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The ‘problem’ of bilingual children in educational settings policy and research in England

The ‘problem’ of bilingual children in educational settings policy and research in England

 Safford, Kimberly.
 2013
 p. 70-81 English
Ngôn ngữEducational policy.Ethnography.Primary school education.Research methodology.Early childhood education.EAL.
Tác giả CN Safford, Kimberly.
Nhan đề The ‘problem’ of bilingual children in educational settings: policy and research in England / Kimberly Safford and Rose Drury
Thông tin xuất bản 2013
Mô tả vật lý p. 70-81
Tóm tắt Is language something to be ‘overcome’? In this discussion of education policy and research perspectives on bilingual children in England, the authors take as their starting point five questions about language diversity posed in 1973 by Dell Hymes. The authors review the history of mainstream school support for young bilingual learners in England and how policies and practices have contextualised the research agenda by framing bilingual learners in a monolingual curriculum and assessment structure. The authors consider how ethnographic studies in non-statutory, complementary schools and early years settings offer vantage points from which multilingualism is seen as a pedagogical resource rather than a problem. It is hoped that the discussion will prompt readers to consider the ‘problem’ of linguistic diversity in mainstream education wherever they are situated, and to consider what kinds of research methods would provide insights and solutions
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Educational policy.
Từ khóa tự do Ethnography.
Từ khóa tự do Primary school education.
Từ khóa tự do Research methodology.
Từ khóa tự do Early childhood education.
Từ khóa tự do EAL.
Tác giả(bs) CN Drury, Rose.
Nguồn trích Language and education- 2013, Vol27, N.
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol. 26 (January 2013)
520[ ] |a Is language something to be ‘overcome’? In this discussion of education policy and research perspectives on bilingual children in England, the authors take as their starting point five questions about language diversity posed in 1973 by Dell Hymes. The authors review the history of mainstream school support for young bilingual learners in England and how policies and practices have contextualised the research agenda by framing bilingual learners in a monolingual curriculum and assessment structure. The authors consider how ethnographic studies in non-statutory, complementary schools and early years settings offer vantage points from which multilingualism is seen as a pedagogical resource rather than a problem. It is hoped that the discussion will prompt readers to consider the ‘problem’ of linguistic diversity in mainstream education wherever they are situated, and to consider what kinds of research methods would provide insights and solutions
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Educational policy.
653[ ] |a Ethnography.
653[ ] |a Primary school education.
653[ ] |a Research methodology.
653[ 0] |a Early childhood education.
653[0 ] |a EAL.
700[ 1] |a Drury, Rose.
773[ 0] |t Language and education |g 2013, Vol27, N.
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