Language attitudes and code-switching behaviour in a multilingual educational context : the case of Luxembourg
This thesis is a sociolinguistic investigation of language attitudes and code-switching behaviour in Luxembourgâs multilingual education system. Through a large-scale questionnaire study of language attitudes and an ethnographic study of attitudes and multilingual classroom behaviour, this study aims to examine the role of socio-psychological, socio-political and socio-pragmatic factors in the production of language. Furthermore, the research attempts to provide empirical information concerning language attitudes and multilingual classroom behaviour that can be directly applied to future language in education policies in Luxembourg. A link between language attitudes and language behaviour is statistically established in both the large-scale questionnaire study and the ethnographic investigation of classroom code-switching. However, attitudes emerge as only one of many factors that influence language choice in multilingual contexts. The pragmatic analysis of code-switching reveals that language choice inside the classroom is heavily influenced by the context in which it appears as students and teachers code-switch in order to achieve various context-bound goals such as clarifying curriculum content and/or
Redinger, Daniel
Language attitudes and code-switching behaviour in a multilingual educational context : the case of Luxembourg. This thesis is a sociolinguistic investigation of language attitudes and code-switching behaviour in Luxembourgâs multilingual education system. Through a large-scale questionnaire study of language attitudes and an ethnographic study of attitudes and multilingual classroom behaviour, this study aims to examine the role of socio-psychological, socio-political and socio-pragmatic factors in the production of language. Furthermore, the research attempts to provide empirical information concerning language attitudes and multilingual classroom behaviour that can be directly applied to future language in education policies in Luxembourg. A link between language attitudes and language behaviour is statistically established in both the large-scale questionnaire study and the ethnographic investigation of classroom code-switching. However, attitudes emerge as only one of many factors that influence language choice in multilingual contexts. The pragmatic analysis of code-switching reveals that language choice inside the classroom is heavily influenced by the context in which it appears as students and teachers code-switch in order to achieve various context-bound goals such as clarifying curriculum content and/or
language attitudes code_switching behaviour multilingual educational context case sociolinguistic_investigation language attitudes code_switching behaviour multilingual education_system large_scale questionnaire study language_attitude ethnographic_study attitude multilingual classroom behaviour study aim_examine role socio psychological socio_political socio pragmatic_factor production language furthermore attempt_provide empirical information_concern language_attitude multilingual classroom behaviour directly apply future language education_policy link language_attitude language behaviour statistically establish large_scale questionnaire study ethnographic investigation classroom code_switching however attitude emerge many_factor influence language_choice multilingual context pragmatic analysis code_switching reveals language_choice inside classroom heavily_influence context appear student_teacher code switch order_achieve various context bound goal clarify curriculum content and