Crawlers, Footers and Runners: Language ideological attribution to adult language learners in a Dutch as an L2 classroom

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

This paper deals with a volunteer teacher teaching Dutch as an L2 to
asylum seekers at a Red Cross asylum seeker centre in West Flanders, Belgium.
More precisely, it investigates the practical professional knowledge of this volunteer
teacher, taking a peek into her meta-pragmatic judgements about language
and her views on her students’ literacy skills (or lack thereof). It further shows
how her students manage to challenge her authority through jocular moves
which reveal the value of their multilingual repertoires and the literacy skills
they already own through their previous experiences with various literacy systems
Original languageEnglish
Title of host publicationThe Linguistic Integration of Adult Migrants
Place of PublicationCouncil of Europe
PublisherMouton de Gruyter
Pages379 - 385
Number of pages7
DOIs
Publication statusPublished - 2017

Fingerprint

attribution
literacy
classroom
language
Red Cross
asylum seeker
Belgium
pragmatics
student
lack
Teaching
teacher
knowledge
Values
experience

Cite this

Spotti, M. (2017). Crawlers, Footers and Runners: Language ideological attribution to adult language learners in a Dutch as an L2 classroom. In The Linguistic Integration of Adult Migrants (pp. 379 - 385). Council of Europe: Mouton de Gruyter. https://doi.org/10.1515/9783110477498-052
Spotti, Max. / Crawlers, Footers and Runners : Language ideological attribution to adult language learners in a Dutch as an L2 classroom. The Linguistic Integration of Adult Migrants. Council of Europe : Mouton de Gruyter, 2017. pp. 379 - 385
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abstract = "This paper deals with a volunteer teacher teaching Dutch as an L2 toasylum seekers at a Red Cross asylum seeker centre in West Flanders, Belgium.More precisely, it investigates the practical professional knowledge of this volunteerteacher, taking a peek into her meta-pragmatic judgements about languageand her views on her students’ literacy skills (or lack thereof). It further showshow her students manage to challenge her authority through jocular moveswhich reveal the value of their multilingual repertoires and the literacy skillsthey already own through their previous experiences with various literacy systems",
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Crawlers, Footers and Runners : Language ideological attribution to adult language learners in a Dutch as an L2 classroom. / Spotti, Max.

The Linguistic Integration of Adult Migrants. Council of Europe : Mouton de Gruyter, 2017. p. 379 - 385.

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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