Who is the authority? The study of language registers and ideologies in two mother tongue classes in Copenhagen

This article investigates encounters between the two overall language resources – standard vs. non-standard and regional varieties – in two linguistic minority communities in Denmark. Concentrating on Turkish and Farsi mother tongue classes, the study departs from two interviews with the parents of...

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Bibliographic Details
Published in:Multilingua 2018-11, Vol.37 (6), p.649-680
Main Author: Ghandchi, Narges
Format: Article
Language:English
Subjects:
Authority
centers of authority
Cultural Maintenance
Dominance
Elementary Secondary Education
Foreign Countries
Ideology
Indo European Languages
Language ideologies
Language Maintenance
Language Minorities
Language of Instruction
Language policy
Language Usage
Language varieties
Minority groups
Minority languages
mother tongue education
Mothers
Native language
Native Language Instruction
Paradigms
Parent Attitudes
Persian language
Preferences
Public Policy
Regional dialects
Register
Sociolinguistics
Standard dialects
standard language
Turkish
Turkish language
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Summary:This article investigates encounters between the two overall language resources – standard vs. non-standard and regional varieties – in two linguistic minority communities in Denmark. Concentrating on Turkish and Farsi mother tongue classes, the study departs from two interviews with the parents of mother tongue students. Additional ethnographic evidence from the respective mother tongue classes show when and how the two overall varieties of the respective languages are reacted to and valorized among the study participants. Two main issues are explored in this context: first, language ideological paradigms of dominance – and – and, second, the extension and expansion of language users’ ideologies regarding . The article concludes that during the encounters and discussions concerning ideological views supporting either of the overall language resources, a form for authority exists and becomes oriented to in line with the history of language policy of the countries of origin.
ISSN:0167-8507
1613-3684
DOI:10.1515/multi-2016-0011