Abstract This paper investigates how bilingual Upper Sorbian-German teachers who belong to the Sorbian speech community (Lusatia, Germany) introduce the minority language during German language lessons in an Upper Sorbian school. In Lusatia, as well as in Sorbian schools, bilingualism is not of equal character; minority language speakers are all bilingual while the German language speakers are not encouraged to speak Sorbian. The language policy of Upper Lusatia gives Sorbs the right to use their language in public life in principle but due to the strained Sorbian-German relations, language ideologies, and hostile attitudes towards the use of minority language in the presence of Germans Sorbs do not benefit from it in practice. The school language policy divides Sorbian-speakers from pupils of German-speaking families and keeps the teaching of Sorbian separate for both groups. Only during the last two years of school are all language groups mixed. Based on participant observation of and in-depth interviews with bilingual teachers during lessons with students of the 11th grade in one Upper Sorbian school this article discusses how teachers negotiate top-down language policy in their classrooms and, introduce bilingualism; and how their language choices affect students’ language practices.

中文翻译：

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在双语不平等的情况下，非正式的双语教师的语言习惯及其对学生语言选择的影响：上索比亚语教育系统的情况

摘要本文研究了属于索比亚人语音社区（德国卢萨西亚）的高等索尔德语德语教师在高等索尔比亚学校德语课程中如何介绍少数民族语言。在卢萨蒂亚（Lusatia）和索尔比亚（Sorbian）学校中，双语主义并不平等。少数民族语言均为双语，不建议德语为Sorbian。Upper Lusatia的语言政策原则上使Sorbs有权在公共生活中使用其语言，但由于索尔-德关系紧张，语言意识形态以及在德国人在场的情况下对使用少数民族语言的敌对态度，Sorbs不会受益从实践中。学校的语言政策将说Sorbian的人与说德语的家庭的学生区分开，并且将这两个群体的Sorbian的教学分开。仅在上学的最后两年，所有语言组才混合在一起。在上一所索尔比亚高中一所小学11年级的学生上课期间，根据参与者对双语老师的观察和对他们的深入访谈，本文讨论了教师如何在课堂上协商自上而下的语言政策，并介绍了双语现象。以及他们的语言选择如何影响学生的语言习惯。在上一所索尔比亚高中学校的11年级学生上课期间，根据参与者对双语教师的观察和对他们的深入访谈，本文讨论了教师如何在课堂上协商自上而下的语言政策，并介绍了双语现象；以及他们的语言选择如何影响学生的语言习惯。在上一所索尔比亚高中一所小学11年级的学生上课期间，根据参与者对双语老师的观察和对他们的深入访谈，本文讨论了教师如何在课堂上协商自上而下的语言政策，并介绍了双语现象。以及他们的语言选择如何影响学生的语言习惯。