Introductory Chapter: Questioning Borders

Identity, Power, and Prestige in Switzerland's Multilingual Education

“…Consequently, following the 'logic' of language ideologies and hierarchies, HLs and their speakers, who rarely have the same privileges as elitist expats in highincome positions, have even less of a chance of integration into existing LEPs and laws (Moyer & Martín Rojo, 2007). This study supports Brown, Koreinik, and Siiner's (2017) call for a reconceptualization of state-imposed LPPs as "a more diverse, democratic agent" (p. 3) to minority language communities and other (international) stakeholders that extend historically established (nation-)state borders and programs developed by majority language speakers. This can contribute to amplifying HL speakers' agency and voices in the LPP decision-making processes, given the restrictive national language policy framework and the high expectations from the local population regarding their linguistic competences.…”

“…Language, then, is not only a medium of communication for individuals intra-and inter-culturally; language also expresses, embodies, and symbolizes cultural and political prestige, belonging, identity, and power (Kramsch, 1998). As Brown, Koreinik, and Siiner (2017) put it succinctly: "The voluntary and forced transnational mobility of people, ideas, and money generate new, sometimes hybrid ideas of belonging, identity, and possibility, while shaping language choice, need, affiliation, and understanding" (p. 6).…”

Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education

“…Without close attention to registers and citizenship, both forms of instruction would seem to be similar examples of Indigenous language policy and education. This research shows the diversity of linguistic differences described across state policy, citizenship education, and the margins of the state apparatus (Brown et al, 2017). Bilingual education conducted in some ways, as opposed to others, can leave in place major structural inequities and predominant language ideologies.…”