Language policy towards immigrant pupils In english primary state schools.

Abstract

Issues related to the Language(s) used in public education are subject of much controversy and debate. Mother Tongue-based multilingual education at primary level has been particularly argued on social, political and empirical grounds. The present piece of research examines the potential challenges and implications of this topic in the light of the language educational policy approach in England in regards to immigrant languages within primary state schools. The study is divided into three chapters. The first chapter draws a cultural frame of the English context with a reference to main events and actors that influenced linguistic and educational backgrounds. The second chapter presents key concepts and definitions in the field of language policy and planning. It examines multilingualism as a global phenomenon and it describes some educational approaches towards linguistic diversity within the primary level. The third chapter defines the case study that contextualises the main elements that emerged in the previous sections. It discusses potential implications and draws some insights that apply to the educational field in general. The conclusion is a reflection regarding other dimensions of the study that attempts to inspire further research which could not be investigated because of time constraints and lack of specific documents only available abroad.