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• W2280521492 abstract "The data that we are discussing in this paper was collected during a project which was commissioned by the Department for Education and Skills (DfES), the government department for education in England. They had noted that most research on the education of minority ethnic pupils had been conducted in ethnically mixed areas with relatively large numbers of minority ethnic pupils. This initiative was an attempt to correct that bias and learn more about a population that is growing rapidly as minority communities disperse from their initial areas of urban settlement – minority ethnic pupils in mainly white schools. Those who were responsible for commissioning the research were primarily concerned to inform policy and practice. As our work continued, we became convinced that studying this special situation has the potential to inform wider theoretical debate too. The study was conducted in three parts: • An analysis of the performance in national tests and exams of over 34,000 pupils in mainly white schools in 35 local education authorities (school districts). • A questionnaire survey of 2,885 white and 217 minority ethnic pupils in 14 mainly white primary and secondary schools. • A series of case studies of 61 pupils in Years 3 9 in the same 14 schools based on interviews with the pupils themselves, one or both of their parents (in most cases) and a sample of 77 of their teachers. Many issues were addressed during the project, including, for example, curriculum, educational methods, teachers’ knowledge (and ignorance), bullying and harassment. A full report on other aspects of the research may be found in Cline et al (2002). In this paper we will discuss work relating to two research questions that were not addressed in that report: • Under what conditions do children who attend mainly white schools acquire and use a minority family language? • In what ways do the children’s language practices relate to their sense of ethnic identity? In order to address those questions we will draw on findings from the interviews with children and parents during the third part of the study." @default.
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• W2280521492 date "2005-01-01" @default.
• W2280521492 modified "2023-09-27" @default.
• W2280521492 title "Minority Ethnic Pupils in Mainly White Schools: What it Means to Be Bilingual" @default.
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