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Getting to Know Community Language Schools

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The Bullock Report (1975) Para: 20.5: Immigrant children's attainment in tests and school in general is ... No child should be expected to cast off the language ... – PowerPoint PPT presentation

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Title: Getting to Know Community Language Schools


1
Getting to Know Community Language Schools
  • www.multiverse.ac.uk

2
First Questions
  • What are Community Language Schools?

3
First Questions
  • Why focus on something like community language
    schools that exist outside mainstream schools?

4
The Bullock Report (1975)
  • Para 20.5 Immigrant childrens attainment in
    tests and school in general is related not only
    to language but to several other issues,
    particularly those of cultural identity and
    cultural knowledge. No child should be expected
    to cast off the language and culture of the home
    as he sic crosses the school threshold, nor to
    live and act as though school and home represent
    two totally separate and different cultures which
    have to be kept firmly apart. The curriculum
    should reflect many elements of that part of life
    which a child lives outside the school. (DES
    1975, p. 286)

5
Working together with community language schools
  • Helps to foster stronger and more positive
    relationships between mainstream schools and
    diverse linguistic and minority ethnic
    communities.
  • The Race Relations (Amendment) Act 2002 lays a
    duty on all public organisations, such as
    universities and schools, to positively promote
    good relations between different ethnic
    communities.

6
The DfES defines a cohesive community as
  • there is a common vision and a sense of belonging
    for all communities
  • the diversity of peoples different backgrounds
    and circumstances is appreciated and positively
    valued
  • those from different backgrounds have similar
    life opportunities
  • and strong and positive relationships are being
    developed between people from different
    backgrounds in the workplace, in schools and
    within neighbourhoods (DfES, 2004, n.p.)

7
When were community language schools established?
8
Here is Aumie remembering his own community
language school in London in the 1930s
  • At the age of 7, we were learning Hebrew grammar,
    which is far more complicated in many ways than
    English grammar, so when we were in the English
    school, adjectives, nouns and verbs, things which
    non-Jewish friends just would be beginning to
    grapple with, were all very natural to us. Maybe,
    in some ways, it gave us an advantage in that we
    were aware that language had a structure. In
    Hebrew, you see, you have the root of a word
    you could have one word in Hebrew which then
    translated would be five words in English. So,
    even as 7-year olds those of us who were
    competent in Hebrew already had a sound
    grammatical basis when we looked at English
    grammar. (Gregory and Williams, 2000, p. 91)

9
In the 1960s a new type of community school,
supplementary school, was established for and
by the African-Caribbean community
  • Aimed at raising the mainstream school
    achievement of African-Caribbean children.
  • Focus on teaching and supplementing English,
    English literacy, numeracy and Science
  • Also including aspects of African-Caribbean
    culture, language and history in its curriculum.

10
Schools Minister Andrew Adonis recognises the
achievement of community language schools, for
example
  • the Hellenic School in Barnet London where
    more than half of students did well in their AS
    and A-level exams in Greek the Somali
    supplementary school in Kensington Chelsea
    London which provides national curriculum
    support for children aged to six to 16 close
    partnerships between supplementary schools and
    mainstream schools such as Oldknow Junior School
    in Birmingham and Mauldeath Road Primary School
    in Manchester. (DfES Press Release 21 April 2006)

11
Where can I find out about my local community
language schools?
  • www.resourceunit.com
  • www.continyou.org.uk

12
When and where do they take place?
  • Who funds them?

13
What happens in a community language school?
  • Handout 1 - do this task now with the person
    sitting next to you.
  • Handout 2 - see the overview of different
    functions of a community language school.

14
What are the benefits for children and young
people?
15
1. Language Learning
  • Children can study their own languages in formal
    school contexts - often from the age of 3-4 years
    onwards to 18 years. This contributes to the
    pupils cognitive development. Additive
    bilingualism brings about additional benefits.
    (Subtractive bilingualism takes away confidence,
    self esteem and aspects of identity.)
  • Portuguese pupils who attended community language
    schools did better in their SATs than those who
    did not (Barradas, Multiverse website)
  • Language lessons support older pupils
    examinations such as GCSEs and AS and A-Levels.
  • (Adapted from Kenner, 2004)

16
2. Cultural Connections
  • Benefits for children and adults for maintaining
    links with their family and community heritage.
  • Creates a sense of belonging to a community.
  • Enables a stronger sense of identity to be
    constructed and maintained.
  • (Adapted from Kenner, 2004)

17
3. Reinforcing the Mainstream School Curriculum
  • Additional support for mainstream school
    learning, such as consolidating English literacy
    and providing support for homework.
  • Support for national tests (formerly SATs).
  • (Adapted from Kenner, 2004)

18
4. Broadening the Curriculum
  • Additional music lessons and performances, such
    as singing and learning to play a range of
    musical instruments.
  • Dance lessons and performances.
  • A different context and perspective for studying
    history, citizenship, geography, RE.
  • (Adapted from Kenner, 2004)

19
More information on www.multiverse.ac.uk
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