Géraldine Bengsch
Biographic Data
| ID | 5239120 |
|---|---|
| NAME | Géraldine Bengsch |
| GIVEN NAMES | Géraldine |
| FAMILY NAME | Bengsch |
| SIGNATURE | BENGSCH G |
| AFFILIATIONS | King's College London |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
Anthropology (2 works) · Arabic (2 works) · Geography (2 works) · Linguistics (2 works) · Political science (2 works) · Politics (2 works) · Social science (2 works) · Sociology (2 works) · Cohesion (chemistry (1 work) · Community cohesion (1 work)