Speaking Turkish in Belgian primary schools: teacher beliefs versus effective consequences
In this mixed-method study, we explore teachers’ beliefs concerning the use of the Turkish language by Turkish children in Belgian primary schools, and we compare these findings with the effective consequences of language maintenance. The qualitative analyses revealed thatteachers have very negative views about the use of the Turkish language, as they believe that speaking the mother tongue is detrimental to academic achievement. These adverse teacher beliefs are not only shaped by the assimilationist policy context in Belgium, but they are also (re)produced and reinforced by interactions betw... Mehr ...
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Dokumenttyp: | journalarticle |
Erscheinungsdatum: | 2014 |
Schlagwörter: | Social Sciences / BILINGUALISM / ACADEMIC-ACHIEVEMENT / IMMIGRANTS / NETHERLANDS / STUDENTS / CHILDREN / GERMANY / CONTEXT / FRANCE / POLICY / Language use / language maintenance / academic achievement / sense of school belonging / European Turks / Belgium |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26528742 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://biblio.ugent.be/publication/5664851 |