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Article: Mandarin Chinese in London Education: Language Aspirations in a Working-class Secondary School

TitleMandarin Chinese in London Education: Language Aspirations in a Working-class Secondary School
Authors
Issue Date2015
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1568-4555
Citation
Language Policy, 2015 How to Cite?
AbstractAs the Council of Europe is shifting its traditional focus on learning European languages towards emphasizing the importance of speaking other languages of the wider world, an increasing number of schools are offering Mandarin as part of their official curriculum in the United Kingdom. This is being financially supported by transnational/inter-institutional networks headed by Confucius Institutes and linked to the Hanban in the People’s Republic of China. In addition, learning of this language is being legitimised by appealing to discourses of “social cohesion” and “internationalism”. This article draws from a sociolinguistic ethnography carried out in a London secondary school located in a working-class area. This school converted itself into a Language Specialist School teaching Mandarin when it faced difficulties recruiting the institutionally required minimum number of students for being entitled to receive public educational funding. In the framework of a partnership with the Confucius Institute, which requires affiliated schools to ensure that the success rate of students learning Mandarin meets a given ratio, this paper takes a closer look at the resulting local uncertainties, with a focus on the everyday discursive practices of “collusion” (McDermott and Tylbor 1986) through which teachers and students create a sense of smooth language learning environment, even when the majority of the students have difficulties in achieving outcome targets.
Persistent Identifierhttp://hdl.handle.net/10722/189488
ISSN
2015 Impact Factor: 1.235
2015 SCImago Journal Rankings: 0.910

 

DC FieldValueLanguage
dc.contributor.authorPerez Milans, Men_US
dc.date.accessioned2013-09-17T14:43:13Z-
dc.date.available2013-09-17T14:43:13Z-
dc.date.issued2015-
dc.identifier.citationLanguage Policy, 2015en_US
dc.identifier.issn1568-4555-
dc.identifier.urihttp://hdl.handle.net/10722/189488-
dc.description.abstractAs the Council of Europe is shifting its traditional focus on learning European languages towards emphasizing the importance of speaking other languages of the wider world, an increasing number of schools are offering Mandarin as part of their official curriculum in the United Kingdom. This is being financially supported by transnational/inter-institutional networks headed by Confucius Institutes and linked to the Hanban in the People’s Republic of China. In addition, learning of this language is being legitimised by appealing to discourses of “social cohesion” and “internationalism”. This article draws from a sociolinguistic ethnography carried out in a London secondary school located in a working-class area. This school converted itself into a Language Specialist School teaching Mandarin when it faced difficulties recruiting the institutionally required minimum number of students for being entitled to receive public educational funding. In the framework of a partnership with the Confucius Institute, which requires affiliated schools to ensure that the success rate of students learning Mandarin meets a given ratio, this paper takes a closer look at the resulting local uncertainties, with a focus on the everyday discursive practices of “collusion” (McDermott and Tylbor 1986) through which teachers and students create a sense of smooth language learning environment, even when the majority of the students have difficulties in achieving outcome targets.-
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1568-4555en_US
dc.relation.ispartofLanguage Policyen_US
dc.rightsThe original publication is available at www.springerlink.comen_US
dc.titleMandarin Chinese in London Education: Language Aspirations in a Working-class Secondary Schoolen_US
dc.typeArticleen_US
dc.identifier.emailPerez Milans, M: mpmilans@hku.hken_US
dc.identifier.authorityPerez Milans, M=rp01652en_US
dc.identifier.doi10.1007/s10993-014-9345-8-
dc.identifier.hkuros222047en_US
dc.publisher.placeNetherlands-

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