Bailey, Elizabeth Grace and Marsden, Emma Josephine orcid.org/0000-0003-4086-5765 (2017) Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Language and Education. pp. 283-306. ISSN 0950-0782
Abstract
The use of home languages has previously been advocated in highly multilingual UK classrooms (e.g. Conteh, 2007; Kenner et al., 2008; McGilp, 2014). However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority in England with low numbers of children who use EAL, this study investigated a) primary teachers’ views on implementing language awareness activities, using pupils who speak languages other than English as a linguistic and cultural resource, via interviews and questionnaires and b) the amount and nature of references made to home languages during classroom observations. Although the teachers did not refer to or use home languages on a day-to-day basis, they generally showed willingness to consider implementing certain activities which incorporated them. However, largely, the teachers had not previously contemplated such practice. They did not reference any academic benefits to promoting linguistic diversity but were more aware of the potential social benefits. They also lacked confidence in particular areas (e.g. linguistic knowledge) as well as showing a strong awareness of issues such as the importance of English.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Keywords: | home languages,monolingualism,English as an Additional Language,diversity education,language awareness, teacher attitudes |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 21 Mar 2017 11:00 |
Last Modified: | 02 Apr 2025 23:08 |
Published Version: | https://doi.org/10.1080/09500782.2017.1295981 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1080/09500782.2017.1295981 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:113983 |
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