Bilingualism and Multilingualism in Secondary Education in England

Article


Moya, M. 2019. Bilingualism and Multilingualism in Secondary Education in England. Bloomsbury Education and Childhood Studies (BECS).
AuthorsMoya, M.
Abstract

This article explores the current challenges in England in relation to the bilingual and multilingual provision in state-funded secondary schools. It reviews some recent research on the perceived benefits of bi/multilingualism as well as attitudes towards students whose linguistic backgrounds are different from English. The article also explores the aspirations of migrant families who feel very strongly for their children to learn English at the expense of their own mother tongues. Finally, there is an overview of how teaching training programmes prepare both pre-service and in-service teachers to work with students who, in the past, were perceived to be deficient as they were seen to be lacking in an ability to communicate in the language of the majority. Whilst attitudes are changing, there is some considerable work to do with teachers so that they can fully acknowledge the rich linguistic capital that bi/multilingual students bring to the classroom.

Keywordslinguistic diversity; English as an additional language; linguistic capital
JournalBloomsbury Education and Childhood Studies (BECS)
Year2019
PublisherBloomsbury
Publication process dates
Deposited15 Mar 2019
Accepted27 Feb 2019
Accepted27 Feb 2019
Copyright informationThis is an Accepted Manuscript deposited under embargo and the material is not to be cited. The final version is to be published by Bloomsbury in Bloomsbury Education and Childhood Studies, (In Press), available online: https://www.bloomsbury.com/
Page rangeIn Press
LicenseAll rights reserved (under embargo)
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https://repository.uel.ac.uk/item/8448z

Accepted author manuscript

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