Hostname: page-component-8448b6f56d-xtgtn Total loading time: 0 Render date: 2024-04-23T13:28:06.943Z Has data issue: false hasContentIssue false
  • English
  • Français

Multilingualism in England

Published online by Cambridge University Press:  16 October 2009

Ben Rampton ,
Roxy Harris  and
Constant Leung
Get access Rights & Permissions [Opens in a new window]

Extract

A great deal has happened in the study and understanding of multilingualism in England since it was last considered in ARAL (Reid 1985). To examine these changes, this review will concentrate on the dynamic and contested relationships among 1) educational policy, 2) academic discourse, and 3) everyday sociolinguistic practice. Our account is limited to England and to its newer heritage languages; due to limitations of space, it also does not provide any detailed discussion of particular languages. For fuller sociolinguistic discussion of thirty one of these, we refer the reader to Alladina and Edwards (1991), a major step forwards in the documentation of linguistic diversity in the British Isles which provides an idea of the wide but uneven spread of multilingualism across a range of institutional sites (including, for example, press and broadcasting as well as education).

Type
Country and Regional Surveys
Information
Annual Review of Applied Linguistics , Volume 17 , March 1997 , pp. 224 - 241
Copyright
Copyright © Cambridge University Press 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Abrams, F. 1991. Accents and dialects stili unmentionable subjects. Times Educational Supplement. 14 June.Google Scholar
Back, L. 1996. New ethnicities and urban culture. London: UCL Press.Google Scholar
Baker, C. 1988. Key issues in bilingualism and bilingual education. Clevedon, Avon: Multilingual Matters.Google Scholar
Baker, C. 1993. Foundations of bilingual education and bilingualism. Clevedon, Avon: Multilingual Matters.Google Scholar
Bans, M. 1991/1992. Genre theory: What's it all about? Language Matters. 1.9–16. [Also in Stierer, B. and Maybin, J. (eds.) 1994. Language, literacy and learning in educational practice. Clevedon, Avon: Multilingual Matters. 248–257.]Google Scholar
Baynham, M. 1995. Literacy practices. London: Longman.Google Scholar
Bhatt, A. and Martin, M.-Jones. 1992. Whose resource? Minority languages, bilingual learners and language awareness. In Fairclough, N. (ed.) Critical language awareness. London: Longman. 285–302.Google Scholar
Biggs, N. and Edwards, V.. 1991. ‘I treat them all the same’: Teacher-pupil talk in multi-ethnic classrooms. Language and Education. 5.3.103–115.Google Scholar
Bremer, K., Roberts, C., Vasseur, M.-T., Simonot, M. and Broeder, P.. 1996. Achieving understanding: Discourse in intercultural encounters. London: Longman.Google Scholar
Brumfit, C. 1995a. Teacher professionalism and research. In Cook, G. and Seidlhofer, B. (eds.) Principle and practice in applied linguistics In Honor of Henry Widdowson. Oxford: Oxford University Press. 27–42.Google Scholar
Cameron, D. and Bourne, J.. 1988. No common ground: Kingman, grammar and the nation. Language and Education. 2.3.147–160.CrossRefGoogle Scholar
Cameron, D., Frazer, E., Harvey, P., Rampton, B. and Richardson, K.. 1992. Re searching language: Issues of power and method. London: Routledge.Google Scholar
Carter, R. (ed.) 1990. Knowledge about language. London: Hodder and Stoughton.Google Scholar
Carter, R. 1992. LINC: The final chapter? BAAL Newsletter. 35.10–16.Google Scholar
Clarke, P. and Smith, N.. 1992. Initial steps towards critical practice in primary schools. In Fairclough, N. (ed.) Critical language awareness. London: Longman. 238–255.Google Scholar
Commission for Racial Equality (C.R.E.) 1986. Teaching English as a second language: Report of a formal investigation in Calderdale local education authority. London: Commission for Racial Equality.Google Scholar
Cox, B. 1995. Cox on the battle for the English Curriculum. London: Hodder & Stoughton.Google Scholar
Department of Education and Science (D.E.S.) 1981. West Indian children in our schools: Interim report of the Committee of Inquiry into the education of children from ethnic minority groups. London: HMSO.Google Scholar
Department of Education and Science (D.E.S.) 1985. Education for all: The report of the Committee of Inquiry into the education of children from ethnic minority groups. London: HMSO.Google Scholar
Department of Education and Science (D.E.S.) 1989. English for ages 5 to 16. London: HMSO. [Also in B. Cox. 1991. Cox on Cox: An English curriculum for the 1990s. London: Hodder & Stoughton.]Google Scholar
Department for Education (D.F.E.) 1995a. English in the national curriculum. London: HMSO.Google Scholar
Department for Education (D.F.E.) 1995b. Modern foreign languages in the national curriculum. London: HMSO.Google Scholar
Department for Education (D.F.E.) 1995c. Ethnic monitoring of school pupils: A consultation paper. London: DFE.Google Scholar
Donald, J. and Rattansi, A. (eds.) 1992. ‘Race,‘ culture and difference. London: Sage.Google Scholar
Edwards, V. and Katbamna, S.. 1988. The wedding songs of British Gujarati women. In Coates, J. and Cameron, D. (eds.) Women in their speech communities. London: Longman. 158–174.Google Scholar
Edwards, V. and Redfern, A.. 1992. The world in a classroom. Clevedon, Avon: Multilingual Matters.Google Scholar
Eggar, T. 1991. Correct use of English is essential. Times Educational Supplement. 28 (June).Google Scholar
Fitzpatrick, B. 1987. The open door. Clevedon, Avon: Multilingual Matters.Google Scholar
Garrett, P., Griffiths, Y., James, C. and Schofield, P.. 1992. Differences and similarities between and within bilingual settings. Language, Culture and Curriculum. 5.99–115.CrossRefGoogle Scholar
Gillborn, D. and Gipps, C.. 1996. Recent research on the achievement of ethnic minority pupils. London: HMSO.Google Scholar
Gregory, E. 1990. Negotiation as a criterial factor in learning to read in a second language. Language and Education. 4.2.103–115.CrossRefGoogle Scholar
Gregory, E. 1993b. What counts as reading in the infant classroom? British Journal of Educational Psychology.CrossRefGoogle Scholar
Hamilton, M., Barton, D. and Ivanic, R. (eds.) 1994. Worlds of literacy. Clevedon, Avon: Multilingual Matters.Google Scholar
Hannerz, U. 1989. Culture between center and periphery: Towards a macroanthropology. Ethnos. 54.3/4.200–216.CrossRefGoogle Scholar
Harris, R. 1996. Openings, absences and omissions: Aspects of the treatment of ‘race/’ culture and ethnicity within British cultural studies. Cultural Studies. 10. 334–344.CrossRefGoogle Scholar
Harris, R. Forthcoming. Romantic bilingualism: Time for a change? In Cable, C. and Leung, C. (eds.) Mainstream schooling and the needs of bilingual pupils [provisional title]. National Association for Teachers of English (NATE)/National Association for Language Development in the Curriculum (NALDIC).Google Scholar
Harris, R., Schwab, I., Whitman, L., et al. 1990. Language and power. London: HBJ/Harper Collins.Google Scholar
Hawkins, E. 1992. Awareness of language/knowledge about language in the curriculum in England and Wales: An historical note on twenty years of curricular debate. Language Awareness. 1.1.5–17.CrossRefGoogle Scholar
Hewitt, R. 1986. White talk, black talk. Cambridge: Cambridge University Press.Google Scholar
Hewitt, R. 1995. The umbrella and the sewing machine: Transculturalism and the definition of Surrealism. In Aalund, A. and Granqvist, R. (eds.) Negotiating identities. Amsterdam: Rpdopi. 91–104.CrossRefGoogle Scholar
Jones, T. 1993. Britain's ethnic minorities. London: Policy Studies Institute.Google Scholar
Leung, C. 1993. The coming crisis of ESL.in the national curriculum. British Association for Applied Linguistics Newsletter. 45.27–32.Google Scholar
Leung, C. 1995. English as an additional/second language (EAL/ESL) stages/levels. London: Consultant Report to Schools Curriculum and Assessment Authority.Google Scholar
Leung, C. Forthcoming. Language content and learning process in curiculum tasks. In Cable, C. and Leung, C. (eds.) Mainstream schooling and the needs of bilingual pupils [provisional title]. National Association for Teachers of English (NATE)/National Association for Language Development in the Curriculum (NALDIC).Google Scholar
Leung, C. and Franson, C.. 1991. English as a second language in the national curriculum. In Meara, P. and Ryan, A. (eds.) Language and nation. Clevedon, Avon: British Association for Applied Linguistics/Multilingual Matters. 117–125.Google Scholar
Linguistic Minorities Project (L.M.P.) 1985. The other languages of England. London: RKP.Google Scholar
Li, W. and Milroy, L.. 1995. Conversational code-switching in a Chinese community in Britain: A sequential analysis. Journal of Pragmatics. 23.281–299.Google Scholar
Martin-Jones, M. 1991. Sociolinguistic surveys as a source of evidence in the study of bilingualism: A critical assessment of survey work conducted among linguistic minorities in three British cities. Internationaljournal of the Sociology of Language. 90.37–55.CrossRefGoogle Scholar
Martin-Jones, M. 1995. Codeswitching in the classroom: Two decades of research. In Milroy, L. and Muysken, P. (eds.) One speaker, two languages: Cross-disciplinary perspectives on code-switching. Cambridge: Cambridge University Press. 90–111.CrossRefGoogle Scholar
Milroy, L. and Li, W.. 1995. A social network approach to code-switching: The example of a bilingual community in Britain. In Milroy, L. and Muysken, P. (eds.) One speaker, two languages: Cross-disciplinary perspectives on code-switching. Cambridge: Cambridge University Press. 136–157.CrossRefGoogle Scholar
Moffat, S. 1991. Becoming bilingual in the classroom: Code-choice in school. Language and Education. 5.1.55–71.CrossRefGoogle Scholar
Moffat, S. and Milroy, L.. 1992. Panjabi/English language alternation in the early school years. Multilingua. 11.355–385.CrossRefGoogle Scholar
Nwenmely, H. 1995. Language reclamation: French-Creole language teaching in the UK and the Caribbean. Clevedon, Avon: Multilingual Matters.Google Scholar
Ogilvy, C., Boath, E., Cheyne, W., Jahoda, G. and Schaffer, H.. 1992. Staff-child interaction styles in multi-ethnic nursery schools. British Journal of Development Psychology. 10.85–97.CrossRefGoogle Scholar
Pardoe, S. 1994. Writing in another culture: The value of students' KAP in writing pedagogy. In Graddol, D. and Swann, J. (eds.) Evaluating language. Clevedon, Avon: British Association for Applied Linguistics/Multilingual Matters. 37–51.Google Scholar
Peak, S. and Fisher, P.. 1996. The media guide. London: Fourth Estate.Google Scholar
Pettigrew, M. 1992. Government regulation of applied research: Contracts and conditions. BAAL Newsletter. 42.4–7.Google Scholar
Rampton, B. 1995b. Language crossing and the problematisation of ethnicity and socialisation. Pragmatics. 5.485–513.Google Scholar
Rampton, B. 1995c. Politics and change in research in applied linguistics. Applied Linguistics. 16.233–256.CrossRefGoogle Scholar
Reid, E. 1985. Bilingual communities: England/National profiles and verbal repertoires. In Kaplan, R. B., et al. (eds.) Annual Review of Applied Linguistics, 6. New York: Cambridge University Press. 205–219.Google Scholar
Roberts, C., Garnett, C., Kapoor, S. and Sarangi, S.. 1995. ‘Tuning in’ in further education multicultural classrooms. Language Issues. 6.2.15–19.Google Scholar
Rosen, H. and Burgess, T. 1980. The languages and dialects of London schoolchildren. London: Ward Lock.Google Scholar
Saxena, M. 1994. Literacy among the Panjabis in Southall (Britain). In Hamilton, M.D., and Ivanic, R. (eds.) Worlds of literacy. Clevedon, Avon: Multilingual Matters. 195–214.Google Scholar
SCAA (School Curriculum and Assessment Authority). 1996. Teaching and learning English as an additional language: New perspectives. London: SCAA. [SCAA Discussions Papers No. 5.]Google Scholar
Stubbs, M. 1991. Educational language planning in England and Wales: Multicultural rhetoric and assimilationist assumptions. In Coulmas, F. (ed.) Language policy for the European Community: Prospects and quandaries. Berlin: Mouton de Gruyter.Google Scholar
Sutcliffe, D. 1982. British Black English. Oxford: Blackwell.Google Scholar
Verma, M., Corrigan, K., and Firth, S. (eds.) 1995. Working with bilingual children. Clevedon, Avon: Multilingual Matters.Google Scholar