Teachers and Polish Children: Capturing Changes in the Linguistic Field

Autor/in	Flynn, Naomi
Titel	Teachers and Polish Children: Capturing Changes in the Linguistic Field
Quelle	In: British Journal of Sociology of Education, 40 (2019) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flynn, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2018.1481366
Schlagwörter	English (Second Language); Second Language Learning; Learning Experience; Elementary School Teachers; Teacher Attitudes; Minority Group Students; Comparative Analysis; Parent Attitudes; Teaching Methods; Self Concept; Polish; Native Language; Foreign Countries; National Curriculum; Teacher Student Relationship; Vocabulary Development; Code Switching (Language); United Kingdom (England) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lernerfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Polnisch; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Wortschatzarbeit
Abstract	This article presents original insights into the English learning experiences of Polish children and contributes a longitudinal perspective on teachers' relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers' practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a 'model minority'. In the current study, interviews with teachers, parents and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers' pedagogy has adapted for children who have English as an additional language; and the fluid nature of children's linguistic identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01