Bilingualism Versus Translanguaging in a Swiss Day-Care Center: A Space Analysis of Language Practices and Their Janus-Faced Effects on Social Inequalities and Educational Opportunities

Abstract

Abstract Based on an ethnographic study of institutional language policies in bilingual Swiss day-care centers (French/German), we discuss implications these policies have in terms of balancing or even intensifying educational inequalities. Referring to a space analytical approach, we investigate to what extent language practices are regulated in relation to imaginations of the social order of languages in the social space surrounding the institution. In terms of social justice, our findings raise the question whether bilingualism is more likely to push back translanguaging rather than support it.

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