Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
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Judith Purkarthofer
Judith Purkarthofer works as a post-doctoral research fellow at the Center for Multilingualism in Society across the Lifespan (University of Oslo, Norway). She received her PhD from the University of Vienna (Austria) in 2014 and has published on multilingual speakers, teacher education, school language profiles and Community Media. She is currently most interested in language and the construction of multilingual social spaces and does ethnographic and biographic research in families, schools and kindergartens.
Abstract
Child language development occurs in a given environment, complete with explicit and implicit regulations, intervening actors with their coherent or contradictory intentions, and specific resources for speakers. The main research question of this contribution is: What can drawings as parts of School Language Profiles tell us about the multilingual environments of bilingual families and schools? The analytical framework of spatial and language practices provides a means to talk about how and why certain expressions are chosen and which influences are mentioned in relation to school and family. In particular, the focus is on how heteroglossic spaces are constructed through local/spatial/language practices and how these constructions are represented in the drawings of children. The drawings were collected in a bilingual school in Austria, with Slovene and German as languages of instruction. Children’s drawings present a fine-grained perception of their multilingual surroundings and we see how children refer to home/school in their drawings and distinguish language realities. Findings indicate that language regimes and goals of families and school are in close relation to each other, have influence on each other but do not necessarily always complement each other. This means that in analyzing heteroglossic realities, both cannot be regarded as separate (or separable) spaces.
About the author
Judith Purkarthofer works as a post-doctoral research fellow at the Center for Multilingualism in Society across the Lifespan (University of Oslo, Norway). She received her PhD from the University of Vienna (Austria) in 2014 and has published on multilingual speakers, teacher education, school language profiles and Community Media. She is currently most interested in language and the construction of multilingual social spaces and does ethnographic and biographic research in families, schools and kindergartens.
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
Articles in the same Issue
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
