Ideologies and interactions in multilingual education: What can an ecological approach tell us about bilingual pedagogy?

Citation

Creese A & Blackledge A (2011) Ideologies and interactions in multilingual education: What can an ecological approach tell us about bilingual pedagogy?. In: Helot C & O'Laoire M (eds.) Language Policy for the Multilingual Classroom: Pedagogy of the Possible - Bilingual Education & Bilingualism. Bristol: Changing Childbirth Implimentation Team, pp. 3-21.

Abstract
This chapter uses the metaphor of language ecology to consider language practises and ideologies in complementary schools. Complementary schools are also known as supplementary, community language, mother tongue language and heritage language schools. They are voluntary, outside the state system, established and run by community members. There is great diversity in provision. Our particular focus is on schools that explicitly aim to teach a community language. The schools in our study are held either at the weekend on Saturdays and Sundays or after school during the week. They tend to meet for around 2-3 hours weekly and more or less keep to the same term dates of mainstream schools. Since 2002, we have researched complementary schools to look at identity, learning and linguistic repertoires of young people and teachers. The complementary schools we researched were Bengali, Chinese, Gujarati and Turkish in Birmingham, Manchester, Leicester and London, respectively. The project aimed to explore the social, cultural and linguistic significance of complementary schools both within their communities and in wider society, and to investigate how linguistic practices of students and teachers in complementary schools are used to negotiate their multilingual and multicultural identities.

Notes
Hi Betsy, The publisher is actually 'Channel View Publications' (http://www.multilingual-matters.com/channel_view.asp) - could you please add this? Thanks! Rosie

Journal
Language Policy for the Multilingual Classroom: Pedagogy of the Possible