ABSTRACT
The chapter analyzes disparities in instruction in a public and a private school in Copenhagen, Denmark, with two different policies regarding uses of different languages in classroom interactions. Based on interactional data from language learning classes in the two schools, the authors critically engage with (trans-)languaging critiques of languages as ideological constructs. The authors document how the notion of “pure” languages continues to shape instruction in the schools and argue that languaging perspectives can hardly escape, but need to incorporate such constructs.
