Managing globalization at school: a review of constructing inequality in multilingual classrooms

摘要

"Zob? That can't surely be a recent word, can it?", so Ms Dujardin asked me at one point in my ethnographic fieldwork at a multi-ethnic secondary school in Antwerp (Belgium). Ms Dujardin taught French there, and had just attended in-service training on trendy language use in French ('langage tranche'). Since she saw me as the language expert at school, she liked quizzing me about language and, quite typically, I didn't have a clue.1 Consequently, she decided to ask her 5th grade class (16 year olds and above), where a majority of the pupils were of Moroccan descent and therefore slightly better at French than their classmates.