Διερευνοντας γλωσσικές ιδεολογίες σε μικρο και μακρο επίπεδο : μια μελέτη περίπτωσης πάνω στη δίγλωσση εκπαίδευση στο πλαίσιο της Αυστραλίας

Exploring language ideologies at the macro and micro levels: a case study on bilingual education in the Australian context (Αγγλική)

  1. MSc thesis
  2. Almato Llonch, Mar
  3. Γλωσσική Εκπαίδευση για πρόσφυγες και μετανάστες (LRM)
  4. 05 Σεπτεμβρίου 2021 [2021-09-05]
  5. Αγγλικά
  6. 62
  7. Kitsiou, Stavroula
  8. Englezou, Foteini | Pliogkou, Vasiliki
  9. Bilingual education | Language policy | Language ideologies | Language attitudes
  10. 1
  11. 102
  12. Figure 1. Total enrolments of six most studied languages in Victorian schools, Table 1. Participants
    • Despite Australia’s multilingual reality, its languages education policies are weak. This is in part due to the many interests of varied groups that language policies attempt to encompass. However, some bilingual programs succeed in this fragmented policy environment. This begs the question as to how bilingual programs in Australia today manage to survive despite the lack of supportive languages policies behind them. While there is extensive research that analyses the changing ideologies reflected in Australia’s language policies at the macro level, no studies attempt to explore whether these ideologies are contested or perpetuated at the micro level. Using Liddicoat’s (2013) framework on the discursive construction of intercultural relationships, this case study aims to explore and contrast the language ideologies at the macro and micro levels of languages education in the Australian context through the analysis of current language policy documents and the attitudes of a group of parents whose children attend a Spanish/English bilingual program. The findings suggest that different language policies often present competing discourses, although they also show some similarities that reflect hegemonic views on languages education. The perspectives of parents on languages education occasionally coincide with the arguments put forward by policy documents, although they also resist certain discourses. This study sheds some light on the complexity of voices that continue to form Australia’s language policy debates, and discusses the implications that this has on bilingual programs.
    • Despite Australia’s multilingual reality, its languages education policies are weak. This is in part due to the many interests of varied groups that language policies attempt to encompass. However, some bilingual programs succeed in this fragmented policy environment. This begs the question as to how bilingual programs in Australia today manage to survive despite the lack of supportive languages policies behind them. While there is extensive research that analyses the changing ideologies reflected in Australia’s language policies at the macro level, no studies attempt to explore whether these ideologies are contested or perpetuated at the micro level. Using Liddicoat’s (2013) framework on the discursive construction of intercultural relationships, this case study aims to explore and contrast the language ideologies at the macro and micro levels of languages education in the Australian context through the analysis of current language policy documents and the attitudes of a group of parents whose children attend a Spanish/English bilingual program. The findings suggest that different language policies often present competing discourses, although they also show some similarities that reflect hegemonic views on languages education. The perspectives of parents on languages education occasionally coincide with the arguments put forward by policy documents, although they also resist certain discourses. This study sheds some light on the complexity of voices that continue to form Australia’s language policy debates, and discusses the implications that this has on bilingual programs.
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