ABSTRACT Language policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers’ use of language differs not only according to situations and pedagogical sequences but also due to children’s social and migrant backgrounds, we ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children’s positions in the social order.

中文翻译：

---

迷失了食欲？通过应对瑞士幼儿园的语言差异来（消除）差异

摘要最近，瑞士德语学校的语言政策已发生变化。虽然传统上是向幼儿园的学生讲方言，但已经建立了使用高级德语来促进移民儿童融合和机会均等的方法。在这篇文章中，我们将探讨幼儿园教师如何将新的繁华语言政策转化为语言实践。根据正在进行的人种学研究的数据，我们研究了有关何时使用方言或高级德语的四种语言使用逻辑。由于教师对语言的使用不仅根据情况和教学顺序而有所不同，而且还由于儿童的社会和移民背景而有所不同，