ABSTRACT

This study explores community language school teachers’ access to classroom resources and school facilities within a framework of educational equity. Community language schools are significant language education providers that exist worldwide. In Australia, as elsewhere in the world, these schools often borrow a classroom at a mainstream school to hold lessons on weeknights and weekends. Nonetheless, they are often perceived as marginalized in wider educational contexts and emerging evidence suggest tense relationships between community language schools and mainstream educators. This study explores community language school teacher’s access to educational tools and resources when borrowing a classroom at a mainstream school. It is situated in the context of New South Wales (NSW) where approximately 3000 teachers teach community languages to more than 30,000 students on weekends and weeknights. 167 community language school teachers responded to a survey about their access to classroom resources and school facilities during teaching. Findings showed that there were significant differences across schools in terms of access to resources, in particular technology. This brings to the forefront issues of unequal opportunity within broader educational contexts. This paper then argue that such inequalities continue to reinforce marginalized positions of community language schools.

摘要

本研究探讨了社区语言学校教师在教育公平框架内获得课堂资源和学校设施的机会。社区语言学校是世界范围内重要的语言教育提供者。在澳大利亚，和世界其他地方一样，这些学校经常借用主流学校的教室在工作日晚上和周末上课。尽管如此，在更广泛的教育背景下，他们往往被视为边缘化，新出现的证据表明社区语言学校和主流教育者之间的关系紧张。本研究探讨了社区语言学校教师在主流学校借用教室时获取教育工具和资源的途径。它位于新南威尔士州 (NSW) 的环境中，大约 3000 名教师在周末和工作日晚上向 30,000 多名学生教授社区语言。167 名社区语言学校教师回应了一项关于他们在教学期间获得课堂资源和学校设施的调查。调查结果表明，不同学校在获取资源，尤其是技术方面存在显着差异。这将更广泛的教育背景下的机会不平等问题带到了最前沿。然后，本文认为这种不平等继续强化社区语言学校的边缘化地位。调查结果表明，不同学校在获取资源，尤其是技术方面存在显着差异。这将更广泛的教育背景下的机会不平等问题带到了最前沿。然后，本文认为这种不平等继续强化社区语言学校的边缘化地位。调查结果表明，不同学校在获取资源，尤其是技术方面存在显着差异。这将更广泛的教育背景下的机会不平等问题带到了最前沿。然后，本文认为这种不平等继续强化社区语言学校的边缘化地位。