European heritage languages in primary schools: understanding identity and pedagogy in multilingual London

小学中的欧洲传统语言：理解多语言伦敦的身份和教学法

• 批准号: 2420884
• 金额: --
• 依托单位: University of Essex
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2420884
• 关键词: European; heritage; languages; primary; schools

This project will examine the impact recent changes in London's linguistic demography have had on the primary education sector and the influence of the Eurozone crisis on the diversification of heritage languages (HLs) in the area. It will investigate the role of multilingual pedagogy and transnational identities in post-Brexit England, with a focus on the Italian community.I will identify the linguistic changes that have occurred in a South London borough since 2008 by analysing the language background of children in mainstream primary schools and track the changes after Brexit. Building on this, I will explore how teachers use the linguistic repertoires of the children in their classrooms and analyse the teachers' belief. For my case study, I will interview children enrolled in Italian HL learning programmes, in order to understand how they develop a sense of self and self-perception, and intercultural sensitivity, as well as transnational identities (Vertovec, 2001).This project sets out to examine the impact of the recent changes in London's linguistic demography on the primary education sector, through an exploration of the following three research questions:1) What is the impact of the recent intra-European migration on the language background of children in London's primary schools?2) How do primary school teachers use the linguistic repertoire in their classrooms and what teaching strategies have been adopted to promote European heritage languages? 3) How does multilingual pedagogy in community language schools support the development of transnational identities in the Italian community of London? In view of the new socio-political scenario in the UK since the 2016 Referendum, I intend to provide a comprehensive, up-to-date overview for policy makers on the topic of heritage languages and transnational identities. I will integrate the evidence on how social policies have impacted the provision for students for whom English is an additional language (Costley, 2014). Through a case study, I will supplement the research on multilingual pedagogy and Italian as a heritage language in the UK with the objective of bridging the gap between the world of monolingual education and the reality of multilingual families, and contribute towards a language education that respects the needs of today's mobile andfast-developing society. The study will employ a mixed methods approach in which I will use both quantitative and qualitative research methods and I will make use of the following data collection tools:1) language background questionnaire 2) interviews and focus group with teachers3) lessons observation 4) interviews with multilingual children The study is expected to take up to 36 months from 1 October 2020.

该项目将研究伦敦语言人口的最新变化对小学教育部门的影响，以及欧元区危机对该地区传统语言多样化的影响。本课程将探讨英国脱欧后，多语言教学法和跨国身份认同在英国的作用，重点是意大利社区。我将通过分析主流小学儿童的语言背景，确定自2008年以来伦敦南部自治市发生的语言变化，并跟踪英国脱欧后的变化。在此基础上，我将探讨教师如何在课堂上使用儿童的语言剧目，并分析教师的信念。在我的案例研究中，我将采访参加意大利HL学习课程的儿童，以了解他们如何发展自我意识和自我感知，以及跨文化敏感性和跨国身份（Vertovec，2001年）。该项目着手研究伦敦语言人口统计学最近的变化对小学教育部门的影响，通过以下三个研究问题的探讨：1）最近的欧洲内部移民对伦敦小学儿童的语言背景有什么影响？2)小学教师如何在课堂上使用这些语言，采取了哪些教学策略来推广欧洲传统语言？3)社区语言学校的多语言教学如何支持伦敦意大利社区的跨国身份发展？鉴于自2016年公投以来英国新的社会政治情景，我打算就遗产语言和跨国身份这一主题为政策制定者提供一个全面的，最新的概述。我将整合有关社会政策如何影响英语作为额外语言的学生的证据（Costley，2014）。通过一个案例研究，我将补充多语言教学法和意大利语作为一种传统语言在英国的研究，弥合单语教育的世界和多语言家庭的现实之间的差距的目标，并有助于语言教育，尊重今天的移动的和快速发展的社会的需要。本研究将采用混合方法，其中我将使用定量和定性研究方法，并将使用以下数据收集工具：1）语言背景问卷2）与教师的访谈和焦点小组3）课程观察4）与多语言儿童的访谈本研究预计将从2020年10月1日起持续36个月。