Latin and Ancient-Greek as foreign languages in school: A strategy of distinction for the upper classes?

拉丁语和古希腊语作为学校的外语：上层阶级的区分策略？

基本信息

批准号：
321602695
负责人：
Professor Dr. Jürgen Gerhards
金额：
--
依托单位：
Institut für Soziologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2020-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/321602695?language=en
关键词：
Latin Ancient Greek foreign languages

项目摘要

Although there is no communicative benefit from learning Latin or Ancient-Greek, the proportion of pupils deciding to learn these languages has risen between 1999 and 2009 (Federal Statistical Office). The project proposed addresses this phenomenon and asks why pupils decide to learn Latin and Ancient-Greek in spite of the increasing importance of modern languages skills in the context of globalization.Based on elements of Bourdieu's socio-cultural class-theory and rational choice models, an explanation for the choice of old languages is developed. From this model hypothesis are derived which will be tested empirically. It is argued that the choice of Latin and Ancient-Greek can be explained by processes of "distinction", "exclusion" and "pretention". For the classes rich of cultural capital, choosing Latin and Ancient-Greek as foreign language signals a preference for an educational orientation which is freed from instrumental usefulness. With such a preference a highbrow-cultural orientation is associated and gains of distinction can be obtained. From discursive and institutional exclusion of the lower classes from the humanist education, exclusion-gains can be realized additionally. These result from the socialization of pupils in a socially selective student body. In the context of their pretentious behavior the middle classes copy the behavior of the upper classes but incorporate it into their own logic which is more oriented towards usability. As result they choose Latin to realize positive transfer-effects.To test these assumptions it is planned to conduct a survey at schools. The logic of selection of the schools and the information collected by the survey allow to differentiate the impact of the different motives for choosing Latin and Ancient-Greek.

尽管学习拉丁语或古希腊没有沟通的好处，但决定学习这些语言的学生比例在1999年至2009年之间有所增加（联邦统计局）。该项目提出了解决这一现象的解决，并询问学生为什么在全球化中越来越重要地学习拉丁语和古希腊。从该模型假设得出，该假设将在经验上进行测试。有人认为，可以通过“区别”，“排除”和“假装”的过程来解释拉丁语和古希腊的选择。对于丰富的文化资本的阶级，选择拉丁语和古希腊作为外语表示偏爱对教育取向的偏爱，而教育取向则摆脱了工具的实用性。通过这种偏好，相关的高育文化取向是相关的，并且可以获得区分的收益。可以从人文主义教育中的下层阶级和机构排除中排除在外，可以另外实现排他性收入。这些是由于学生在社会选择性学生团体中的社会化而产生的。在自命不凡的行为的背景下，中产阶级复制了上层阶级的行为，但将其纳入了自己的逻辑中，这更朝着可用性方向发展。结果，他们选择拉丁语来实现积极的转移效果。为了测试这些假设，计划在学校进行调查。选择学校的逻辑以及调查收集的信息，可以区分选择拉丁语和古希腊的不同动机的影响。