TRA CỨU
Tác giả CN Cunningham, Clare
Nhan đề ‘The inappropriateness of language’ : discourses of power and control over languages beyond English in primary schools / Clare Cunningham
Thông tin xuất bản 2019
Mô tả vật lý p. 285-301
Tóm tắt Teachers’ attitudes towards children’s languages and culture have been shown to be instrumental in children’s developing self-esteem and academic achievement. Attitudes and the frequently attendant local policies about languages beyond English (LBE) in schools therefore need to be clear for children, as negative or contradictory discourses can distract from positive work that has been done on increasing inclusivity and embracing multilingualism. This article reports on to the extent to which teachers’ discourses reveal power and control over children’s linguistic repertoires in school. This study is part of a broader project investigating educators’ attitudes towards children who speak LBE beyond English conducted in six northern English primary schools. Interviews from 31 participants were systematically analysed by applying appraisal theory framework. Analysis suggested home language use is controlled by teachers, and genuine opportunities for LBE in participating schools seem limited. This was seen both in schools where an overtly welcoming message for LBE was communicated and in schools that were more muted in their appreciation of children’s home languages as part of their ‘funds of knowledge’. Furthermore, a close linguistic analysis of the participants’ responses revealed contradictions and potentially confusing messages for children about the value of their languages.
Đề mục chủ đề Teaching method--Educators’ attitudes
Thuật ngữ không kiểm soát Multilingualism
Thuật ngữ không kiểm soát Appraisal
Thuật ngữ không kiểm soát English as an additional language
Thuật ngữ không kiểm soát Bourdieu
Thuật ngữ không kiểm soát Teacher attitudes
Thuật ngữ không kiểm soát Home languages
Nguồn trích Language and education- Vol. 33-No 4/2019
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1001 |aCunningham, Clare
245|a‘The inappropriateness of language’ : |bdiscourses of power and control over languages beyond English in primary schools / |cClare Cunningham
260|c2019
300|ap. 285-301
520|aTeachers’ attitudes towards children’s languages and culture have been shown to be instrumental in children’s developing self-esteem and academic achievement. Attitudes and the frequently attendant local policies about languages beyond English (LBE) in schools therefore need to be clear for children, as negative or contradictory discourses can distract from positive work that has been done on increasing inclusivity and embracing multilingualism. This article reports on to the extent to which teachers’ discourses reveal power and control over children’s linguistic repertoires in school. This study is part of a broader project investigating educators’ attitudes towards children who speak LBE beyond English conducted in six northern English primary schools. Interviews from 31 participants were systematically analysed by applying appraisal theory framework. Analysis suggested home language use is controlled by teachers, and genuine opportunities for LBE in participating schools seem limited. This was seen both in schools where an overtly welcoming message for LBE was communicated and in schools that were more muted in their appreciation of children’s home languages as part of their ‘funds of knowledge’. Furthermore, a close linguistic analysis of the participants’ responses revealed contradictions and potentially confusing messages for children about the value of their languages.
65014|aTeaching method|xEducators’ attitudes
6530|aMultilingualism
6530|aAppraisal
6530|aEnglish as an additional language
6530|aBourdieu
6530|aTeacher attitudes
6530|aHome languages
7730 |tLanguage and education|gVol. 33-No 4/2019
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