Abstract
The chapter takes as its focus the incorporation of heritage languages in generalist classes in three primary schools, all with more than 80 per cent LBOTE student population. Heritage languages were incorporated into English-medium classes in order to teach planned curriculum content. The aim is to show ways in which languages were incorporated into learning activities in the three schools, and to discuss language use in relation to the multilingual practices framework. Data on pedagogical choices, teachers’ oral and written reflections on lesson implementation, student and teacher interviews and student work samples inform the discussion. The study is explained first and then the findings are discussed according to the dimensions of the framework: multilingual stance, student engagement with languages, institutional structures and pedagogies and opportunities to learn (through) languages.
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Notes
- 1.
In Australia, classes in primary schools can often consist of two grades learning as one group.
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Turner, M. (2019). Primary Schools with Heritage-Language Students. In: Multilingualism as a Resource and a Goal. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21591-0_5
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