1. ZHAW digitalcollection
  2. Soziale Arbeit
  3. Publikationen
  4. Publikationen Soziale Arbeit
Full metadata record
DC FieldValueLanguage
dc.contributor.authorKnoll, Alex-
dc.contributor.authorJaeger, Ursina-
dc.date.accessioned2022-11-04T13:36:01Z-
dc.date.available2022-11-04T13:36:01Z-
dc.date.issued2019-
dc.identifier.issn1745-7823de_CH
dc.identifier.issn1745-7831de_CH
dc.identifier.urihttps://www.zora.uzh.ch/id/eprint/185021/de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/25957-
dc.description.abstractLanguage policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers’ use of language differs not only according to situations and pedagogical sequences but also due to children’s social and migrant backgrounds, we ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children’s positions in the social order.de_CH
dc.language.isoende_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofEthnography and Educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectKindergarten ethnographyde_CH
dc.subjectLanguage practicede_CH
dc.subjectDiglossiade_CH
dc.subjectDoing/undoing differencede_CH
dc.subjectEarly childhood educationde_CH
dc.subject.ddc370: Bildung und Erziehungde_CH
dc.subject.ddc430: Deutschde_CH
dc.titleLost in diglossia? : (un-)doing difference by dealing with language variations in Swiss kindergartensde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSoziale Arbeitde_CH
zhaw.organisationalunitInstitut für Kindheit, Jugend und Familie (IKJF)de_CH
dc.identifier.doi10.1080/17457823.2019.1573692de_CH
zhaw.funding.euNode_CH
zhaw.issue2de_CH
zhaw.originated.zhawNode_CH
zhaw.pages.end253de_CH
zhaw.pages.start238de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume15de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.funding.snf159328de_CH
zhaw.webfeedSoziale Arbeit und Schulede_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Soziale Arbeit

Files in This Item:
There are no files associated with this item.
Show simple item record
Knoll, A., & Jaeger, U. (2019). Lost in diglossia? : (un-)doing difference by dealing with language variations in Swiss kindergartens. Ethnography and Education, 15(2), 238–253. https://doi.org/10.1080/17457823.2019.1573692
Knoll, A. and Jaeger, U. (2019) ‘Lost in diglossia? : (un-)doing difference by dealing with language variations in Swiss kindergartens’, Ethnography and Education, 15(2), pp. 238–253. Available at: https://doi.org/10.1080/17457823.2019.1573692.
A. Knoll and U. Jaeger, “Lost in diglossia? : (un-)doing difference by dealing with language variations in Swiss kindergartens,” Ethnography and Education, vol. 15, no. 2, pp. 238–253, 2019, doi: 10.1080/17457823.2019.1573692.
KNOLL, Alex und Ursina JAEGER, 2019. Lost in diglossia? : (un-)doing difference by dealing with language variations in Swiss kindergartens. Ethnography and Education [online]. 2019. Bd. 15, Nr. 2, S. 238–253. DOI 10.1080/17457823.2019.1573692. Verfügbar unter: https://www.zora.uzh.ch/id/eprint/185021/
Knoll, Alex, and Ursina Jaeger. 2019. “Lost in Diglossia? : (Un-)Doing Difference by Dealing with Language Variations in Swiss Kindergartens.” Ethnography and Education 15 (2): 238–53. https://doi.org/10.1080/17457823.2019.1573692.
Knoll, Alex, and Ursina Jaeger. “Lost in Diglossia? : (Un-)Doing Difference by Dealing with Language Variations in Swiss Kindergartens.” Ethnography and Education, vol. 15, no. 2, 2019, pp. 238–53, https://doi.org/10.1080/17457823.2019.1573692.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.