Contrasterende (standaard)taalideologieën bij Vlaamse leerkrachten: een Gentse casestudy

  • Steven Delarue


Flanders, the northern, Dutch-speaking part of Belgium, is facing a growing intra- and
interlingual diversity. On the intralingual level, tussentaal ('in-between-language’)
emerged as a cluster of intermediate varieties between the Flemish dialects and Standard
Dutch, gradually becoming the colloquial language. At the same time, Flemish language-in-
education policy strongly propagates Standard Dutch as the only acceptable language
(variety) in the classroom, demonstrating the vigour of standard language ideology (SLI)
in Flanders. This paper analyses the distinct ways in which teachers try to make sense of
the gap between policy and practice, and how they act upon what is expected from them
in a classroom context. By analysing interview data of eight teachers from a secondary
school in the city of Ghent (East Flanders), I make an attempt at mapping their 'personal
ideological frameworks’, in order to uncover the ways in which teachers respond to language-
in-education policies and strong standard language ideologies.

How to Cite:

Delarue, S., (2013) “Contrasterende (standaard)taalideologieën bij Vlaamse leerkrachten: een Gentse casestudy”, Handelingen - Koninklijke Zuid-Nederlandse maatschappij voor taal- en letterkunde en geschiedenis 67, 219-248. doi:

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Published on
11 Feb 2013
Peer Reviewed