Students' ethnolinguistic identities in multiethnic, bilingual education classrooms in Sri Lanka
Description
This study investigated how multiethnic Bilingual Education (BE) classrooms (English and Mother-tongue: Sinhala or Tamil) in post-conflict Sri Lanka can shape students' ethnic identities towards an ethnically inclusive national identity. Using Bourdieu's theories of capital, habitus and field, the study identifies two key findings: the importance of the flexible use of all available languages in multiethnic classrooms to scaffold language and academic content learning; and the creation of inter-ethnic reciprocity. Findings also show the dual role of English as a tool of reconciliation, and a weapon of social stratification. The study presents positive practices to be applied, and negative practices to be avoided both at implementation and policy levels in similar contexts.
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| ID Code: | 119217 |
|---|---|
| Item Type: | QUT Thesis (PhD) |
| Supervisor: | Alford, Jennifer, Mu, Michael, & Comber, Barbara |
| Keywords: | Bilingual Education, English as a Medium of Instruction, Ethnic Identity/habitus, Language policy in Education, translanguaging, Inclusive social capital, Pierre Bourdieu, Sri Lanka, Social Cohesion, linguistic market |
| DOI: | 10.5204/thesis.eprints.119217 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership Current > Schools > School of Early Childhood & Inclusive Education |
| Institution: | Queensland University of Technology |
| Deposited On: | 25 Jul 2018 06:36 |
| Last Modified: | 26 May 2021 14:49 |
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