Institutional, Material and Economic Constraints in Languages Education: Unequal Provision of Linguistic Resources in Early Childhood and Primary Settings in Australia

Autor/in	Jones Díaz, Criss
Titel	Institutional, Material and Economic Constraints in Languages Education: Unequal Provision of Linguistic Resources in Early Childhood and Primary Settings in Australia
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 3, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.754400
Schlagwörter	Foreign Countries; Social Capital; Transitional Programs; Bilingual Education Programs; Educational Quality; Early Childhood Education; Elementary Education; Language of Instruction; Second Language Learning; Language Maintenance; Language Skill Attrition; Native Language Instruction; English (Second Language); Enrichment; Language Minorities; Ethnography; Case Studies; Questionnaires; Interviews; Participant Observation; Australia + Suchen Sie Ihr Suchwort? Ausland; Sozialkapital; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Sprachpflege; Sprachverfall; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bereicherung; Sprachminderheit; Ethnografie; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Australien
Abstract	In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic conditions limiting their capacity to deliver quality languages education and home/community language support programmes. Ultimately, this undermines the capacity of community languages programmes and schools to be recognised as valid and legitimate institutions. Such lack of support impedes children's interest in speaking and learning their home language. Drawing on Bourdieu's theory of conversion, specifically, his concepts of the linguistic market and legitimacy, the data presented demonstrate how the unequal distribution of linguistic resources in Australia where home languages or community languages are offered inhibits effective implementation and provision of languages education in early childhood and primary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10