Constructing Discursive Practices in School and Community: Bilingualism,School and Community: Bilingualism,School and Community: Bilingualism, Gender and Power  

Oleh:

Martin, Deirdre

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 6 no. 3&4 (2003), page 237 — 252.
Fulltext: Vol. 6, No. 3&4,237 — 252.pdf (193.19KB)

Isi artikel

In England one of the key national determinates is English monolingualism which is reflected in an English-only educational system. Drawing on the framework of legitimate discursive practices and languages (Nic Craith, 2000) English is perceived as the language of government and power and awarded legitimacy,while languages spoken by minority groups have no official legitimacy and are not recognised as legitimate languages for learningor schooling. Thus, schools are potential sites of contestationfor issues of structure and agency around language diversity where linguistic minority learners construct their languages in their social and discursive practices. This paper exploreshow bilingual childrenmanage their culturaland linguistic capital (Bourdieu, 1977)by colluding with, and contesting, the structuresof language and power in school (Martin-Jones & Heller, 1996). An important gender perspective emerges in the children’s discursive strategies in constructing languages in school.

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