NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1050026
Record Type: Journal
Publication Date: 2015-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1741-4350
Disambiguating with Bourdieu: Unravelling Policy from Practice in the Teaching of Children with English as an Additional Language
Flynn, Naomi
Literacy, v49 n1 p20-27 Jan 2015
This article explores the use of Bourdieusian analysis for examining how policy and practice interact in the teaching of English and therefore in the development of children's language and literacy, in particular how. Bourdieusian analysis uncovers the ways in which teachers' practice has been influenced unconsciously by centralised shaping of the curriculum for English in England while the pupil demographic in schools has become more linguistically diverse. Data were collected during interviews with both newly qualified and experienced primary school (pupil ages 5-11?years) teachers, whose pedagogical norms for the teaching of English were challenged by the arrival of non-English speakers in their classrooms. The discussion highlights how the use of Bourdieusian constructs of field, habitus and capital can disambiguate teachers' practical classroom decisions from the influences of policy expectations.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A