(I)Legitimate Languages or "What talking means"
What Space(s) for Didactic Collaboration Between Heritage Language Teaching and Compulsory Education in Switzerland?
DOI:
https://doi.org/10.25749/sis.27255Keywords:
heritage language teaching, compulsory education, collaboration, linguistic repertoire, pluralistic approachesAbstract
In a global and transnational society, the school population is increasingly multicultural and multilingual. Switzerland, multilingual by nature, has a strong migrant community, therefore many heritage languages are part of the educational landscape. However, this high linguistic diversity does not seem to have acquired proportional visibility in the compulsory educational system. In this context, the concept of “legitimate language” (Bourdieu, 1982), helps us to understand the phenomenon of an “illegitimate language experience”, as described in the “period of hidden children” (Frigerio, 2014).
In this text, we will discuss the presence and promotion of linguistic diversity in the Swiss school system. The analysis of the results of two pedagogical projects will allow us to understand in which areas collaboration between compulsory education and heritage language teaching can be developed and which is the added value of this didactic articulation, allowing us to trace perspectives for future 'legitimate' experiences of all languages.
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