Es ich groter bin dan mag ik naar de peuterspeelzaal: Analysing the Multilingual Landscape of Eijsden-Margraten's Pre-School Playgrounds
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2017-08-31
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en
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In the multilingual landscape at Eijsden-Margraten’s pre-school playgrounds, Limburgish and Dutch are commonly spoken, in addition to a few different home languages. This thesis details how this ‘landscape’ looks for teachers and children (with different first languages), and to what extent social inequality exists. Adopting an ethnographic approach, the observations are reflected against literature on language socialisation, multilingualism, language policy, accommodation, and usage-based theory. Additionally, the Limburgish observations are reflected against reported behaviour by the Frisian Sintrum Frysktalige Berne-opfang, too. Dutch is the language highest in the social order: children are socialised to use it in group communication, instructions, and important social, educational, hierarchically defined activities, unlike Limburgish which is restricted to individual, conversations between those who speak it. Other home languages are even lower in the social order. In Friesland, as reported by the SFBO, a language policy in which both languages are hierarchically equal in all contexts exists.
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