Researching foreign language provision within the context of the multilingual school and community

Foreign language planning: pupil choice and pupil voice

“…The data presented here reinforce that argument. The intention is not to present the whole project to include an in-depth analysis-this project has been reported elsewhere (Payne & Evans, 2005) and the thesis is available for consultation (Payne, 2004). Rather, this paper is focused in on pupil perspectives hence the data for the GCSE and A level pupil focus groups are presented.…”

“…What has been overlooked by this group is the task set which involved conceptualizing a language programme that would best meet the needs of the community. Whilst the 'community' is a problematic concept to unpick (Payne & Evans, 2005), it is fair to assume that the introduction of Latin would probably only meet the needs of a small group of pupils, possibly at the higher end of the achievement scale. One other girl 'falls in line' with this view, saying 'it seems interesting'.…”

“…This paper, which has its foundations elsewhere (Payne, in press;Payne & Evans, 2005), focuses primarily on the field of pupil voice in relation to foreign language planning. In brief, it examines how school pupils in English secondary schools could contribute to the shaping of the foreign language curriculum in their institutions through the choices they make and the rationale given for those choices.…”

The inclusion of Slovak Roma pupils in secondary school: contexts of language policy and planning

“…Smith & Reid, 1984). The language issues and challenges prevalent in multilingual and complementary school settings have also been widely researched to include code-switching, languaging, bilingualism, trans-languaging, mother-tongue and community language issues, foreign language planning and much more (Creese & Blacklege, 2011;Payne & Evans, 2005;Potts & Moran, 2013;Rampton et al, 1997;Saxena & Martin-Jones, 2013;Wilmes, Plathner, & Atanasosk, 2011). Oakview manifests similar issues to many such schools in terms of the often challenging multilingual dynamic where pupils from different ethnic, language and faith backgrounds are in constant contact and where language repertoires are used and adapted to mediate and navigate the English-dominated social and educational contexts (Blommaert, 2010;Creese & Blacklege, 2011).…”