Negotiating Funds of Knowledge and Symbolic Competence in the Complementary School Classrooms

Autor/in	Wei, Li
Titel	Negotiating Funds of Knowledge and Symbolic Competence in the Complementary School Classrooms
Quelle	In: Language and Education, 28 (2014) 2, S.161-180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2013.800549
Schlagwörter	Language Teachers; Second Language Instruction; Second Language Learning; Student Diversity; Sociocultural Patterns; Power Structure; Cultural Background; Native Language; Teacher Student Relationship; Teacher Role; Student Role; Asians; Foreign Countries; Self Concept; Code Switching (Language); Community Schools; Heritage Education; Mandarin Chinese; Sino Tibetan Languages; Buddhism; Immigrants; Cultural Awareness; English (Second Language); Language Usage; United Kingdom (England) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Selbstkonzept; Community school; ; Gemeindeschule; Gemeinschaftsschule; Buddhismus; Immigrant; Immigrantin; Immigranten; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch
Abstract	Global migration has had significant impact on the traditional configuration of the classroom role set. The language teacher may be teaching a group of learners with highly mixed interests, abilities, learning histories and exposures to the target language, while the language learner may be confronted with so many different models of the target language that notions of native, first, second and foreign languages become blurred. This article deals with a specific language classroom context, where the traditional role set of the teacher and the learner, and the power relations implied in such a role set, is being challenged by the socio-cultural changes that are going on simultaneously in the community and society at large. Using the theoretical concepts of "funds of knowledge","symbolic competence" and "translanguaging", this article investigates how teachers and pupils in the complementary schools for Chinese children in Britain utilise and negotiate the discrepancies in their linguistic knowledge and socio-cultural experience in the learning and construction of language, cultural values and practices, and identity through co-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10