This study explores discourses in teachers’ talk about their teaching practice in multilingual schools, with a focus on discourses relating to language. The study adopts a Foucauldian approach to discourse and views social structures and institutions as formed in discourse specific to a social and historical context. Semi-structured interviews were carried out with teachers in schools where a high proportion of pupils spoke a first language other than English. Eight teachers were interviewed, and the data were analysed using Foucauldian Discourse Analysis. The findings indicate that in the teachers’ talk there are discourses of a monolingual education system where other languages are used to support pupils to transition to using English and for recognising culture in non-curricular activities. The discourse is contradictory, as the structures of teaching are described as suitable for all, yet as inaccessible and disadvantageous to pupils learning EAL. The discourse also excludes a number of alternative discourses including the regular use of first languages during curricular activities. Disciplinary powers are identified in the standard curriculum structures, and they are discussed in relation to how they constrain practice in multilingual schools. Lastly, there is a discussion of implications for educational psychology practice and ideas for future research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:619409 |
| Date | January 2014 |
| Creators | McDonald, Cherelle Dione Almena |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5362/ |
Page generated in 0.0013 seconds