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Teachers and Polish children: capturing changes in the linguistic field

Flynn, N. (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692

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To link to this item DOI: 10.1080/01425692.2018.1481366


This article presents original insights into the English learning experiences of Polish children, and contributes a longitudinal perspective on teachers’ relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers’ practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a ‘model minority’. In the current study, interviews with teachers, parents, and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers’ pedagogy has adapted for children who have English as an additional language; and the fluid nature of children’s linguistic identities.

Item Type:Article
Divisions:Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:77405
Uncontrolled Keywords:English as an additional language (EAL), Bourdieu, teachers’ pedagogy, Polish children, migration
Publisher:Taylor & Francis


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