Positioning Minority Languages: Freedom of Choice or 'Symbolic Violence'?

Author(s):

dina mehmedbegovic

Conference:

ECER 2009

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 09 A, Education and Identity: Student Perspectives

Paper Session

Time:

2009-09-30

10:30-12:00

Room:

HG, HS 31

Chair:

Francesca Gobbo

Contribution

Engaging with bilingual young people, who are unable to see the value of languages other than English in a global city such as London, has been the driving force of this research. As a part of a cycle of several studies in attitudes to bilingualism of different sections of society in England and Wales, it contributes to a wider search for factors that create perceptions which impact on issues of equality and social justice. Research questions focused on attitudes to bilingualism enable this study to cross the boundaries of researching a particular type of bilingualism and provide insights into positioning of all languages in education and society. One of the main arguments confronted in the discourse of minority languages maintenance has been the issue of choice. Some teachers argue that children and parents ‘don’t want it’, while some academics suggest that loss of first language is a ‘natural language shift’. These arguments are especially damaging to any attempts of achieving equality in the domain of languages. Bourdieu’s (1991) theory of misrecognition resulting in symbolic violence is therefore employed to expose issues of social injustice masked by the rhetoric of civil liberties, freedom, integration and choice. The European aspect of this study is evident in the suggested policy, practice and teacher training shift which would be based on the conceptualisation of plurilingualism as defined by the European Council. One of the key public debates centred around the European language framework and policy, but in fact questioning much wider issues of the European Union, was: can Europe speak in one voice in many different languages? Answers to this question are not only found in manifesto statements that preserving and promoting language diversity are essential to the European integration (Vienna Manifesto, 2001), but also in conceptualisation of plurilingualism. It is argued that plurilingualism is the final qualitative step which for individuals removes the fallacy of different languages they use as separate competencies and entities, while for societies it opens new perspectives on all different languages as contributors to the overall communication and development. The recommendations of this study precede the recent tenders for the development of two relevant national strategies: English as an Additional Language National School Workforce Strategy and World Languages National Strategy.

Method

Conducting research with policy makers in education is not addressed in much of the methodological literature. Fitz and Halpin write about ‘the paucity of empirical educational policy research’, which they blame on gate-keeping processes and the inaccessibility of politicians and senior civil servants (Fitz and Halpin, 1994). Up- to- date research on bilingualism in the UK and wider reflects this statement since it is predominantly conducted with children, teachers and families, while a small number of studies which address wider policy issues are not based on empirical data. Therefore, this study based on interviews with politicians and lead professionals provides a rare insight. The methodology used is also considered innovative in the way statements from children, parents and headteachers are provided for interviewees to comment on instead of interview questions. This method facilitates direct engagement of policy makers with attitudes and experiences of stakeholders.

Expected Outcomes

The findings of this study expose the contradiction of a widely accepted approach in the UK, which positions minority languages as ‘a private matter of families and communities’ (Swann, 1985). The evidence supports the argument that minority languages cannot simply flourish within families and communities, while there is little recognition of them within wider society. This study provides evidence that bilingual families will struggle to fulfil even their natural function of ‘simply speaking’ a minority language at home, if there are no messages affirmative of bilingualism reaching potentially bilingual children in their settings outside of home boundaries. Recommendations are developed with the aim of creating school ethos which would lead to a shift from a culture of defining the educational experiences of bilingual pupils by the language skills they lack in the majority langauge, in this case English.

References

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Author Information

dina mehmedbegovic

institute of education, london

london education research unit

London

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