This dissertation investigates language policy in a Dutch-medium secondary school in Brussels. The school in question endeavours to implement a language policy in which languages other than Dutch are formally included, which is in stark contrast to their peers, which often implement a strict, Dutch-only policy in order to respond to the increasing linguistic diversity and “Frenchification” in Brussels Dutch-medium education. This thesis addresses the question of how the teachers negotiated such a pro-multilingual language policy in the classroom in this setting.
12 Oct 2020 → 19 Nov 2020
Examination held at
Université Libre de Bruxelles - Faculté de Philosophie et Lettres