Teachers and Polish children: capturing changes in the linguistic field

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: 10.1080/01425692.2018.1481366

Abstract/Summary

This article presents original insights into the English learning experiences of Polish children, and contributes a longitudinal perspective on teachers’ relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers’ practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a ‘model minority’. In the current study, interviews with teachers, parents, and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers’ pedagogy has adapted for children who have English as an additional language; and the fluid nature of children’s linguistic identities.

Item Type	Article
URI	https://reading-pure-test.eprints-hosting.org/id/eprint/77405
Identification Number/DOI	10.1080/01425692.2018.1481366
Refereed	Yes
Divisions	Central Services Arts, Humanities and Social Science > Institute of Education
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