The struggle for legitimacy
Language provision in two ‘residual’ comprehensive high schools in Australia
Bibliographic Data
| ID | 12905975 |
|---|---|
| Authors | Stephen Black (0000-0002-9509-2870, University of Technology Sydney, corresponding author), Jan Wright (0000-0003-0935-0915, University of Wollongong), Ken Cruickshank (0000-0002-3647-6436, The University of Sydney) |
| Year | 2016 |
| Volume | 59 |
| Issue | 3 |
| Pages | 348-363 |
| Publication date | 2016-06-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2016.1197139 |
| OpenAlex | W2475336511 |
| Language | EN |
| Citations received | 10 |
| References cited | 22 |
Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia’s largest state. They are termed ‘residual’ high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders – school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools
Cultural capital · Curriculum · Government (linguistics · Legitimacy · Linguistics · Pedagogy · Political science · Politics · Public relations · School choice · Social science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
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The importance of teaching
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Teachers, social class and underachievement
The role of the school curriculum in social mobility
Communicative Tasks and the Language Curriculum
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| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |