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'Is it really for talking?' : the implications of associating a minority language with the school

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journal contribution
posted on 2017-02-14, 12:22 authored by Cassie Smith-Christmas
This paper examines how caregivers in a bilingual family discursively link Gaelic to a school context when interacting with Maggie, an eight year-old who is currently enrolled in Gaelic Medium Education on the Isle of Skye, Scotland. The paper argues that the caregivers achieve this discursive framing primarily through treating Gaelic as a performance language and through orienting to discourses that de-normatise Maggie s use of her minority language. The paper argues that although the caregivers believe they are encouraging Maggie s use of Gaelic, by framing the language in a school context, they link Gaelic to authority. It is further argued that this association of Gaelic with authority may be one of the many contributing factors to Maggie s low use of the language overall. The paper concludes by discussing the implications of this argument in terms of language policy and planning.

History

Publication

Language Culture and Curriculum;30 (1), pp. 32-47

Publisher

Taylor and Francis

Note

peer-reviewed

Rights

This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Language, Culture and Curriculum 2017 copyright Taylor & Francis, available online at:http://dx.doi.org/10.1080/07908318.2016.1230619

Language

English

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