Abstract
In Australian educational contexts, there exist silences around bi/multilingual children's experiences of learning and using a minority language and identity negotiation. These silences mask our understandings of children's decreasing capacity to retain adequate levels of bilingual/multilingual proficiency due to the early exposure to dominant English-only early childhood and primary education. This is also shaped by global, political, social and economic factors in which English as a global language has a major impact on children's emerging identities, which are a 'work in progress', constantly negotiated, renegotiated and constructed within social and linguistic contexts.
Original language | English |
---|---|
Title of host publication | Understanding Sociological Theory for Educational Practices |
Editors | Tania Ferfolja, Criss Jones Diaz, Jacqueline Ullman |
Place of Publication | Port Melbourne,Vic. |
Publisher | Cambridge University Press |
Pages | 110-128 |
Number of pages | 29 |
ISBN (Print) | 9781107477469 |
Publication status | Published - 2015 |
Keywords
- multilingualism
- bilingualism
- children
- Australia