Sites of Multilingualism: Complementary Schools in Britain Today »

Peter Martin was, until his death, Professor of Education and Linguistics at University of East London.

Vally Lytra is a Visiting Research Fellow at Kings College London.

Here is cutting edge research on complementary schooling in Britain. The book brings together new and innovative language-focused research on complementary schools that serve the linguistic, cultural and social needs of a wide range of ethno-linguistic communities in Britain. It examines the language and literacy practices, the policy and curricular innovation that pertain in complementary schools in Britain today, and the experiences of the children who attend them. Complementary schools have been on the margins of educational policy as research sites in their own right but recently this has changed. Now recognized as "safe spaces" in which young children can explore their identities, they are seen as central to policy initiatives for promoting the languages of Britain. This book picks up on the spate of recent research to explore: the range of language and literacy practices in complementary schools; their innovations in policy and curriculum; and how the pupils, teachers and parents negotiate social identities and affiliations. It also demonstrates the importance of complementary schools in the lives and learning of bilingual pupils.

Sites of Multilingualism is essential reading for researchers and students in the fields of bilingual education and bilingualism, sociolinguistics, sociology and anthropology. It will also be relevant to teachers and teacher educators in complementary and mainstream schools and also to policy makers.

The contributors are: Salman Al-Azami, Louise Archer, Taskin Baraç, Olga Barradas, Arvind Bhatt, Adrian Blackledge,Tony Clyne, Jean Conteh, Angela Creese, Becky Francis, Eve Gregory, Charmian Kenner, Li Wei, Vally Lytra, Peter Martin, Ada Mau, Efstathia Pantazi, Evangelia Prokopiou, Leena Helavaara Robertson, Mahera Ruby, Ana Souza, Raymonde Sneddon and Chao-Jung Wu.

Ch. 1 Opening up flexible spaces : ideology and practice in complementary schools Adrian Blackledge Blackledge, Adrian Angela Creese Creese, Angela 3

Ch. 2 Investigating the intersection of multilingualism and multimodality in Turkish and Gujarati literacy classes Vally Lytra Lytra, Vally Peter Martin Martin, Peter Taskin Barac Barac, Taskin Arvind Bhatt Bhatt, Arvind 19

Ch. 3 Literacy and socialisational teaching in Chinese complementary schools Li Wei Li, Wei Chao-Jung Wu Wu, Chao-Jung 33

Ch. 4 Abetare and dancing : the story of a partnership Raymonde Sneddon Sneddon, Raymonde 45

Ch. 5 Grandmothers as orchestrators of early language and literacy lessons Mahera Ruby Ruby, Mahera Eve Gregory Gregory, Eve Charmian Kenner Kenner, Charmian Salman Al-Azami Al-Azami, Salman 57

Ch. 6 Constructing cultural and academic identities in community schools : a socio-cultural and dialogical approach Evangelia Prokopiou Prokopiou, Evangelia Tony Cline Cline, Tony 71

Ch. 7 Chinese complementary school pupils' social and educational subjectivities Becky Francis Francis, Becky Louise Archer Archer, Louise Ada Mau Mau, Ada 85

Ch. 8 Language choice and identity negotiations in a Brazilian Portuguese community school Ana Souza Souza, Ana 97

Ch. 9 Teachers' developing theories and practices in Greek Community Schools Efstathia Pantazi Pantazi, Efstathia 111

Ch. 10 Developing links between communities, schools and initial teacher training Leena Helavaara Robertson Robertson, Leena Helavaara 123

Ch. 11 Linking community and mainstream schools : opportunities and challenges for Portuguese language and culture classes Olga Barradas Barradas, Olga 135

Ch. 12 Making links across complementary and mainstream classrooms for primary children and their teachers Jean Conteh Conteh, Jean 149

References 161

Index 175