Abstract

This paper investigates a monolingual approach to the teaching of linguistic minority pupils in an English primary school at Key Stage Two (7–11 years old). The work is based on a longitudinal case study of one Russian-speaking migrant pupil and her schooled experience. The analysis and discussion explicate the prohibition of the first or home language (Russian) in the school, and reveal how denying a seven-year-old migrant child permission to use her L1 is detrimental to her learning experience and her well-being. The focal data derive from participant-observation fieldnotes, visual artefacts and interviews with the child, her mother, and a class teacher over a 7-month period. Through an analysis of the participants’ stancetaking, we show how the pupil’s voice is inaudible in her struggle against a monolingual attitude towards her bilingualism and multicompetence. Our contribution therefore builds on work in critical migrant language education, to identify the importance of enabling the presence of the L1 in learning for migrant pupils.

摘要

本文研究了在关键阶段二（7-11 岁）的英语小学中对语言少数学生进行单语教学的方法。这项工作基于对一名讲俄语的移民学生及其受教育经历的纵向案例研究。分析和讨论阐明了学校禁止使用母语或母语（俄语），并揭示拒绝一个 7 岁的流动儿童使用她的 L1 是如何损害她的学习经验和她的幸福感的。焦点数据来自于 7 个月的参与者观察实地记录、视觉人工制品以及对孩子、她的母亲和班主任的采访。通过对参与者的立场分析，我们展示了学生的声音在她与双语和多能力的单语态度的斗争中是如何听不见的。因此，我们的贡献建立在批判性移民语言教育工作的基础上，以确定在移民学生学习中启用 L1 的重要性。