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Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference

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Flynn, N. (2013) Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference. British Journal of Sociology of Education, 34 (2). pp. 225-242. ISSN 0142-5692

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To link to this item DOI: 10.1080/01425692.2012.710004

Abstract/Summary

Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where once the teaching of children whose first language was not English was considered an inner-city teachers’ role, more recent migration patterns have challenged this preconception (Andrews, 2009). In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu’s Logic of Practice. Analysis revealed a complex mix of experienced that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author’s interpretation of teachers’ ownership of linguistic capital and its relationship to linguistic field.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > International Study and Language Institute (ISLI)
ID Code:44622
Uncontrolled Keywords:Bourdieu, teachers of English, responses to difference
Publisher:Taylor & Francis

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