Vietnamese Australian children’s voice on community language schools

Bibliographic Data

ID21458355
AuthorsThi Minh Thu Bui (0000-0001-9058-1440, Monash University, corresponding author)
Year2025
Volume48
Issue2
Pages149-176
Publication date2025-05-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralian Review of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0155-0640 • E-ISSN: 1833-7139
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.24046.bui
OpenAlexW4404615142
LanguageEN
References cited45

This qualitative study reports Vietnamese Australian children’s perspectives on their learning experiences at their community language schools. The study draws on interview data with three mothers and their four children (aged 10–12), who used to attend or are currently attending community language schools in the state of Victoria, Australia. Against the backdrop of the current limited research on children’s experiences at community language schools, this study is a contribution to the existing literature in two ways. First, it contributes a children’s voice into research on these so-called marginalised educational sites. Second, it provides a nuanced exploration of the children’s experiences through the lens of Bourdieu’s (1984) constructs of habitus, capital , and field by discussing how their perspectives towards their community language schools are shaped by their lived experiences in the fields they participate in. The findings reveal a mismatch between the children’s habitus, their linguistic capital and the field of community language schools that they participate in, which explains the children’s unfavorable feedback towards their community language schools

Linguistics · Pedagogy · Sociology · Vietnamese · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology

Tools

Open DOIOpen Access