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We don't do anything: analyzing the construction of legitimate knowledge in multilingual schools

We don't do anything: analyzing the construction of legitimate knowledge in multilingual schools
We don't do anything: analyzing the construction of legitimate knowledge in multilingual schools
This article explores the ways in which what counts as legitimate knowledge is produced and negotiated in two multilingual classrooms of two different programs designed to “attend to diversity” at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local identities, beliefs and social relations emerging from situated practice become a window through which to understand how different social experiences and academic trajectories are institutionally constructed in connection with broader social processes. For this reason, the article seeks to connect recorded and observed classroom interactional patterns, through which legitimate knowledge is produced, with social actors’ (teachers and students) positioning-s, and the academic trajectories of students enrolled in such programs. We end with a discussion about the possible consequences of such practices for migrant students, recently arrived in the Madrid classrooms, in terms of academic success and school participation.
sociolinguistic ethnography, legitimate knowledge, multilingual schools, spain, immigrant students, social interaction
309-328
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Pérez-Milans, Miguel
541b7e83-6840-471a-9308-f57329c3885f
Relano-Pastor, Ana María
2083b8a0-4d74-4a81-b0f4-a2945e115f28
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Pérez-Milans, Miguel
541b7e83-6840-471a-9308-f57329c3885f
Relano-Pastor, Ana María
2083b8a0-4d74-4a81-b0f4-a2945e115f28

Patino-Santos, Adriana, Pérez-Milans, Miguel and Relano-Pastor, Ana María (2015) We don't do anything: analyzing the construction of legitimate knowledge in multilingual schools. Pedagogies: An International Journal, 10 (4), 309-328. (doi:10.1080/1554480X.2015.1043304).

Record type: Article

Abstract

This article explores the ways in which what counts as legitimate knowledge is produced and negotiated in two multilingual classrooms of two different programs designed to “attend to diversity” at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local identities, beliefs and social relations emerging from situated practice become a window through which to understand how different social experiences and academic trajectories are institutionally constructed in connection with broader social processes. For this reason, the article seeks to connect recorded and observed classroom interactional patterns, through which legitimate knowledge is produced, with social actors’ (teachers and students) positioning-s, and the academic trajectories of students enrolled in such programs. We end with a discussion about the possible consequences of such practices for migrant students, recently arrived in the Madrid classrooms, in terms of academic success and school participation.

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Patino Santos Perez Milans Relano Pastor Legitimate Knowledge - Accepted Manuscript
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More information

Accepted/In Press date: 19 March 2015
e-pub ahead of print date: 7 May 2015
Keywords: sociolinguistic ethnography, legitimate knowledge, multilingual schools, spain, immigrant students, social interaction
Organisations: Faculty of Humanities

Identifiers

Local EPrints ID: 375410
URI: http://eprints.soton.ac.uk/id/eprint/375410
PURE UUID: 14de805a-c23a-400e-8ac0-1a51e3aa55bc

Catalogue record

Date deposited: 24 Mar 2015 09:49
Last modified: 20 Nov 2021 20:17

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Contributors

Author: Miguel Pérez-Milans
Author: Ana María Relano-Pastor

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