Binnen het Nederlandse deel van het internationale onderzoeksproject Multilectal Literacy in Educations vinden er twee (Engelstalige) lezingen plaats die openbaar toegankelijk zijn en gratis. Aanmelden is niet nodig en iedereen is welkom.

Date: 3 October

Location: Spiegelzaal Grote Gracht, Maastricht

10.30-11.00

Daan Hovens (ITEM, UM)

Educational investments in ‘neighbouring languages’ between Meuse and Rhine

In this presentation, I discuss my ongoing sociolinguistic study for the INTERREG project EMR-Lingua. The goal of this study is to write a research report with recommendations for educational policy makers in the Euregio Meuse-Rhine, a Belgian-Dutch-German cross-border region. The research question is why secondary schools in this cross-border region do, or do not, invest in the education of so-called “neighbour languages” (Dutch, French, German) and cross-border activities such as pupil exchanges. The primary research method is interviews with representatives from different secondary schools in the region, mostly teachers with a specific interest or task with regard to international school activities. Theoretically, the project builds upon insights from the fields of language (education) policy and border studies. In the presentation, I discuss a number of preliminary findings as well as the recommendations that may be drawn from them.

15.00-15.30

Marie Rickert (LK, FASoS UM)

Language practices in Early Childcare and Education: The Limburgish context through a participation lens.

Children in Early Childcare and Education in Dutch Limburg take on many different participatory roles when navigating the bidialectal space of the childcare facility. In this talk, I discuss how children’s participation in Early Childcare and Education takes shape at the interplay of ideologies, practices, and policies. My analysis shows how teachers and toddlers use both Dutch and the regional language Limburgish, respectively, as well as other semiotic means such as singing to shape situational interactional participation in a way that resonates with the sociocultural arena of the pre-school and dominant societal language ideologies more generally. Furthermore, the micro-interactions studied based on linguistic ethnography in a pre-school in Limburg highlight children’s linguistic agency in processes of meaning-making in the pre-school.