A Monolingual Approach in an English Primary School: Practices and Implications

Autor/inn/en	Gundarina, Olena; Simpson, James
Titel	A Monolingual Approach in an English Primary School: Practices and Implications
Quelle	In: Language and Education, 36 (2022) 6, S.523-543 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gundarina, Olena) ORCID (Simpson, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1945084
Schlagwörter	Monolingualism; Elementary School Students; Russian; Immigrants; Educational Experience; Language Minorities; Teaching Methods; English (Second Language); Native Language; Language Usage; Second Language Learning; Second Language Instruction; Foreign Countries; Learning Experience; Well Being; Student Attitudes; Language Attitudes; Participant Observation; Bilingualism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Russisch; Immigrant; Immigrantin; Immigranten; Bildungserfahrung; Sprachminderheit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lernerfahrung; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Sprachverhalten; Teilnehmende Beobachtung; Bilingualismus
Abstract	This paper investigates a monolingual approach to the teaching of linguistic minority pupils in an English primary school at Key Stage Two (7-11 years old). The work is based on a longitudinal case study of one Russian-speaking migrant pupil and her schooled experience. The analysis and discussion explicate the prohibition of the first or home language (Russian) in the school, and reveal how denying a seven-year-old migrant child permission to use her L1 is detrimental to her learning experience and her well-being. The focal data derive from participant-observation fieldnotes, visual artefacts and interviews with the child, her mother, and a class teacher over a 7-month period. Through an analysis of the participants' stancetaking, we show how the pupil's voice is inaudible in her struggle against a monolingual attitude towards her bilingualism and multicompetence. Our contribution therefore builds on work in critical migrant language education, to identify the importance of enabling the presence of the L1 in learning for migrant pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01