagined and situated migrant students’ language use and constructed values for the majority language and migrant students’ other languages. Data were gathered team-ethnographically in a VET institute. Critical sociolinguistic analysis showed that language use was spatiotemporally located in present education and present and future blue-collar worksites. In these timespaces, the majority language was valorised and viewed as a tool for graduating from VET and performing blue-collar work tasks. The findings indicate that migrant students’ imagined language use rarely extends beyond their VET education or worksites, and that their diverse language resources should thus be better considered and valued in VET.

中文翻译:

连接时间体和语言意识形态:教育者对职业教育中移民主要语言使用的看法

本研究探讨了芬兰职业教育和培训(VET)中语言和移民学生的语言使用在时间位(Bakhtin 1981)和语言意识形态(Blommaert 1999)相互作用中的作用。该研究审视了 16 名教育工作者如何想象和定位农民工学生的语言使用,以及如何为大多数语言和农民工学生的其他语言构建价值观。数据是在 VET 机构中以团队人种学方式收集的。批判性社会语言学分析表明,语言使用在时空上位于当前教育以及当前和未来的蓝领工作场所。在这些时空里,主流语言受到重视,并被视为从职业教育与培训毕业和执行蓝领工作任务的工具。研究结果表明,移民学生想象中的语言使用很少超出他们的职业教育或工作场所,因此他们多样化的语言资源应该在职业教育和培训中得到更好的考虑和重视。
更新日期:2024-03-06
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