Using the school setting to map community languages: a pilot study in Manchester, England

Matras, Yaron; Robertson, Alex; Jones, Charlotte

doi:10.1080/14790718.2016.1154062

Cited by 4 publications

(4 citation statements)

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“…The community centre estimate of over 150 languages may have derived from a widely publicised survey that estimated there to be 153 languages spoken across the whole Manchester region (Matras and Robertson 2015). It is very difficult to make good estimates of language use at a neighbourhood level (Matras, Robertson, and Jones 2016). The same group of linguists also carried out a school survey in primary and secondary schools in Manchester, including in Cheetham Hill, and recorded 48 different languages spoken across all participating schools.…”

Section: Methods and Research Contextmentioning

confidence: 99%

“…It is perhaps a population that is easier to ignore because of the unwieldly way Roma are categorised in survey data and low Census response rates (Grill 2012). Nevertheless, Cheetham Hill has one of the biggest Roma communities in Manchester and Romani is spoken in local schools, although hugely underreported in school language data (Matras, Robertson, and Jones 2016). A similarly invisible group in diversity talk is that which identifies on the Census as black African despite being the fastest growing local population since 1991.…”

Section: Limitations In Diversity Talkmentioning

confidence: 99%

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Diversity in place: narrations of diversity in an ethnically mixed, urban area

Harries

Byrne

Rhodes

et al. 2018

Journal of Ethnic and Migration Studies

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This paper explores the implications of representations of places as 'diverse', particularly for those who live in them. Arising from an interdisciplinary research project, the paper takes one neighbourhood in Manchester (Cheetham Hill) and explores some of the narratives about it produced by residents and those who have a 'professional' stake in the area. These are put in the context of public narratives of the area, as well as Census data. The paper examines how different types of data generate different stories and how different methodological approaches can produce varied understandings of place, which have implications for how a place comes to be known and for the potential impact on the distribution of resources. Cheetham Hill is known as 'diverse', or even 'super-diverse', but the paper examines how this label serves to obscure lived experience and inequalities and can reveal ambivalences over the ethnic difference and urban living.

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Section: Methods and Research Contextmentioning

confidence: 99%

Section: Limitations In Diversity Talkmentioning

confidence: 99%

Diversity in place: narrations of diversity in an ethnically mixed, urban area

Harries

Byrne

Rhodes

et al. 2018

Journal of Ethnic and Migration Studies

View full text Add to dashboard Cite

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“…In 2013, MLM developed a survey tool to record data on the home languages of schoolchildren, having identified limitations of the official School Census. The School Language Survey was piloted initially by a student group as part of their assessed coursework, which provided an opportunity to test the method before the MLM team undertook a wider pilot study (Matras, Robertson, & Jones, 2016). Since, students of other disciplines and teachers have been trained in the method.…”

Section: A Social Inclusion Agendamentioning

confidence: 99%

Urban Multilingualism and the Civic University: A Dynamic, Non-Linear Model of Participatory Research

Matras

Robertson

2017

Self Cite

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Drawing on the example of Multilingual Manchester, we show how a university research unit can support work toward a more inclusive society by raising awareness of language diversity and thereby helping to facilitate access to services, raise confidence among disadvantaged groups, sensitise young people to the challenges of diversity, and remove barriers. The setting (Manchester, UK) is one in which globalisation and increased mobility have created a diverse civic community; where austerity measures in the wake of the financial crisis a decade ago continue to put pressure on public services affecting the most vulnerable population sectors; and where higher education is embracing a neo-liberal agenda with growing emphasis on the economisation of research, commodification of teaching, and a need to demonstrate a 'return on investment' to clients and sponsors. Unexpectedly, perhaps, this environment creates favourable conditions for a model of participatory research that involves co-production with students and local stakeholders and seeks to shape public discourses around language diversity as a way of promoting values and strategies of inclusion.

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“…This raises an important question regarding what exactly is meant by the term "first language"? The literature is fairly consistent regarding what is understood by the term "first language" (Cairney et al, 2007;Matras, Robertson, & Jones, 2016;Strand & Lindorff, 2020;Strand & Lindsay, 2012): the first language learned and exposed to during early development within the home or in the community.…”

Section: Chapter One: Introductionmentioning

confidence: 99%

Self-esteem and Social Media Dependency: A Comparative Analysis of Welsh- and English-Medium Pupils’ Perceptions

Jones¹

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would have proven immeasurably challenging. Phil and Irene, "Thank you!" I would also like to thank Dr. Lisa Osborne who has always shown kindness, encouragement, and support. Through association with each of you, my life has been enriched by your company.I extend my gratitude to all the participating schools, too. Without the generous cooperation of the schools' Head Teachers, Deputy Head Teachers, class teachers, administrative personnel, parents/guardians, and pupils, the pages within this thesis would have remained forever blank.The research path was made easier thanks to Professor Jaynie Rance and the excellent School of Psychology PGR Academy whose annual conferences provided a wonderful opportunity for me to present and talk about my research and answer attendees' many and varied questions. This was great practice ahead of thesis defence.I would also like to express my sincere thanks to Dr Ceri Bradshaw and Dr Jennifer Gatzemeier for their detailed and informative presentations regarding qualitative analyses.Gratitude is extended to Katie Retallick, also, who kindly facilitated the Welsh translation of the questionnaires. In this respect, I offer my thanks to Swansea University's Welsh Translation Unit for conducting the translations. I remain indebted to Professor Howard Giles, Distinguished Professor U.C. Santa Barbara, United States, who provided guidance with respect to the Welsh language's ethnolinguistic vitality. Finally, for personally clarifying one or two theoretical aspects regarding structural equation model analyses, I remain indebted to Associate Professor James Gaskin, Brigham Young University, United States.Without my parents and family, I am nothing, and in all matters of life, support, and opportunities I owe them everything.

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Using the school setting to map community languages: a pilot study in Manchester, England

Cited by 4 publications

References 10 publications

Diversity in place: narrations of diversity in an ethnically mixed, urban area

Diversity in place: narrations of diversity in an ethnically mixed, urban area

Urban Multilingualism and the Civic University: A Dynamic, Non-Linear Model of Participatory Research

Self-esteem and Social Media Dependency: A Comparative Analysis of Welsh- and English-Medium Pupils’ Perceptions

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