Discourses and identities in a multilingual primary classroom.

Bourne, Jill (2001) Discourses and identities in a multilingual primary classroom. Oxford Review of Education, 27, (1), 103-114. (doi:10.1080/03054980123562).


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Original Publication URL: http://dx.doi.org/10.1080/03054980123562


This paper argues that, whether it is officially accepted in education policy and school curricula or not, where bilingual children are present in classrooms, so are their languages, and those languages are put to use in their learning. The increasingly sophisticated technologies of sound and visual recording have opened up new possibilities in revealing the sub rosa world of pupil interaction, and the part that languages play in the construction of pupil identities in the classroom. A detailed study of children at work in one inner city primary classroom illustrates the way in which pupil identities are jointly constructed through interaction. Children are not passive pawns in the socialisation processes of the school, but active participants , taking up different positions within the alternatives open to them through both pedagogic and peer discursive practices.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/03054980123562
ISSNs: 0305-4985 (print)
Related URLs:
Keywords: bilinguals, multilingualism, primary education
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > L Education (General)
Divisions : University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 11242
Accepted Date and Publication Date:
March 2001Published
Date Deposited: 05 Nov 2004
Last Modified: 31 Mar 2016 11:22
URI: http://eprints.soton.ac.uk/id/eprint/11242

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