Pedagogical problems and symbolic values in the language curriculum ‐ the case of the German minority in Denmark

• Autores: Bent Søndergaard, Michael Byram
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 7, Nº. 2-3, 1986, págs. 147-167
• Idioma: inglés
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• Resumen

  • The German minority schools in Denmark form a separate system within the Danish legislation on private schools. Their curriculum, overt and hidden, is a combination of Danish and German influences, and the schools have a unique minority character. German is the language of instruction but pupils are also expected to attain a high degree of proficiency in Danish, as citizens of the Danish state. This poses policy problems for the education authorities, who have welcomed advice from academic researchers, authors of this article. The article describes the constraints and tensions in the situation due to the symbolic value of German, and analyses the reasons for the partial rejection of pedagogical advice on policies for rendering the schools more bilingual. The difficulties created by the symbolic value of the German language could be obviated, if the minority recognised more clearly the crucial socialising role of the school in maintaining young people's allegiance to the minority. This is an account of a minority obliged to face changes in its socio‐economic environment and an analysis of the significance of schools as central agents of response.