Silences in growing up bi/multilingual in multicultural globalised societies : educators', families' and children's views of negotiating languages, identity and difference in childhood

    Research output: Chapter in Book / Conference PaperChapter

    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 languageEnglish
    Title of host publicationUnderstanding Sociological Theory for Educational Practices
    EditorsTania Ferfolja, Criss Jones Diaz, Jacqueline Ullman
    Place of PublicationPort Melbourne,Vic.
    PublisherCambridge University Press
    Pages110-128
    Number of pages29
    ISBN (Print)9781107477469
    Publication statusPublished - 2015

    Keywords

    • multilingualism
    • bilingualism
    • children
    • Australia

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