The inclusion of Slovak Roma pupils in secondary school: contexts of language policy and planning

• Mark Payne ^[1]
  1. [1] University of Sheffield

     University of Sheffield

     Reino Unido

     
• Localización: Current issues in language planning, ISSN 1466-4208, Vol. 18, Nº. 2, 2017, págs. 161-180
• Idioma: inglés
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• Resumen

  • The arrival of large numbers of Slovak Roma to Sheffield over a relatively short period has inserted two new languages (Slovak and Romani) into an already diverse, multilingual school environment. Schools face challenges in welcoming the new migrant children, inducting and integrating them and facilitating access to the English school curriculum. This paper draws on longitudinal ethnolinguistic research in one secondary school in Sheffield that has experienced this migration and language situation and responded in a variety of ways. Utilizing an analytical framework based upon “language-in-education planning” (LEP, [Kaplan & Baldauf, 1997 Kaplan, R. B., & Baldauf, R. B. (1997). Language planning. From practice to theory. Clevedon: Multilingual Matters.

    Language planning. From practice to theory. Clevedon: Multilingual Matters]) and “micro language planning” (MLP, [Liddicoat & Taylor-Leech, 2014 Liddicoat, A. J., & Taylor-Leech, K. (2014). Micro language planning for multilingual education: Agency in local contexts. Current Issues in Language Planning, 15(3), 237–244.

    [Taylor & Francis Online], Micro language planning for multilingual education: Agency in local contexts. Current Issues in Language Planning, 15(3), 237–244]), the various emergent practices are examined. Findings show that the school is engaging in various “unplanned” practices to surmount the language and pedagogical issues, thus highlighting the role of MLP as a necessary part of more macro LEP processes.