Complementary Schools, Past, Present and Future

Autor/in	Li, Wei
Titel	Complementary Schools, Past, Present and Future
Quelle	In: Language and Education, 20 (2006) 1, S.76-83 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Foreign Countries; Immigrants; Minority Group Children; Cultural Background; Ideology; Educational History; Multilingualism; Multicultural Education; Educational Research; Inclusive Schools; Controversial Issues (Course Content); Educational Policy; Futures (of Society); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Ideologie; History of education; Bildungsgeschichte; Mehrsprachigkeit; Multilingualismus; Multikulturelle Erziehung; Bildungsforschung; Pädagogische Forschung; Inclusive school; Integrative Schule; Controversial issues; Kontroverse; Politics of education; Bildungspolitik; Future; Society; Zukunft; Großbritannien
Abstract	Complementary schools for immigrant and ethnic minority children in the UK have been an important socio-political, educational movement in the country for nearly half a century. They have made a major impact on the lives of thousands of children of different ethnic backgrounds, attracted public debates vis-a-vis the government's involvement in educational management, and challenged the dominant ideology of uniculturalism in the country. Yet, they have received relatively little attention from educational researchers. The present special issue, focusing on language and interaction in a selected group of complementary schools in England, provides new impetus for more research in this particular area. In this short discussion paper, I will first outline the socio-political histories of complementary schools in the UK. I will then look at some of the key issues emerging from these schools and from the studies that are published in the present volume. Finally, I will discuss what kinds of research should be done in the future that will inform both the policies and practices regarding complementary schools and the public debate over multilingual and multicultural education in the country. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10