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Language ideologies in schools: a conceptual model integrating two fields of research

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Abstract
Language practices mirror social interactions and stratification. Some groups in society are dominant over others leading to a higher status for the language repertoires they use. This process can also be seen in the region of Flanders, which is an interesting case because of its strong Dutch-only language ideology. Schools often do not know how to react to pupils using a language different from the language of instruction. It is suggested that school culture regarding these other languages can have an important impact on pupil's well-being. For example, as language is part of pupils' identity, they may feel uncomfortable because of a restrictive school policy in terms of home languages (Cummins, 2001). This paper applies the school effects model CIPO to the study of languages. A literature review on the sociolinguistic field and the school effects field is presented, demonstrating how both may be complementary. Firstly much sociolinguistic research has been conducted on language use and attitudes. Children from different social backgrounds use different linguistic codes an therefore have different opportunities to school success (Bernstein, 1973; Bourdieu & Passeron, 1990). For a growing number of pupils not only the linguistic code they use at home differs from what is expected in schools, but the entire language differs. As sociolinguistic research is mainly qualitative in nature, we introduce the CIPO-model as a new methodological view in the field to better understand the effects of school culture regarding language. Secondly this paper adds to the field of school effects, because it introduced the topic of language ideologies. There is a whole body of quantitative research on the effects of school level variables on pupils, but little is known about effects of schools' language policies. To conclude we propose a new integrative conceptual model for studying the effects of school practices in terms of language on pupils' cognitive and non-cognitive outcomes.
Keywords
language ideologies, school effects research, sociolinguistics, multilingualism

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Chicago
Van Der Wildt, Anouk, Mieke Van Houtte, and Piet Van Avermaet. 2013. “Language Ideologies in Schools: a Conceptual Model Integrating Two Fields of Research.” In International Conference on Urban Multilingualism & Education, Abstracts.
APA
Van Der Wildt, A., Van Houtte, M., & Van Avermaet, P. (2013). Language ideologies in schools: a conceptual model integrating two fields of research. International Conference on Urban Multilingualism & Education, Abstracts. Presented at the International Conference on Urban Multilingualism & Education.
Vancouver
1.
Van Der Wildt A, Van Houtte M, Van Avermaet P. Language ideologies in schools: a conceptual model integrating two fields of research. International Conference on Urban Multilingualism & Education, Abstracts. 2013.
MLA
Van Der Wildt, Anouk, Mieke Van Houtte, and Piet Van Avermaet. “Language Ideologies in Schools: a Conceptual Model Integrating Two Fields of Research.” International Conference on Urban Multilingualism & Education, Abstracts. 2013. Print.
@inproceedings{4108777,
  abstract     = {Language practices mirror social interactions and stratification. Some groups in society are dominant over others leading to a higher status for the language repertoires they use. This process can also be seen in the region of Flanders, which is an interesting case because of its strong Dutch-only language ideology. Schools often do not know how to react to pupils using a language different from the language of instruction. It is suggested that school culture regarding these other languages can have an important impact on pupil's well-being. For example, as language is part of pupils' identity, they may feel uncomfortable because of a restrictive school policy in terms of home languages (Cummins, 2001). This paper applies the school effects model CIPO to the study of languages. A literature review on the sociolinguistic field and the school effects field is presented, demonstrating how both may be complementary. Firstly much sociolinguistic research has been conducted on language use and attitudes. Children from different social backgrounds use different linguistic codes an therefore have different opportunities to school success (Bernstein, 1973; Bourdieu \& Passeron, 1990). For a growing number of pupils not only the linguistic code they use at home differs from what is expected in schools, but the entire language differs. As sociolinguistic research is mainly qualitative in nature, we introduce the CIPO-model as a new methodological view in the field to better understand the effects of school culture regarding language. Secondly this paper adds to the field of school effects, because it introduced the topic of language ideologies. There is a whole body of quantitative research on the effects of school level variables on pupils, but little is known about effects of schools' language policies. To conclude we propose a new integrative conceptual model for studying the effects of school practices in terms of language on pupils' cognitive and non-cognitive outcomes.},
  author       = {Van Der Wildt, Anouk and Van Houtte, Mieke and Van Avermaet, Piet},
  booktitle    = {International Conference on Urban Multilingualism \& Education, Abstracts},
  keyword      = {language ideologies,school effects research,sociolinguistics,multilingualism},
  language     = {eng},
  location     = {Ghent, Belgium},
  title        = {Language ideologies in schools: a conceptual model integrating two fields of research},
  year         = {2013},
}