Loading ...
Sorry, an error occurred while loading the content.

540Language Policy for the Multilingual Classroom (book)

Expand Messages
  • dzo@bisharat.net
    Aug 30, 2011
      FYI (fwd from the language policy list)

      Sent from my Verizon Wireless BlackBerry

      -----Original Message-----
      From: Harold Schiffman <hfsclpp@...>
      Sender: lgpolicy-list-bounces+dzo=bisharat.net@...
      Date: Mon, 29 Aug 2011 10:31:20
      To: lp<lgpolicy-list@...>
      Reply-To: Language Policy List <lgpolicy-list@...>
      Subject: [lg policy] book notice: Language Policy for the Multilingual

      ISBN : 978-1-84769-368-6

      Chapter Links

      Chapter 1 Ideologies and ...
      Chapter 2 Heteroglossia i...
      Chapter 3 Children’s Lite...
      Chapter 4 Multilingualism...
      Chapter 5 Teachers at the...
      Chapter 6 Negotiating Mul...
      Chapter 7 Exploring New P...
      Chapter 8 Linguistic Dive...
      Chapter 9 Three is Too Ma...
      Chapter 10 Integrated Bil...

      Language Policy for the Multilingual Classroom

      Chapter 1
      Ideologies and Interactions in
      Multilingual Education: What Can
      an Ecological Approach Tell Us
      about Bilingual Pedagogy?



      This chapter uses the metaphor of language ecology to consider language
      practices and ideologies in complementary schools. Complementary
      schools are also known as supplementary, community language, mother
      tongue language and heritage language schools. They are voluntary, outside
      the state system, established and run by community members. There
      is great diversity in provision. Our particular focus is on schools that
      explicitly aim to teach a community language. The schools in our study
      are held either at the weekend on Saturdays and Sundays or after school
      during the week. They tend to meet for around 2–3 hours weekly and
      more or less keep to the same term dates of mainstream schools. Since
      2002, we have researched complementary schools to look at identity, learning
      and linguistic repertoires of young people and teachers.1,2 The complementary
      schools we researched were Bengali, Chinese, Gujarati and
      Turkish in Birmingham, Manchester, Leicester and London, respectively.
      The project aimed to explore the social, cultural and linguistic signifi cance
      of complementary schools both within their communities and in wider
      society, and to investigate how linguistic practices of students and teachers
      in complementary schools are used to negotiate their multilingual and
      multicultural identities.


      N.b.: Listing on the lgpolicy-list is merely intended as a service to
      its members
      and implies neither approval, confirmation nor agreement by the owner
      or sponsor of the list as to the veracity of a message's contents.
      Members who disagree with a message are encouraged to post a rebuttal,
      and to write directly to the original sender of any offensive message.
      A copy of this may be forwarded to this list as well.  (H. Schiffman,

      For more information about the lgpolicy-list, go to

      This message came to you by way of the lgpolicy-list mailing list
      To manage your subscription unsubscribe, or arrange digest format: https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list