'The Inappropriateness of Language': Discourses of Power and Control over "Languages beyond English" in Primary Schools

Autor/in	Cunningham, Clare
Titel	'The Inappropriateness of Language': Discourses of Power and Control over "Languages beyond English" in Primary Schools
Quelle	In: Language and Education, 33 (2019) 4, S.285-301 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cunningham, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1545787
Schlagwörter	Teacher Attitudes; Language Attitudes; Teacher Student Relationship; English (Second Language); Self Esteem; Academic Achievement; Language Usage; Family Environment; Foreign Countries; Cultural Differences; Educational Policy; Second Language Learning; Native Language; Elementary School Students; Elementary School Teachers; Teaching Methods; Multilingualism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Sprachverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Sprachgebrauch; Familienmilieu; Ausland; Kultureller Unterschied; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus
Abstract	Teachers' attitudes towards children's languages and culture have been shown to be instrumental in children's developing self-esteem and academic achievement. Attitudes and the frequently attendant local policies about languages beyond English (LBE) in schools therefore need to be clear for children, as negative or contradictory discourses can distract from positive work that has been done on increasing inclusivity and embracing multilingualism. This article reports on to the extent to which teachers' discourses reveal power and control over children's linguistic repertoires in school. This study is part of a broader project investigating educators' attitudes towards children who speak LBE beyond English conducted in six northern English primary schools. Interviews from 31 participants were systematically analysed by applying appraisal theory framework. Analysis suggested home language use is controlled by teachers, and genuine opportunities for LBE in participating schools seem limited. This was seen both in schools where an overtly welcoming message for LBE was communicated and in schools that were more muted in their appreciation of children's home languages as part of their 'funds of knowledge'. Furthermore, a close linguistic analysis of the participants' responses revealed contradictions and potentially confusing messages for children about the value of their languages. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01