Students' Home Languages and the Struggle for Space in the Curriculum

Autor/inn/en	Liddicoat, Anthony J.; Curnow, Timothy Jowan
Titel	Students' Home Languages and the Struggle for Space in the Curriculum
Quelle	In: International Journal of Multilingualism, 11 (2014) 3, S.273-288 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2014.921175
Schlagwörter	Native Language; Language Usage; Language of Instruction; Teaching Methods; Educational Policy; Educational History; Educational Practices; Multilingualism; Bilingual Education; Foreign Countries; English (Second Language); Second Language Learning; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungspraxis; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Australien
Abstract	Although the importance of using students' home languages in education has been recognised for many years, home languages that are not official languages often struggle to find space in school curricula. This paper examines the ways that language-in-education policies influence the space available for non-official languages in the curriculum. It begins with a brief overview of the historical context that shapes how languages are understood in education. It then presents a critical review of some policies that allocate space to students' home language in the curriculum in order to examine certain ways that such policies both allow and constrain that space. It examines contexts that exemplify some of the key issues which students' home languages confront in educational settings, whether they are present as official languages or non-official languages, as a medium of instruction or a class subject. It then identifies some of the factors that contribute to the marginalisation of students' home languages in educational policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10