Supporting Speakers of Community Languages: A Case Study of Policy and Practice in Primary Schools

Autor/inn/en	Carruthers, Janice; Nandi, Anik
Titel	Supporting Speakers of Community Languages: A Case Study of Policy and Practice in Primary Schools
Quelle	In: Current Issues in Language Planning, 22 (2021) 3, S.269-289 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nandi, Anik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2020.1838748
Schlagwörter	Case Studies; Elementary School Students; Educational Policy; Educational Practices; Foreign Countries; Language of Instruction; Ethnography; Barriers; Immigrants; Conflict; Social Influences; School Segregation; Socioeconomic Influences; Multilingualism; English (Second Language); Second Language Learning; Ethnic Groups; Policy Analysis; Catholics; Protestants; Story Telling; Principals; Administrator Attitudes; Parent Attitudes; Native Language Instruction; Monolingualism; Teacher Attitudes; Second Language Instruction; Language Attitudes; United Kingdom; Ireland; Europe; United Kingdom (Belfast) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Teaching language; Unterrichtssprache; Ethnografie; Immigrant; Immigrantin; Immigranten; Konflikt; Sozialer Einfluss; Sozioökonomischer Faktor; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnie; Politikfeldanalyse; Katholik; Protestantism; Protestantismus; Principal; Schulleiter; Elternverhalten; Native language education; Muttersprachlicher Unterricht; Lehrerverhalten; Fremdsprachenunterricht; Sprachverhalten; Großbritannien; Irland; Europa
Abstract	This article explores policy and practice in relation to support for speakers of community languages in Northern Ireland primary schools against the backdrop of the broader UK context, with reference also to the Republic of Ireland and wider European and international experiences. After an initial discussion of the educational, social and political context pertaining to Northern Ireland, we examine language and education policy as they relate to community languages, drawing out the issues that are common across the UK and pointing up those that are specific to or have particular resonances in Northern Ireland. The discussion is informed by ethnographic fieldwork in Belfast primary schools with contrasting socio-economic profiles. Our findings show that in addition to familiar challenges, a number of key factors are critical in Northern Ireland, including the recent surge in numbers of newcomer pupils, the lack of a statutory language component in primary schools, the economic dynamic in the education system, the divided nature of Northern Ireland society and its education system, the legacy of the conflict and socio-economic factors. We end by making suggestions for a way forward in policy terms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01