Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Managing bilingual interaction in a Gujarati complementary school in Leicester
Author(s): Martin, Peter
Bhatt, Arvind
Bhojani, Nirmala
Creese, Angela
Contact Email:
Keywords: Bilingual learning
Issue Date: 31-Dec-2006
Date Deposited: 21-Sep-2018
Citation: Martin P, Bhatt A, Bhojani N & Creese A (2006) Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education, 20 (1), pp. 5-22.
Abstract: This paper focuses on teacher-student interaction in two Gujarati complementary school classrooms in one school in the East Midlands city of Leicester, UK. To date, little work has been published on interaction in complementary schools, and little is therefore known about the cultures of learning and teaching in such contexts. Our study of complementary schools in Leicester has shown how the classroom participants manage bilingualism and bilingual learning and teaching. One of the most noticeable features of the discourses of the two classrooms is the way two languages are juxtaposed to create learning opportunities. This uncontested use of two languages through the pedagogic strategy of code-switching goes against the perceived notion of bilingual learning/teaching as being a deficient strategy. Classrooms in complementary schools offer a highly significant, though under-researched, context in which to study language choice, and specifically the multilingual experiences of classroom participants. By exploring the educational pedagogies and classroom discourses, it is the aim of the paper to extend theoretical insights into the way complementary schools might help to transform, negotiate and manage the linguistic, social and learning identities of the participants in the classroom.
DOI Link: 10.1080/09500780608668707
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Licence URL(s):

Files in This Item:
File Description SizeFormat 
Martin et al 2006.pdfFulltext - Published Version112.03 kBAdobe PDFUnder Permanent Embargo    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.