07 SES 07 B, Languages, Teaching and Diversity
- How does language impact on the learning and social integration of newly arrived migrant students whose first language is other than English?
- How do teachers, students and parents construe the role of multilingualism in the students’ social and academic development?
The presentation will be based on findings from the first of two externally funded research projects examining the relationship between language development, academic attainment and social integration of newly arrived migrant children in the East of England. The overall objective of the study was to investigate school approaches and practices in supporting the education of non-English speaking youth in England by identifying the contribution that primary and secondary schools make to the process of addressing the linguistic and non-linguistic needs of EAL children. The project aimed to explore how schools conceptualised and addressed the linguistic, academic and social needs of such youth.
The focus of this presentation will be on a discussion of how the construct of ‘language’ was perceived and employed by the different stakeholders in the community. The analysis applies the theoretical frameworks of ‘language ideologies’ (‘the situated, partial and interested character of conceptions and usage of language’ (Errington 2001)) and ‘language socialisation’ (‘how language practices organize the life span process of becoming an active, competent participant in one or more communities’ (Ochs 1999). Our study applies these frameworks to the specific sociocultural context of second language education in relation to the experiences of socially disadvantaged, newly arrived migrant students in mainstream schools in England.
Errington, J. (2000) Ideology. In A. Duranti (ed.) Key Terms in Language and Culture, pp. 110-112. Malden, MA: Blackwell. Ochs, E. (1999) 'Socialization', Journal of Linguistic Anthropology, 9 (1-2), pp. 230 - 233.
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