Literaturnachweis - Detailanzeige
| Autor/inn/en | Smala, Simone; Paz, Jesus Bergas; Lingard, Bob |
|---|---|
| Titel | Languages, Cultural Capital and School Choice: Distinction and Second-Language Immersion Programmes |
| Quelle | In: British Journal of Sociology of Education, 34 (2013) 3, S.373-391 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2012.722278 |
| Schlagwörter | Cultural Capital; Immersion Programs; Second Language Instruction; Second Language Learning; Secondary Schools; Marketing; Surveys; Foreign Countries; School Choice; Educational Policy; Public Agencies; Language Usage; Parent Attitudes; Social Influences; Australia |
| Abstract | This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining "elitist" ground as part of the "value-added" marketisation of schools and parents' desire for their children to gain "positional goods" through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools--in our case, government schools--are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world. (Contains 1 figure.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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