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The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries

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Ingrid Gogolin at University of Hamburg
Ingrid Gogolin
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Abstract

This article describes a fixed pattern of assumptions about language learning implicit in the idea of a national language, and explores their role in failure in the multilingual, multicultural classroom. These examples are drawn from Europe, but they raise important issues for multilingual countries like South Africa with a dominant language of education.In hierdie artikel word 'n gevestigde patroon van aannames ondersoek oor die aanleer van 'n taal soos dit duidelik na vore kom in die opvatting oor 'n nasionale taal; verder word die rol wat dit by mislukking in die veeltalige, multikulturele klaskamer speel, ontleed. Hierdie voorbeelde word aan Europa ontleen, maar dit bring belangrike vraagstukke na vore in veeltalige lande soos Suid-Afrika waar 'n dominante taal van onderrig voorkom.
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... One key agenda of policymakers embracing the standard language ideology is to prioritize linguistically dominant people's political, moral, and economic interests (Irvine, 2016;Kroskrity, 2010), which are influenced by monolingual habitus (Gogolin, 1997) and attained through the promotion of preferred DLs and their features, such as specific dialects, varieties, scripts, and/or registers. The elevation of DLs and their features is detrimental to the survival of NDLs, and/or lesser-known dialects of the same DL as they often get neglected, rejected, and considered irrelevant, or inferior. ...
... In fact, both the constitutions foreground Devanagari script as: 'The Nepali language in the Devanagari script is the language of the nation of Nepal [and] shall be the official language' (Himalaya, 1991, Article 6(1)); 'The Nepali language written in Devanagari script shall be the language of official business in Nepal' (Nepal Law Society, 2015, Article 7(1)). Because most of the ethnic and Indigenous languages in Nepal are constrained to oral tradition and/or use non-Devanagari scripts (Gautam, 2019;Phyak, 2021), the preference for Devanagari script implies the influence of monolingual habitus (Gogolin, 1997). ...
... The elevation of Nepali and its script in the context of Nepal should be viewed as a norm as linguistically dominant people have controlled political power since the country's unification in 1769 (Gautam, 2021;Weinberg, 2021). Scholars agree that linguistically dominant people have very positive views about their language and pejorative views about minority languages (Ricento, 2013;Silverstein, 1979); therefore, they have the inclination toward embracing monolingual habitus (Gogolin, 1997), which in turn effects detrimental consequences on minority languages and affect schooling in NDLs. Also, as Piller (2015) states that linguistically privileged people tend to prefer language forms that they are familiar with, in the current scenario the Devanagari script, their penchant for the Nepali language and attempts to perpetuate the upper-middle class language ideology is not a surprise (Lippi-Green, 2004). ...
Barriers to language maintenance and multilingual schooling: examining the language policy provisions in Nepal’s constitutions
Article
Full-text available
  • Jun 2024
Despite Nepal’s huge linguistic diversity, maintaining minority languages and providing the mother tongue-based education to non-dominant language children are Nepal’s two major obstacles. Scholars have pointed to a negative consequence of the standard language ideology on non-dominant language maintenance and mother tongue-based schooling. Using the critical discourse analysis, this paper analyzed the discourse of Nepal’s two recent constitutions, which have largely been celebrated as transformative language policy texts in favor of non-dominant languages. Analysis of constitutional discourse has implications for language-based equity, home language-based schooling, and the maintenance of non-dominant languages. The current analysis revealed that Nepal’s recent constitutions have employed marginalizing linguistic categories of foregrounding, indexicality, backgrounding, and erasure in promoting the dominant language ideology, which can be rationalized to deny or delay linguistic rights and the mother tongue-based education. While the current research found the new constitution being more assertive than the previous one in support of multilingual schooling and the maintenance of non-dominant languages, existing constitutional provisions are insufficient to alter the current dominant language-based medium of instruction priority and linguistic domination. The continuation of the current language practices weakens the prospects for non-dominant language maintenance and home language-based schooling and legitimizes the state’s inaction in implementing constitutional provisions. This paper concludes that analysis of language policy discourse is important to dig up the roots hindering non-dominant language development and the mother tongue-based schooling and locating the sites of linguistic marginalization.
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... Since the national language is predominant in most biology classes, students need to have a high level of proficiency in this language in order to participate in learning. This "monolingual habitus" (Gogolin, 1997) constitutes one of the main barriers for second language learners (SLL). ...
One Fits Them All? Metaphors in Multilingual Biology Classes
Conference Paper
  • Sep 2024
Full-text available: https://drive.google.com/file/d/1IN0d2JLxT0f2ZCgIgDilDXUuQ5EE3oyZ/view Metaphors are a crucial factor in students’ biological content learning as they are used to make abstract phenomena more comprehensible. Therefore, metaphors are used in biology education to support students’ learning. However, metaphors might even impede the understanding of non-native speakers: They must not be understood literally, but in a transferred sense, and the usage of metaphors differs between different languages as well as cultures. So far, it is still unclear what impact different first languages have on students’ use of metaphors with respect to their biological content learning. This study examines which metaphors students with different first languages use when talking about immunology as biological phenomenon and to what extent and kind the metaphors differ. For this purpose, guided interviews with 10th grade students (15-17 years old) were conducted. Additionally, information about students’ language biography was collected. The interviews are analyzed by using a combination of two methods: First, Qualitative Content Analysis is used to structure the content of the interviews, and afterwards, the data was analyzed by Systematic Metaphor Analysis to get a deeper insight into students’ metaphor use while talking about different aspects of the phenomenon. Using these methods, a deeper insight into the connection between content and language was gained. Results show that students' use of metaphors differs individually. Contradictory to the state of research, 18 different types of metaphors were found, of which some metaphors were used just by single students.
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... Since the national language is predominant in most biology classes, students need to have a high level of proficiency in this language in order to participate in learning. This "monolingual habitus" (Gogolin, 1997) constitutes one of the main barriers for second language learners (SLL). ...
The 15th Conference of the European Science Education Research Association (ESERA) Proceedings Book Series-III
Book
Full-text available
  • Oct 2024
The third book in the ESERA 2023 Proceedings Book Series brings together research that spans four key strands of science education: Nature of Science: History, Philosophy and Sociology of Science (Strand 5), Interdisciplinarity and Education (Strand 6), Discourse and Argumentation in Science Education (Strand 7), and Scientific Literacy and Socio-scientific Issues (Strand 8). This collection reflects the diverse yet interconnected themes that drive contemporary research in science education and contribute to a deeper understanding of how science is taught, learned, and applied in various contexts.
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... Foucault (2002) states that language use is never neutral and can be connected to power structures. The monolingual habitus and focus on the national language in education risks the creation of an unjust language hierarchy (see also Gogolin, 2013;Bergström et al., 2024). ...
‘English is a Subject that You Should Teach Yourself ’: Power and Learner Identity in the Language Introduction Programme in Sweden
Article
  • Sep 2024
This article explores students’ perspectives on English language learning in relation to the Language Introduction Programme in Sweden, which is an individual transitional programme for newly arrived immigrants and seeks to quickly transition adolescents into further education or the job market. High proficiency in English is vital in Swedish society, and insufficient knowledge of English can lead to negative long-term consequences for both individuals and society regarding inequality. The methodology used is based on linguistic ethnography, and the data for this article consists of eight semi-structured interviews with students in the programme at one school. Foucauldian perspectives are used to analyse power and the construction of language ideologies relating to the multilingual English-language classroom and learner identity. The results show that the importance of proficiency in English for a successful educational transition from the Language Introduction Programme is rarely communicated to students. Furthermore, English is positioned as a subject of low importance within the organisation. The results also show that monolingual norms and language hierarchies limit the students’ ability to use their first language when learning English.
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... While Norway has been a multilingual country for centuries, a monolingual Norwegian ideology has been deeply rooted since the nation-building process during the 19 th century, with the promotion of a 'one nation -one language' ideology (Gogolin 1997;Kulbrandstad 2018). Despite the abandonment of assimilationist policies in 1979 (Engen 2011), and the greater linguistic diversity due to the rise of modern labour immigration to Norway during the 1970s, the Norweigan immigration and school systems are still critisised for sustaining monolingual Norwegian ideologies (Kulbrandstad 2017). ...
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... In school, pupils are part of an educational structure that introduces specific patterns of linguistic interaction, which may or may not align with the communicative experiences and practices of the society in which they are integrated (Hélot 2014). To promote interactive practices observed outside the educational context, the pedagogical approach should strive to move away from the lingering monolingual principle (Howatt 1984, 289) or habitus (Gogolin 1997) still present in the school system in South Tyrol. The initial step should involve challenging the "two solitudes assumptions in bilingual education", as suggested by Cummins (2008). ...
Multilingual Literacy and Metalinguistic Reflection in Primary School
Chapter
Full-text available
  • Jun 2024
In today’s global society, an increasing number of people speak a few widely spoken languages enjoying high standardisation and official recognition. Meanwhile, minority and local languages are gaining interest from specialists and society. This volume explores the rich topic of bi(dia)lectal repertoires, focusing on their grammatical as well as attitudinal, social and political dimension. With contributions from the international conference ‘Language Attitudes and Bi(dia)lectal Competence (LABiC)’, held at ­Ca’ ­Foscari University of Venice in September 2022, the volume is suited for linguists, educators, policymakers, and language enthusiasts who strive to support minority languages in a globalised world.
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... In school, pupils are part of an educational structure that introduces specific patterns of linguistic interaction, which may or may not align with the communicative experiences and practices of the society in which they are integrated (Hélot 2014). To promote interactive practices observed outside the educational context, the pedagogical approach should strive to move away from the lingering monolingual principle (Howatt 1984, 289) or habitus (Gogolin 1997) still present in the school system in South Tyrol. The initial step should involve challenging the "two solitudes assumptions in bilingual education", as suggested by Cummins (2008). ...
Language Attitudes and Bi(dia)lectal Competence
Book
Full-text available
  • Jun 2024
In today’s global society, an increasing number of people speak a few widely spoken languages enjoying high standardisation and official recognition. Meanwhile, minority and local languages are gaining interest from specialists and society. This volume explores the rich topic of bi(dia)lectal repertoires, focusing on their grammatical as well as attitudinal, social and political dimension. With contributions from the international conference ‘Language Attitudes and Bi(dia)lectal Competence (LABiC)’, held at ­Ca’ ­Foscari University of Venice in September 2022, the volume is suited for linguists, educators, policymakers, and language enthusiasts who strive to support minority languages in a globalised world.
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... Keywords: diversity, icebreakers, identity, inclusion, plurilingualism Plurilingual pedagogies have emerged as a critical response to monolingual and multilingual ideologies and practices (e.g., Lau & Van Viegen, 2020). Monolingual beliefs uphold one-nation-one-language ideals, devaluing and restricting individual and societal diversity (Gogolin, 1997); multilingual perspectives maintain an artificial separation of linguistic and cultural codes, often approaching language development from a view of "double monolingualism" (Jørgensen et al., 2015). Plurilingualism, instead, recognizes and normalizes the interconnection of diverse and dynamic linguistic and cultural repertoires, validating partial knowledge and emphasizing the complexity involved in language use (Chen et al., 2022;Piccardo, 2018). ...
Breaking More than the Ice: Affording and Affirming Plurilingualism through Identity-Based Icebreaker Activities
Article
Full-text available
  • Dec 2023
Plurilingualism has populated the intersection of theory and pedagogy with practices that support the inclusion of diverse linguistic and cultural identities in language education. In some educational contexts, such as English for Academic Purposes (EAP), plurilingual practices can be met with resistance due to systemic target-language-only beliefs and approaches. This article aims to resist monolingualism in EAP by detailing the benefits of incorporating identity-based icebreaker activities within a plurilingual framework. Using an action research methodology, this article draws on class recordings, lesson plans, and observation notes to analyze the implementation of a series of identity-based icebreakers in an online EAP course at a Canadian university. Findings show that the systematic use of identity-based icebreakers afforded affirmations of plurilingual identities in class, while coinciding with the emergence of vulnerability, community, and criticality. This article contributes to contextualized understandings of the use of plurilingual pedagogical strategies in a traditionally monolingual teaching context, suggesting that even micro activities can have an impact on linguistic and cultural inclusion in language education. Le plurilinguisme se situe à l’intersection de la théorie et de la pédagogie avec des pratiques qui soutiennent l’inclusion de diverses identités linguistiques et culturelles dans l’enseignement des langues. Dans certains contextes éducatifs, tels que l’anglais sur objectifs académiques (AOA), les pratiques plurilingues peuvent se heurter à une certaine résistance en raison de croyances et d’approches systémiques axées sur l’utilisation exclusive de la langue cible. Cet article vise à résister au monolinguisme dans le contexte de l’AOA en détaillant les avantages de l’intégration d’activités brise-glace basées sur l’identité dans un cadre plurilingue. En utilisant une méthodologie de recherche-action, cet article s’appuie sur des enregistrements de classe, des plans de cours et des notes d’observation pour analyser la mise en oeuvre d’une série d’activités briseglace basées sur l’identité dans un cours d’AOA en ligne dans une université canadienne. Les résultats montrent que l’utilisation systématique de brise-glace basés sur l’identité a permis d’affirmer les identités plurilingues en classe, tout en coïncidant avec l’émergence de la vulnérabilité, de l’esprit de communauté et de l’esprit critique. Cet article contribue à la compréhension contextualisée de l’utilisation de stratégies pédagogiques plurilingues dans un contexte d’enseignement traditionnellement monolingue et suggère que même de courtes activités peuvent avoir un impact sur l’inclusion linguistique et culturelle dans l’enseignement des langues.
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... In the words of Inbar-Lourie (2010) "language teaching pedagogy has tended to ignore or even suppress bilingual or multilingual options endorsing a predominantly monolingual policy […]" (ibid., 351). Gogolin (1997) refers to these teaching practices as monolingual habitus, whereas Blommaert et al. (2006) as monoglot ideologies. It is worth mentioning that Blommaert et al. (2006) found that teachers tended to disqualify the linguistic and literacy background of newly arrived immigrant children as not being relevant to the acquisition of the school dominant language. ...
University Foreign Language Instructors' beliefs about Multilingualism and Multilingual Practices
Article
Full-text available
  • Jun 2024
Multilingualism is a common feature of globalized societies and a valuable resource among researchers, teachers, students and society. Knowledge of teachers" beliefs is central to understanding teachers" behaviors, decisions and practices in the classroom. The current study explores Greek university foreign language instructors" beliefs about multilingualism and the use of multilingual practices in educational settings. Data were collected via focus groups discussions with 15 foreign language instructors from various Greek universities. Teachers" discussions were analyzed using thematic analysis. Two main findings emerged from the analysis. Firstly, participants hold positive beliefs about multilingualism. Secondly, these beliefs are not reflected on teaching practices in the classroom because teachers tend to adhere to monolingual and more traditional teaching and assessment approaches posing challenges for the implementation of multilingual policies. Implications for altering or affecting foreign language instructors" beliefs about multilingual pedagogical practices are discussed.
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The Future: Imagining Alternative Linguistic Possibilities
Chapter
  • Oct 2024
This chapter looks into the future of LPP in ASEAN. Instead of predicting how the linguistic future may unfold in ASEAN and the region, the chapter prioritises remaining this future. The LPP scholar participants and policy officials were invited to reflect what an ideal ASEAN LPP may look like, as an alternative to the current English-only regime. The chapter provides a balanced account of the future linguistic possibilities for ASEAN, ranging from the idealist standpoint or what we call ‘linguistic utopianism’, to the more realistically oriented LPP considerations for ASEAN. Theoretical contributions of the chapter include exploring possible ways forward in the case of ASEAN, using a hybrid approach and combining language-as-resources and ecology-of-language paradigms as underlying ideologies to inform future LPP possibilities. While including Bahasa Indonesia or Mandarin as potential co-working languages in ASEAN may not receive wide support, there is wider support for a multilingual imagination of education in the region modelled on mother tongue-based multilingual education (MTB-MLE).
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Community Languages: The Australian Experience
Book
  • Jul 1991
Without even considering the 150 Aboriginal languages still spoken, Australia has an unparalleled mix of languages other than English in common usage, languages often described by the term 'community'. Drawing on census data and other statistics, this book addresses the current suitation of community languages in Australia, analysing which are spoken, by whom, and whereabouts. It focuses on three main issues: how languages other than English are maintained in an English speaking environment, how the structure of the languages themselves changes over time, and how the government has responded to such ethnolinguistic diversity. At a time of unprecedented awareness of these languages within society and a realisation of the importance of mutlilingualism in business, this book makes a significant contribution to understanding the role of community languages in shaping the future of Australian society.
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Der Monolinguale Habitus der Multilingualen Schüle
Article
  • Jan 1994
Bibliogr. s. 267-291 a s. 324-331
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LIEBAU, ECKART AND LUDWIG HUBER. 1985. Die Kulturen der Fiicher. In: Liebau, E and S Miil1er-Rolli (Eds). Lebensstil und Lerriform, Heft 3 der Neuen Sammlung:314-339.