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ERIC Number: EJ881178
Record Type: Journal
Publication Date: 2010-May
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0305-7925
Language Difference and Identity in Multicultural Classrooms: The Views of "Immigrant-Background" Children in French and English Primary Schools
Welply, Oakleigh
Compare: A Journal of Comparative and International Education, v40 n3 p345-358 May 2010
This article examines the views of "immigrant-background" children on their own linguistic and cultural "differences" within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England tend to focus on immigrant children in secondary schools, this study looks at immigrant children at primary level, in an attempt to "hear their voices" and explore their perceptions and experiences, in a comparative perspective. Findings based on focus group interviews and participant observation in an English and French classroom, suggest that despite contrasting models of integration, the way "immigrant-background" children mediate "difference" as part of their identities as pupils present similarities between the two countries. There remain, however, strong differences between the two national classrooms, which could be attributed to the different contexts and approaches to multicultural differences in France and England.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France; United Kingdom (England)