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

该项目将审查最近伦敦语言人口结构的变化对初等教育部门的影响，以及欧元区危机对该地区遗产语言多样化的影响。它将调查多语言教学和跨国身份在英国退欧后的英格兰的作用，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来确定自2008年以来伦敦南部一个行政区发生的语言变化，并跟踪英国退欧后的变化。在此基础上，我将探讨教师如何在课堂上使用儿童的语言能力，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语HL学习计划的儿童，以了解他们是如何发展自我和自我认知、跨文化敏感性以及跨国身份认同的(Vertovec，2001)。该项目旨在研究伦敦语言人口统计最近的变化对小学教育部门的影响，通过对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语言技能，以及采取了什么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跨国身份的发展？鉴于英国自2016年公投以来的新社会政治局面，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、最新的概述。我将整合有关社会政策如何影响为英语作为额外语言的学生提供服务的证据(Costley，2014)。通过一个案例研究，我将补充关于多语言教学法和意大利语作为英国遗产语言的研究，目的是弥合单一语言教育世界和多语言家庭现实之间的差距，并为尊重当今流动和快速发展的社会的需要的语言教育做出贡献。这项研究将采用混合方法，我将使用定量和定性的研究方法，并将利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)课堂观察4)对多语种儿童的访谈本研究预计从2020年10月1日起持续36个月。

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.