Search:
Browse
Collection All
bullet
bullet
bullet
bullet
Listed communities
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet

Roehampton University Research Repository > Department of Education > Department of Education Collection > Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools

Please use this identifier to cite or link to this item: http://hdl.handle.net/10142/39853
    Del.icio.us     LinkedIn     Citeulike     Connotea     Facebook     Stumble it!


SFX Query

Title: Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools
Authors: Francis, Becky
Archer, Louise
Mau, Ada
Publisher: Routledge
Journal: British Educational Research Journal
Issue Date: 2008
URI: http://dx.doi.org/10.1080/01411920802044586
DOI: 10.1080/01411920802044586
Additional Links: http://www.informaworld.com/smpp/content~content=a903082504~db=all~order=pubdate
Abstract: Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 60 of their British-Chinese pupils. Findings demonstrate that British-Chinese pupils overwhelmingly see the purpose of these schools as perpetuating the mother tongue. They produced a variety of explanations for the benefit of this perpetuation, and we analyse how these fall under two themes: instrumental benefits, and identity. In elaborating these themes we focus particularly on the ways in which language was constructed as identity, and draw out some theoretical implications for thinking around identity and 'culture'.
Type: Article
Language: null
ISSN: 0141-1926
1469-3518
Sponsors: ESRC
Appears in Collections: Department of Education Collection

Files in This Item:

There are no files associated with this item.



All Items in RURR are protected by copyright, with all rights reserved, unless otherwise indicated.