File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/s10993-014-9345-8
- Scopus: eid_2-s2.0-84939996574
- WOS: WOS:000353050000004
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Mandarin Chinese in London Education: Language Aspirations in a Working-class Secondary School
Title | Mandarin Chinese in London Education: Language Aspirations in a Working-class Secondary School |
---|---|
Authors | |
Keywords | Institutional neoliberalization Language ideology Language policy Mandarin language education Multilingualism |
Issue Date | 2015 |
Publisher | Springer 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? |
Abstract | As 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 Identifier | http://hdl.handle.net/10722/189488 |
ISSN | 2023 Impact Factor: 1.4 2023 SCImago Journal Rankings: 0.571 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Perez Milans, M | en_US |
dc.date.accessioned | 2013-09-17T14:43:13Z | - |
dc.date.available | 2013-09-17T14:43:13Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Language Policy, 2015 | en_US |
dc.identifier.issn | 1568-4555 | - |
dc.identifier.uri | http://hdl.handle.net/10722/189488 | - |
dc.description.abstract | As 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.language | eng | en_US |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1568-4555 | en_US |
dc.relation.ispartof | Language Policy | en_US |
dc.rights | The original publication is available at www.springerlink.com | en_US |
dc.subject | Institutional neoliberalization | - |
dc.subject | Language ideology | - |
dc.subject | Language policy | - |
dc.subject | Mandarin language education | - |
dc.subject | Multilingualism | - |
dc.title | Mandarin Chinese in London Education: Language Aspirations in a Working-class Secondary School | en_US |
dc.type | Article | en_US |
dc.identifier.email | Perez Milans, M: mpmilans@hku.hk | en_US |
dc.identifier.authority | Perez Milans, M=rp01652 | en_US |
dc.identifier.doi | 10.1007/s10993-014-9345-8 | - |
dc.identifier.scopus | eid_2-s2.0-84939996574 | - |
dc.identifier.hkuros | 222047 | en_US |
dc.identifier.isi | WOS:000353050000004 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 1568-4555 | - |