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Migrant children becoming biliterate in London faith settings

Children, Families and the Migration Experience: Opportunities and Challenges Middlesex University May 2010. Migrant children becoming biliterate in London faith settings Dr John Jessel, Malgorzata Woodham Goldsmiths University of London.

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Migrant children becoming biliterate in London faith settings

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  1. Children, Families and the Migration Experience: Opportunities and Challenges Middlesex University May 2010 Migrant children becoming biliterate in London faith settings Dr John Jessel, Malgorzata Woodham Goldsmiths University of London

  2. Professor Eve Gregory, Dr John Jessel, Dr Charmian Kenner, Dr Vally Lytra, Mahera Ruby Halimun Choudhury (Bangladeshi Muslim),Arani Ilankuberan, (Tamil Hindu),Amoafi Kwapong (Ghanaian Pentecostal), Malgorzata Woodham ( Polish Catholic)

  3. What is the scope and nature of literacy practices in each faith setting? How do teaching and learning take place during faith literacy activities across different settings? In what ways have faith literacies changed over time and in the London setting and how are these changes perceived across generations? How does participation in faith literacies contribute to individual and collective identities? Research Questions

  4. Literacy learning inside and outside of school • How do children learn as part of their community? • What do we mean by literacy?

  5. Faith settings • Examples: church, mosque, temple • Religious instruction classes • Clubs / sport / music / drama • Cultural activities

  6. The faiths we are looking at: • Bangladeshi Muslim • Tamil Hindu • West African Pentecostalist • Polish Catholic Why have we selected these faiths?

  7. Theoretical framework • Learning as a sociocultural phenomenon • Three dimensions: sociohistorical, interpersonal, interpersonal • Literacy learning as a series of cultural practices rather than confined to a set of skills

  8. Literacy • Symbolism • Metaphor • Story telling and re-telling • Performing and recitation • How is language exchanged and transformed?

  9. Symbols • What characterises symbols? • Symbols and symbolic objects as ‘anchor points’ • Symbolic actions and activities • The narratives that develop around symbols

  10. Phase 1: Ethnographic observations in faith settings Interviews with faith leaders Attendance at religious services and classes Phase 2: Case-studies of faith literacy activities Audio or video recordings of faith literacy events (focus child in faith setting and home) Interviews with children / teachers / relatives Phase 3: Children will interview the older people They will prepare a book together Phase 4: Interviews with children Discussions with faith setting leaders Research methodology

  11. Polish Local Catholic Parish8 Oliver GroveSouth Norwood, London SE25 6EJ

  12. THE POLISH COMMUNITY SCHOOL AND THE PARISH HOUSE

  13. THE CHAPEL AND THE PARISH HALL

  14. The Polish faith setting: activities • Saturday school 9.30am -1.00pm • Folk Dance Group “Karolinka” • Cubs and Scouts groups • “Ave Verum” Choir for adults • Salsa Club for adults • Flower Arranging Club • Seniors Club • Ladies’ Club • Mothers and Toddlers Group

  15. The community school

  16. The community school

  17. Polish religion, culture and history blend together

  18. Symbols – the school walls

  19. Implications for teachers and classrooms • Recognise bi/multilingualism in children’s lives • Respect ‘funds of knowledge’ (culture and history) of children and their families • Build upon this through recognition of the artefacts, symbols and narratives in children’s lives outside school

  20. Contact: Dr John Jessel j.jessel@gold.ac.uk Malgorzata Woodham m.woodham@gold.ac.uk Department of Educational Studies Goldsmiths College University of London New Cross London SE14 6NW

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