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1. The Notion of Diversity in Language Education: Policy and Practice at Primary Level in France (EJ728375)
Author(s):
Helot, Christine; Young, Andrea
Source:
Language, Culture and Curriculum, v18 n3 p242-257 2005
Pub Date:
2005-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Cultural Pluralism; Foreign Countries; Second Language Instruction; Cultural Awareness; Language Teachers; Bilingualism; Educational Policy; Metalinguistics
Abstract: This paper will present an analysis of the notion of cultural and linguistic diversity in the new curriculum for primary schools in France (MEN, 2003). First, it will explain how this notion is linked both to a wider choice of languages and to the teaching of one foreign or regional language only. We shall argue that, despite the wide theoretical choice of languages and the purported ministerial objective of "familiarisation" with linguistic and cultural diversity, the notion of diversity is envisaged mainly as a policy to counterbalance the hegemony of English. The second part of the paper will report on a language and cultural awareness project in a primary school in Alsace, where a variety of languages and cultures of different status have been presented to pupils. In contrast to the objectives of foreign language teaching (FLT), the project focused on raising the profile of minority languages, acknowledging the educational potential of home bilingualism, educating children about language, languages, and the relativity of cultural practices, with the ultimate aim of fostering tolerance. Our analysis shows that, despite the reluctance of most French schools to move away from a monolingual habitus, some teachers are able to go beyond the top-down policies inscribed in the new curriculum. The teachers in the Didenheim project were not afraid to tackle the growing multilingualism within their classrooms and have been able to break down ideological barriers by using the linguistic and cultural diversity of their pupils as a resource for learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Language Awareness and/or Language Learning in French Primary Schools Today (EJ789830)
Young, Andrea; Helot, Christine
Language Awareness, v12 n3 p234-246 2003
2003-00-00
Journal Articles; Reports - Evaluative
Descriptors: Metalinguistics; Biculturalism; Educational Change; Elementary Schools; Language Planning; Educational Policy; Multilingualism; Second Language Instruction; Foreign Countries; French; Sociolinguistics; Language Attitudes
Abstract: The paper presents the language policies being implemented in French primary schools under the present educational reform and considers how they tackle the question of sociocultural and linguistic pluralism. It questions the choice of teaching one foreign language from a very early age at kindergarten rather than opting for a model of language awareness which takes into account the various languages spoken outside school by a growing number of children whose bilingualism and biculturalism remains ignored and unexploited. The different possible translations of the term "language awareness" in French are discussed and one language awareness project being carried out over three years in a primary school in Alsace are presented in order to illustrate how languages of different status can be legitimised early on in primary school and how language awareness can be complementary to language learning. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Alsace. (EJ657482)
Bister-Broosen, Helga
Journal of Multilingual and Multicultural Development, v23 n1-2 p98-111 2002
2002-00-00
Information Analyses; Journal Articles
N/A
Descriptors: Bilingual Education; Dialects; Foreign Countries; French; German; Multilingualism; Standard Spoken Usage
Abstract: Gives an overview of recent research on the Alsatian language in a contact situation and discusses the function of the language and state border. Contacts across the state border are analyzed and the function of various linguistic codes on both sides of the state border are described. Suggests that the the sole post-war innovation in Alsace is the introduction of bilingual instruction. (Author/VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. German: The German Language in Education in Alsace, France. 2nd Edition. Regional Dossiers Series. (ED453657)
Van der Schaaf, Alie, Comp.; Morgen, Daniel, Comp.
2001-00-00
Reports - Descriptive
Descriptors: Cultural Maintenance; Educational Policy; Ethnic Groups; Foreign Countries; German; Heritage Education; Language Maintenance; Language Minorities; Language Planning; National Programs; Official Languages; Second Language Instruction; Second Language Learning; Uncommonly Taught Languages
Abstract: This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of the European Union-- Alsace, a part of France along the German border. Details about the features of the educational system, recent educational policies, divisions of responsibilities, main actors, legal arrangements, support structures, and qualitative information on a number of schools, teachers, pupils, and financial investments. This information is designed to serve the needs of policy makers, researchers, teachers, students, and journalists as they assess the developments in European minority language schooling. This information may also serve as a first orientation towards further research (additional readings are suggested and contact information provided). Specifically, information is provided on preschool, primary, secondary, vocational, higher, and adult education, as well as a review of educational research, summary statistics, and overall prospects for the use of the language under study. The subject of this dossier is the German, called Elsaesser-Ditsch by Alsatians, spoken in Alsace region of France. The language has two distinct dialects: Fraenkisch and Alemanish. Alemanisch is the focus of this inquiry. The language does not have official status in the France, though it has had a special status in education since 1985. (Contains 39 references.) (KFT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages Be Valued? (EJ645359)
International Journal of Bilingual Education and Bilingualism, v5 n2 p96-112 2002
Journal Articles; Reports - Research
Descriptors: Bilingual Education; Bilingualism; Elementary Education; Foreign Countries; Language Minorities; Language Planning; Metalinguistics; Public Policy; Second Language Instruction; Second Language Learning
Abstract: Highlights a language awareness project in a small primary school in the Mulhouse area of Alsace in France as an example of how languages of unequal status can be placed on an equal footing in a school context, how children can be educated to linguistic and cultural variety, and the teachers can be made aware of the linguistic and cultural wealth present in their classes and their community. (Author/VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. French-German Bilingual Education in Alsace. (EJ566376)
Bister-Broosen, Helga; Willemyns, Roland
Bilingual Education and Bilingualism, v1 n1 p3-17 1998
1998-00-00
Descriptors: Bilingual Education; Bilingualism; Diachronic Linguistics; Educational Policy; Elementary Secondary Education; Foreign Countries; French; German; Preschool Education; Second Language Instruction; Second Language Learning
Abstract: Discusses the past history of German instruction in Alsatian schools and focuses on a recent and new development--the introduction of bilingual instruction (in French and English) in a series of pre-elementary and elementary schools, public as well as private. (Author/JL)
7. Kindergarten. (ED346995)
Hill, Patty Smith
1992-00-00
Historical Materials
Descriptors: Child Health; Childrens Literature; Educational Change; Educational History; Educational Improvement; Educational Philosophy; Educational Theories; Elementary School Curriculum; Kindergarten; Kindergarten Children; Preschool Curriculum; Preschool Education; Primary Education; Private Financial Support; Teaching Methods
Abstract: This reprint of an encyclopedia article describes the history of kindergarten education through approximately 1940. Kindergarten is defined as "a specialized school adapted to the nature and needs of young children from the fourth to the sixth year." Kindergarten was originated by Friedrich Froebel in Germany around 1840. Froebel's predecessors included Jean Frederic Oberlin, who established a preschool in Alsace (1774), and Robert Owen, who established a school for young children in New Lanark, Scotland (1800). The early kindergarten movement in the United States was influenced by philanthropic support and the psychological and philosophical ideas popular after 1890. The continued development of kindergarten in America was influenced by the work of G. Stanley Hall and John Dewey. By 1940, improvements in theory and practice in nursery schools, kindergartens, and primary grades included: (1) increased use of artistic play materials and equipment; (2) improved teaching methods; (3) an emphasis on sanitation and health; (4) improved standards for literature and art; (5) the use of hands-on experience in nature study and elementary science; (6) parental cooperation; and (7) a unified curriculum from nursery school through the primary grades. A bibliography of 45 items published between 1877 and 1940 is provided. A history of the Association for Childhood Education International through 1941, which was not included in the original encyclopedia article, is appended to this reprint. (BC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Militarism at Bay in the Aftermath of the Zabern Crisis, 1913-1914. (EJ314528)
Mackey, Richard William
Indiana Social Studies Quarterly, v37 n3 p53-63 Win 1984-85
1985-00-00
Journal Articles; Historical Materials
Descriptors: European History; Foreign Countries; Military Personnel; Modern History
Abstract: Through a series of events in German-controlled Alsace, e.g., a Prussian military commander insulted Alsatian civilians and the French flag, the fundamental question of civilian-military relations in both Alsace-Lorraine and Germany itself was brought to the fore. How the situation was handled is discussed. (RM)
9. Assimilation linguistique et attitudes linguistiques de jeunes Alsaciens (Linguistic Assimilation and Linguistic Attitudes of Young Alsatians). (EJ345637)
Khettry, Francoise
Canadian Modern Language Review, v43 n1 p59-78 Oct 1986
1986-00-00
Descriptors: Acculturation; Foreign Countries; French; High School Students; High Schools; Language Attitudes; Language Maintenance; Language Role; Language Usage; Regional Dialects; Second Language Instruction; Sociolinguistics; Values
Abstract: A study examined the relationship of young Alsatians' language attitudes to both their language behavior at school and their linguistic norm and attitudes toward maintenance of their dialect. Results suggest that maintenance of minority languages can be helped by teaching linguistic minority youth to value their language and combat stereotypes. (MSE)
10. Maintien de l'alsacien et adoption du francais. Elements de la situation linguistique en milieu rural en Alsace (Maintenance of Alsatian and Adoption of French. Some Aspects of the Linguistic Situation in Rural Sections of Alsace). (EJ247293)
Tabouret-Keller, Andree; Luckel, Frederic
Langages, n61 p39-62 Mar 1981
1981-03-00
Descriptors: Bilingualism; Dialect Studies; Diglossia; French; Language Maintenance; Language Research; Literature Reviews; Regional Dialects; Rural Population; Social Change; Sociocultural Patterns; Sociolinguistics
Abstract: In the context of reflections on sociolinguistic research in Alsace, results are discussed of current studies which indicate the importance of the city/rural area distinction in use of French and Alsatian. The complexity of the actual linguistic situation in Alsace is described. (AMH)
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