{"id":51714,"date":"2022-11-03T15:45:17","date_gmt":"2022-11-03T15:45:17","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=51714"},"modified":"2022-11-03T15:45:17","modified_gmt":"2022-11-03T15:45:17","slug":"artigo-ilegitimate-languages-or-what-talking-means-what-spaces-for-didactic-collaboration-between-heritage-language-teaching-and-compulsory-education-in-switzerland","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=51714","title":{"rendered":"Artigo | (I)Legitimate Languages or “What talking means”: What Space(s) for Didactic Collaboration Between Heritage Language Teaching and Compulsory Education in Switzerland?"},"content":{"rendered":"\n

Irene Zingg & Maria de Lurdes Gon\u00e7alves (CIDTFF) | Sisyphus \u2014 Journal of Education<\/em> | 10(3) | 265-293<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n

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In a global and transnational society, the school population is increasingly multicultural and multilingual. Switzerland, multilingual by nature, has a strong migrant community, therefore many heritage languages \u200b\u200bare part of the educational landscape. However, this high linguistic diversity does not seem to have acquired proportional visibility in the compulsory educational system. In this context, the concept of \u201clegitimate language\u201d (Bourdieu, 1982), helps us to understand the phenomenon of an \u201cillegitimate language experience\u201d, as described in the \u201cperiod of hidden children\u201d (Frigerio, 2014).<\/p>\n\n\n\n

In this text, we will discuss the presence and promotion of linguistic diversity in the Swiss school system. The analysis of the results of two pedagogical projects will allow us to understand in which areas collaboration between compulsory education and heritage language teaching can be developed and which is the added value of this didactic articulation, allowing us to trace perspectives for future ‘legitimate’ experiences of all languages.<\/p>\n\n\n\n

Keywords<\/strong>: heritage language teaching, compulsory education, collaboration, linguistic repertoire, pluralistic approaches<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:<\/strong><\/p>\n\n\n\n

Zingg, I., & Gon\u00e7alves, M. L. (2022). (I)Legitimate Languages or “What talking means”: What Space(s) for Didactic Collaboration Between Heritage Language Teaching and Compulsory Education in Switzerland? Sisyphus \u2014 Journal of Education<\/em>, 10(3), 265-293. https:\/\/doi.org\/10.25749\/sis.27255<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Irene Zingg & Maria de Lurdes Gon\u00e7alves (CIDTFF) | Sisyphus \u2014 Journal of Education | 10(3) | 265-293 Abstract: In a global and transnational society, the school population is increasingly multicultural and multilingual. Switzerland, multilingual by nature, has a strong migrant community, therefore many heritage languages \u200b\u200bare part of the educational landscape. However, this high […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,5],"tags":[],"class_list":["post-51714","post","type-post","status-publish","format-standard","hentry","category-artigos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t