Literaturnachweis - Detailanzeige
| Autor/in | Pérez-Milans, Miguel |
|---|---|
| Titel | Mandarin Chinese in London Education: Language Aspirations in a Working-Class Secondary School |
| Quelle | In: Language Policy, 14 (2015) 2, S.153-181 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1568-4555 |
| DOI | 10.1007/s10993-014-9345-8 |
| Schlagwörter | Mandarin Chinese; Working Class; Confucianism; Foreign Countries; Secondary School Students; Second Language Learning; Second Language Instruction; Educational Finance; Sociolinguistics; Ethnography; Guidelines; Partnerships in Education; Educational Environment; Aspiration; Student Attitudes; United Kingdom (London) |
| Abstract | As the Council of Europe is shifting its traditional focus on learning European languages towards emphasizing the importance of speaking other languages of the wider world, an increasing number of schools are offering Mandarin as part of their official curriculum in the United Kingdom. This is being financially supported by transnational/inter-institutional networks headed by Confucius Institutes and linked to the "Hanban" in the People's Republic of China. In addition, learning of this language is being legitimised by appealing to discourses of "social cohesion" and "internationalism". This article draws from a sociolinguistic ethnography carried out in a London secondary school located in a working-class area. This school converted itself into a Language Specialist School teaching Mandarin when it faced difficulties recruiting the institutionally required minimum number of students for being entitled to receive public educational funding. In the framework of a partnership with the Confucius Institute, which requires affiliated schools to ensure that the success rate of students learning Mandarin meets a given ratio, this paper takes a closer look at the resulting local uncertainties, with a focus on the everyday discursive practices of "collusion" (McDermott and Tylbor 1986) through which teachers and students create a sense of smooth language learning environment, even when the majority of the students have difficulties in achieving outcome targets. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
