Language choice, social institutions, and symbolic domination

Monica S. Heller

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Multilingual Education and Policy Linguistic and Sociocultural Studies Language, Discourse, Communication Strategies

Abstract

ABSTRACT The study of language choice and code-switching can illuminate the ways in which, through language, social institutions with ethnolinguistically diverse staff and clients exercise symbolic domination. Using the example of French-language minority education in Ontario (Canada), this article examines the ways in which ethnic and institutional relations of power overlap or crosscut, forming constraints which have paradoxical effects. In an analysis of two classrooms, it is shown how an ideology of institutional monolingualism is supported or undermined by program structure, curriculum content, and the social organization of turn-taking, and how individuals use language choices and code-switching to collaborate with or resist these arrangements. The effect of these processes is to contain paradoxes and to produce new relations of power within the school. (Symbolic domination, choice of language, code-switching, French/English language contact, social institutions, Canada)

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1983Ways with Words 1988Classroom Discourse: The Language of Teaching and Learning 1995WAYS WITH WORDS 1973Functions of Language in the Classroom 1981“Sharing time”: Children's narrative styles and differential access to literacy 1983Ethnography and Language in Educational Settings.1996One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching 19888. Contrasting patterns of codeswitching in two communities

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2002Language-switching: Using the first language while writing in a second language 2005Sociolinguistics 2000Bilingual Education Policy and Practice in the Andes:Ideological Paradox and Intercultural Possibility 2005Sociolinguistics the study of speakers' choices 2012Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy 2020Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education

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