Building on young people’s linguistic and cultural continuity: Complementary schools in the United Kingdom

Angela Creese

doi:10.1080/00405840903192664

Building on young people’s linguistic and cultural continuity: Complementary schools in the United Kingdom

Angela Creese

Research output: Contribution to journal › Article

18 Citations (Scopus)

Abstract

This article describes the educational and linguistic contributions of complementary schools (also known as supplementary and heritage language education) to their communities and the wider society. It shows the importance of these schools in providing a bilingual space where teachers and young people are able to use their linguistic resources to question rigid boundaries a round language, culture, and heritage

Original language	English
Pages (from-to)	267-273
Number of pages	7
Journal	Theory Into Practice
Volume	48
DOIs	https://doi.org/10.1080/00405840903192664
Publication status	Published - 1 Apr 2009

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10.1080/00405840903192664

Investigating Multilingualism in Complementary Schools in Four Communities
Creese, A. (Principal Investigator) & Blackledge, A. (Co-Investigator)
Economic & Social Research Council
1/03/06 → 30/11/07
Project: Research Councils

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AB - This article describes the educational and linguistic contributions of complementary schools (also known as supplementary and heritage language education) to their communities and the wider society. It shows the importance of these schools in providing a bilingual space where teachers and young people are able to use their linguistic resources to question rigid boundaries a round language, culture, and heritage

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Building on young people’s linguistic and cultural continuity: Complementary schools in the United Kingdom

Abstract

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Projects

Investigating Multilingualism in Complementary Schools in Four Communities

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