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Languages, cultural capital and school choice: distinction and second-language immersion programmes.
- Source :
-
British Journal of Sociology of Education . May2013, Vol. 34 Issue 3, p373-391. 19p. - Publication Year :
- 2013
-
Abstract
- This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 01425692
- Volume :
- 34
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- British Journal of Sociology of Education
- Publication Type :
- Academic Journal
- Accession number :
- 86994671
- Full Text :
- https://doi.org/10.1080/01425692.2012.722278