Articulating a Deficit Perspective: A Survey of the Attitudes of Post-Primary English Language Support Teachers and Coordinators

Autor/in	Lyons, Zachary
Titel	Articulating a Deficit Perspective: A Survey of the Attitudes of Post-Primary English Language Support Teachers and Coordinators
Quelle	In: Irish Educational Studies, 29 (2010) 3, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
Schlagwörter	Language Minorities; Immigrants; Parent Participation; Monolingualism; Parent School Relationship; Foreign Countries; Educational Policy; English (Second Language); Second Language Learning; Academic Achievement; Teacher Attitudes; Power Structure; Classroom Environment; Surveys; Role; Secondary School Teachers; Ireland + Suchen Sie Ihr Suchwort? Sprachminderheit; Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Survey; Umfrage; Befragung; Rollen; Irland
Abstract	Issues related to supporting the language of schooling have become important social and educational policy concerns in Ireland. This article reports on a three-year investigation of the micro-climate of English language support provision in 70 post-primary schools since 2007 and highlights potential points of leverage in the educational system for improving language minority migrant student achievement. It argues that language minority migrant students have equality of presence in our classrooms but this is not securing equality of participation or achievement. While fundamentally challenging a prevailing political credo that Ireland has a unique moral, intellectual and practical capability to adapt to the experience of inward migration, the views of language support teachers at the "chalkface" also reveal a lack of engagement with wider issues of power, language and identity in the classroom as well as with the important role of parental involvement in migrant student education. Contrary to best intercultural and inclusive paradigms, a monolingual deficit model which emphasises the child's linguistic limitations is widely established in our post-primary schools. (Contains 3 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10