Sites of Multilingualism

Complementary Schools in Britain Today

Paperback / softback, 196 pages, 244 mm x 170 mm
1 Feb 2010
Trentham Books Ltd

Price: £22.99

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Here is cutting edge research on complementary schooling in Britain. The book brings together new and innovative language-focused research on complementary schools that serve the linguistic, cultural and social needs of a wide range of ethno-linguistic communities in Britain. It examines the language and literacy practices, the policy and curricular innovation that pertain in complementary schools in Britain today, and the experiences of the children who attend them. Complementary schools have been on the margins of educational policy as research sites in their own right but recently this has changed. Now recognized as 'safe spaces' in which young children can explore their identities, they are seen as central to policy initiatives for promoting the languages of Britain. This book picks up on the spate of recent research to explore: the range of language and literacy practices in complementary schools; their innovations in policy and curriculum; and, how the pupils, teachers and parents negotiate social identities and affiliations. The book demonstrates the importance of complementary schools in the lives and learning of bilingual pupils. "Sites of Multilingualism" is essential reading for researchers and students in the fields of bilingual education and bilingualism, sociolinguistics, sociology and anthropology. It will also be relevant to teachers and teacher educators in complementary and mainstream schools and also to policy makers.

  • Vally Lytra

  • Peter Martin

  • Salman Al-Azami

  • Louise Archer

  • Taskin Barac

  • Olga Barradas

  • Arvind Bhatt

  • Adrian Blackledge

  • Tony Clyne

  • Jean Conteh

CONTENTS: Peter Martin: Notes of appreciation; Introduction; Language and literacy practices: 1. Opening up flexible spaces: Ideology and practice in complementary schools; 2. Investigating the intersection of multilingualism and multimodality in Turkish and Gurarati literacy classes; 3. Literacy and socialisational teaching in Chinese complementary schools; 4. Abetare and dancing: The story of a partnership; 5. Grandmothers as orchestrators of early language and literacy lessons; Processes of identity formation: 6. Constructing cultural and academic identities in community schools: A socio-cultural and dialogical approach; 7. Chinese complementary school pupils' social and educational subjectivities; 8. Language choice and identity negotiations in a Brazilian Portuguese community school; Policy and practice: 9. Teachers' developing theories and practices in Greek Community Schools; 10. Developing links between communities, schools and initial teacher training; 11. Linking community and mainstream schools: Opportunities and challenges for Portuguese language and culture classes; 12. Making links across complementary and mainstream classrooms for primary children and their teachers; References; Index.

"This volume makes a valuable contribution to our knowledge of the social and cultural aspects of heritage language learning in complementary schools."

, Modern Language Journal