Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/71832
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Type: Journal article
Title: (Un)common ground?: English language acquisition and experiences of exclusion amongst new arrival students in South Australian primary schools
Author: Riggs, D.
Due, C.
Citation: Identities-Global Studies in Culture and Power, 2011; 18(3):273-290
Publisher: Gordon Breach Sci Publ Ltd
Issue Date: 2011
ISSN: 1070-289X
1547-3384
Statement of
Responsibility: 
Damien W. Riggs and Clemence Due
Abstract: Much of the existing research examining the acquisition of English language skills amongst refugees and other newly arrived migrants, both in Australia and internationally, assumes a relatively straightforward relationship between English language proficiency and inclusion within the broader community. This article presents contrary findings from a study of two South Australian primary schools with New Arrivals Programmes (NAPs). By examining data from both a questionnaire administered to teachers and ethnographic observations of children at play in the school yard, the findings presented here suggest that students in NAPs will be differentially invested in learning English according to the degree of exclusion they experience in the school environment and the impact this has upon their perception of the value of learning English as a mode of engagement. In response, the article calls for an approach to education that is situated in global contexts of colonisation and power relations, and where the terms for inclusion of NAP students are mutually negotiated, rather than predetermined.
Keywords: Refugee studies; social inclusion; ethnography; cultural studies
Rights: Copyright © Taylor & Francis Group, LLC
RMID: 0020117261
DOI: 10.1080/1070289X.2011.635373
Appears in Collections:Psychology publications

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