Families, Pupils and Teachers Learning Together in a Multilingual British City

Autor/in	Conteh, Jean
Titel	Families, Pupils and Teachers Learning Together in a Multilingual British City
Quelle	In: Journal of Multilingual and Multicultural Development, 33 (2012) 1, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2011.638077
Schlagwörter	Multilingualism; Ethnography; Foreign Countries; Elementary School Students; English (Second Language); Learning Experience; Underachievement; Family Characteristics; Cultural Background; Cultural Capital; Educational Policy; Cultural Pluralism; Inclusion; Longitudinal Studies; Case Studies; Social Theories; Cultural Context; Second Language Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ethnografie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Performance deficiency; Leistungsschwäche; Politics of education; Bildungspolitik; Kulturpluralismus; Inklusion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Gesellschaftstheorie; Zweitsprachenerwerb
Abstract	This article focuses on multilingual primary-aged children and their families in a post-industrial city in England. Such pupils, sometimes identified in education policy as "underachieving," often have rich experiences of learning that are hidden from their mainstream teachers and unrecognised in national assessment regimes. The article draws on the concept of "funds of knowledge" and cultural-historical activity theory (CHAT) to reveal the complex and continual interplay of the global and the local in the lives of the children and their families, and expose the tensions between the policy goals in education of promoting "diversity" and "inclusion". Findings from longitudinal case studies, using linguistic ethnography methodology, track the experiences of the pupils in home, community and mainstream and complementary schools, showing the range of their learning experiences across languages and cultures. They reveal the potential contributions of their home and community learning experiences to their success in the mainstream. This has important implications for policy and practice related to multilingualism in education in England. To understand the constructions of "official" underachievement of children such as those in the study, we need to understand how they experience directly in their lives the outcomes of confused and sometimes contradictory education policies. (Contains 2 figures, 1 table, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10