Language in multilingual classrooms: Discourses regarding language and teaching practice in linguistically diverse primary schools

Abstract

Aims:This research explored discourses regarding language in multilingual primary classrooms and how the dominant discourse forms teaching practice.Rationale:Educational responses to linguistic diversity are set within a social and cultural context, and in the context of England responses have varied throughout history. The current context is one of increasing linguistic diversity where multiple languages are present in schools. This research sought to consider discourse within this context.Method:Interviews were held with eight teachers in linguistically diverse primary schools. Foucauldian Discourse Analysis (FDA) was used to analyse the teachers’ talk to consider how language and teaching practice were described.Findings:There was a dominant discourse of monolingualism. Within the talk languages other than English were restricted to cultural and transitional activities and the English language described as most appropriate for the classroom. There was also a contradiction in the suitability of curriculum and assessment structures for pupils learning English as an Additional Language (EAL), and the structures were described as restricting teaching practice within the discourse.Conclusion:The dominant discourse mirrors findings from past and recent literature, suggesting a dominance of monolingualism in English education. The findings support educational psychologists working in linguistically diverse schools to reflect critically on and interrogate discourses regarding language.Limitations:The findings can only reflect discourse within the research context, and due to the research positioning does not offer a recommendation of a particular response to linguistic diversity. Suggestions for future research include exploring discourse through the talk of bilingual teachers and EPs.