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LANGUAGE - POWER - EDUCATION: Decolonial Perspectives on Plurilingualism

Zingg, Irène (2019). LANGUAGE - POWER - EDUCATION: Decolonial Perspectives on Plurilingualism. Tsantsa, Zeitschrift der Ethnologischen Gesellschaft, 24, pp. 58-66.

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This article reflects on how language can be a hegemonic practice, as illustrated by the term linguicism. This linguistic discrimination is used to legitimate an unequal division of power and needs to be tackled through decolonial approaches. Switzerland has an official tradition of multilingualism, yet people in Switzerland experience discrimination depending on the languages they speak. Pupils in Switzerland are increasingly multilingual but, given their transnational family backgrounds, not always in an official Swiss language. Pupils and teachers perceive and value languages differently, often at a subconscious level. Where pupils speak a prestigious language, their language skills are more highly valued. If multilingualism is coupled with a language of migration, a negative connotation occurs and students experience linguicism.

Item Type:

Journal Article (Original Article)

PHBern Contributor:

Zingg, Irène

ISSN:

2673-5377

Projects:

[18 w 0006 02] Mehr Sprache(n) für alle. Official URL

Language:

German

Submitter:

Jessica Brunner

Date Deposited:

11 Aug 2022 10:07

Last Modified:

30 Aug 2022 07:49

Uncontrolled Keywords:

Linguizismus,sprachliche Hegemonien, transnationale Lebenswelten, Bildung

PHBern DOI:

10.57694/371

URI:

https://phrepo.phbern.ch/id/eprint/371

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