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We don’t do anything: analysing the construction of legitimate knowledge in multilingual schools

Patiño-Santos, Adriana; Pérez-Milans, Miguel; Relaño-Pastor, Ana M; (2015) We don’t do anything: analysing the construction of legitimate knowledge in multilingual schools. Pedagogies: An International Journal , 10 (4) pp. 309-327. 10.1080/1554480X.2015.1043304. Green open access

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Abstract

This article explores the ways in which what counts as legitimate knowledge is produced and negotiated in two multilingual classrooms of two different programmes designed to “attend to diversity” at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local identities, beliefs and social relations emerging from situated practice become a window through which to understand how different social experiences and academic trajectories are institutionally constructed in connection with broader social processes. For this reason, the article seeks to connect recorded and observed classroom interactional patterns, through which legitimate knowledge is produced, with social actors’ (teachers and students) positioning(s), and the academic trajectories of students enrolled in such programmes. We end with a discussion about the possible consequences of such practices for migrant students, recently arrived in the Madrid classrooms, in terms of academic success and school participation.

Type: Article
Title: We don’t do anything: analysing the construction of legitimate knowledge in multilingual schools
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/1554480X.2015.1043304
Publisher version: https://doi.org/10.1080/1554480X.2015.1043304
Language: English
Additional information: This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: sociolinguistic ethnography, legitimate knowledge, multilingual schools, Spain, immigrant students, social interaction
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10176749
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