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Language Hierarchisations and Dehierarchisations: Nordic Parents' Views Towards Language Awareness Activities
ARTICLE

, University of Copenhagen, Copenhagen, Denmark ; , National Institute of Education/NTU, Singapore ; , University of Iceland, Reykjavik, Iceland

IJBIDE Volume 3, Number 2, ISSN 2379-7363 Publisher: IGI Global

Abstract

This article describes how Nordic societies have become more diverse with regard to languages presented at school. However, strong language hierarchies can be identified, which position majority, migrant and minority languages in the schools differently. This article will present some findings from the DELA-NOBA project which focus on parents' perspective on plurilingualism and language awareness. In the project, a set of teaching activities focusing on language awareness and diversity were developed in schools in the participating countries in order to contribute to language dehierarchisations. The theoretical framing for this study is based on a conceptualisation of language hierarchisation and dehierarchisation, and the data used are from parents' pre- and post-questionnaires in Denmark, Iceland and Finland. An important aim of this study was to investigate parents' choices and representations concerning plurilingualism and plurilingual education. The results indicate that plurlingualism is strongly appreciated by the parents, but the recognition of language hierarchies needs more attention.

Citation

Daryai-Hansen, P., Layne, H. & Lefever, S. (2018). Language Hierarchisations and Dehierarchisations: Nordic Parents' Views Towards Language Awareness Activities. International Journal of Bias, Identity and Diversities in Education, 3(2), 60-76. IGI Global. Retrieved June 17, 2021 from .

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