M. Martin-jones | University of Birmingham (original) (raw)
Papers by M. Martin-jones
Power and inequality in language education, 1995
Improving Learning in College, 2009
... 2009 Roz Ivanicˇ, Richard Edwards, David Barton, Marilyn Martin-Jones, Zoe Fowler, Buddug Hug... more ... 2009 Roz Ivanicˇ, Richard Edwards, David Barton, Marilyn Martin-Jones, Zoe Fowler, Buddug Hughes, Greg Mannion, Kate Miller, Candice Satchwell and ... of a course: the case of Multimedia 4.3 Literacy practices in a day in a training restaurant 5.1 Joanne Knowles: lecturer in ...
Period of award 1 Nov 1992 - 31 Oct 1994Available from British Library Document Supply Centre-DSC... more Period of award 1 Nov 1992 - 31 Oct 1994Available from British Library Document Supply Centre-DSC:3739.0605(R000233833) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One Speaker, Two Languages
Research on code-switching in bilingual classrooms now spans almost two decades. It has been cros... more Research on code-switching in bilingual classrooms now spans almost two decades. It has been cross-disciplinary in nature and has thus reflected different currents of influence: from educational research on classroom interaction and teacher talk styles and, more recently, from conversational analysis, pragmatics and the ethnography of communication. It has also been international in nature: the early studies were carried out in the United States in bilingual education programmes for linguistic minority children. The 1970s and early 1980s saw the development of a substantial body of classroom-based research in this particular context. However, since the early 1980s, research on bilingual classroom processes has also been undertaken in other bilingual and multilingual settings such as Canada, South America, Europe, Africa and South East Asia. Most research has been undertaken in settings where there is an ongoing debate about language education policy: in situations where a new form of language education programme has been implemented or where there has been a change in the medium of instruction or, in contrast, in situations where a change in medium needs to be considered because current policies are inappropriate. The principal motivation in undertaking most classroom-based research seems to have been to establish how language education policies are being translated into communicative practice in the day-to-day cycles of classroom life. As Merritt et al . have pointed out: ‘Determinants of language choice and code-switching in the classroom are necessarily more complex than can be “legislated” by language policy on medium of instruction’ (1992: 105).
Users may download and print one copy of any publication from the public portal for the purpose o... more Users may download and print one copy of any publication from the public portal for the purpose of private study or research You may not further distribute the material or use it for any profit-making activity or commercial gain You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim.
Bilingualism: A Social Approach, 2007
Encyclopedia of Language and Education, 1997
... some of the elements of earlier work in the ethnography of communication (Hymes, 1968; see al... more ... some of the elements of earlier work in the ethnography of communication (Hymes, 1968; see also the review by Farah in this volume). ... LF: 1984,'Contrasts in teachers' language use in a Chinese-English bilingual classroom', in J. Handscombe, RA Orem & BP Taylor (eds.), On ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
Language and Education, 2013
International Journal of Bilingual Education and Bilingualism, 2003
This paper is based on an ethnographic project carried out in primary classrooms in the North Wes... more This paper is based on an ethnographic project carried out in primary classrooms in the North West of England. The focus of the project was on ways in which the 'roles' of new bilingual classroom assistants were being defined through the organisational practices and communicative routines of daily life in these classrooms (practices and routines primarily orchestrated by monolingual class teachers). We looked at these classroom processes by incorporating insights from classroom observation, from participants' own accounts and from our own analyses of audio and video-recordings of different types of teaching/learning events. We present an account of bilingual teaching/learning events in which the bilingual assistants were able to use the children's home or community language and draw on 'funds of knowledge' (Moll et al., 1992) associated with worlds beyond the school. In our analysis of these events, we focus in particular on: ways in which they drew on the bilingual resources within their communicative repertoire in negotiating their relationship with the children; ways in which they linked home and school contexts for learning; and verbal and non-verbal ways in which knowledge of the world beyond the school was contextualised in classroom discourse.
Education and linguistic difference, 2001
Multilingual literacies, 2000
Welsh Journal of Education, 2009
... 3 We adopted a similar research design to the LfLFE project (see Ivanic at al., 2007a and 20... more ... 3 We adopted a similar research design to the LfLFE project (see Ivanic at al., 2007a and 2007b for details) so as to allow for ... Sasha, a young woman in our sample from the Blaenau Ffestiniog area, ran a small enterprise, with her brother Siôn, which involved doing dry stone ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
In this presentation, we will introduce details of an interdisciplinary research project on adult... more In this presentation, we will introduce details of an interdisciplinary research project on adult literacy that we are carrying out in Timor-Leste, South East Asia, from 2009 to 2012 1 . Timor-Leste became an independent country in May 2002 -it was the first new nation to emerge in the twenty-first century. It is a multilingual nation, with two official, national languages: Portuguese (the former colonial language) and Tetum (the national language and lingua franca). Both these languages have been adopted in an adult literacy programme developed by the Ministry of Education and Culture, and, more recently, in a programme designed and organised by adult educators from Cuba. A further 15 languages (e.g. Fataluku) are to be valued and developed as part of the wider project of nation-building. Current estimates of adult literacy are quite low for the nation as a whole, due to prior lack of access to primary education. For example, UNDP (2006) recently reported adult literacy rates of 56.3% for men and 43.9% for women.
… literacies: reading and writing different worlds. …, 2000
Power and inequality in language education, 1995
Improving Learning in College, 2009
... 2009 Roz Ivanicˇ, Richard Edwards, David Barton, Marilyn Martin-Jones, Zoe Fowler, Buddug Hug... more ... 2009 Roz Ivanicˇ, Richard Edwards, David Barton, Marilyn Martin-Jones, Zoe Fowler, Buddug Hughes, Greg Mannion, Kate Miller, Candice Satchwell and ... of a course: the case of Multimedia 4.3 Literacy practices in a day in a training restaurant 5.1 Joanne Knowles: lecturer in ...
Period of award 1 Nov 1992 - 31 Oct 1994Available from British Library Document Supply Centre-DSC... more Period of award 1 Nov 1992 - 31 Oct 1994Available from British Library Document Supply Centre-DSC:3739.0605(R000233833) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One Speaker, Two Languages
Research on code-switching in bilingual classrooms now spans almost two decades. It has been cros... more Research on code-switching in bilingual classrooms now spans almost two decades. It has been cross-disciplinary in nature and has thus reflected different currents of influence: from educational research on classroom interaction and teacher talk styles and, more recently, from conversational analysis, pragmatics and the ethnography of communication. It has also been international in nature: the early studies were carried out in the United States in bilingual education programmes for linguistic minority children. The 1970s and early 1980s saw the development of a substantial body of classroom-based research in this particular context. However, since the early 1980s, research on bilingual classroom processes has also been undertaken in other bilingual and multilingual settings such as Canada, South America, Europe, Africa and South East Asia. Most research has been undertaken in settings where there is an ongoing debate about language education policy: in situations where a new form of language education programme has been implemented or where there has been a change in the medium of instruction or, in contrast, in situations where a change in medium needs to be considered because current policies are inappropriate. The principal motivation in undertaking most classroom-based research seems to have been to establish how language education policies are being translated into communicative practice in the day-to-day cycles of classroom life. As Merritt et al . have pointed out: ‘Determinants of language choice and code-switching in the classroom are necessarily more complex than can be “legislated” by language policy on medium of instruction’ (1992: 105).
Users may download and print one copy of any publication from the public portal for the purpose o... more Users may download and print one copy of any publication from the public portal for the purpose of private study or research You may not further distribute the material or use it for any profit-making activity or commercial gain You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim.
Bilingualism: A Social Approach, 2007
Encyclopedia of Language and Education, 1997
... some of the elements of earlier work in the ethnography of communication (Hymes, 1968; see al... more ... some of the elements of earlier work in the ethnography of communication (Hymes, 1968; see also the review by Farah in this volume). ... LF: 1984,'Contrasts in teachers' language use in a Chinese-English bilingual classroom', in J. Handscombe, RA Orem & BP Taylor (eds.), On ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
Language and Education, 2013
International Journal of Bilingual Education and Bilingualism, 2003
This paper is based on an ethnographic project carried out in primary classrooms in the North Wes... more This paper is based on an ethnographic project carried out in primary classrooms in the North West of England. The focus of the project was on ways in which the 'roles' of new bilingual classroom assistants were being defined through the organisational practices and communicative routines of daily life in these classrooms (practices and routines primarily orchestrated by monolingual class teachers). We looked at these classroom processes by incorporating insights from classroom observation, from participants' own accounts and from our own analyses of audio and video-recordings of different types of teaching/learning events. We present an account of bilingual teaching/learning events in which the bilingual assistants were able to use the children's home or community language and draw on 'funds of knowledge' (Moll et al., 1992) associated with worlds beyond the school. In our analysis of these events, we focus in particular on: ways in which they drew on the bilingual resources within their communicative repertoire in negotiating their relationship with the children; ways in which they linked home and school contexts for learning; and verbal and non-verbal ways in which knowledge of the world beyond the school was contextualised in classroom discourse.
Education and linguistic difference, 2001
Multilingual literacies, 2000
Welsh Journal of Education, 2009
... 3 We adopted a similar research design to the LfLFE project (see Ivanic at al., 2007a and 20... more ... 3 We adopted a similar research design to the LfLFE project (see Ivanic at al., 2007a and 2007b for details) so as to allow for ... Sasha, a young woman in our sample from the Blaenau Ffestiniog area, ran a small enterprise, with her brother Siôn, which involved doing dry stone ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
Linguistics and Education, 1996
Educational policies in Britain regarding the languages of minorities of migrant origin have been... more Educational policies in Britain regarding the languages of minorities of migrant origin have been primarily assimilative, apart from a brief period from the mid-1970s to the mid-1980s when there was intense interest in cultural diversity. However, since the mid-1980s, a minimal form of ...
In this presentation, we will introduce details of an interdisciplinary research project on adult... more In this presentation, we will introduce details of an interdisciplinary research project on adult literacy that we are carrying out in Timor-Leste, South East Asia, from 2009 to 2012 1 . Timor-Leste became an independent country in May 2002 -it was the first new nation to emerge in the twenty-first century. It is a multilingual nation, with two official, national languages: Portuguese (the former colonial language) and Tetum (the national language and lingua franca). Both these languages have been adopted in an adult literacy programme developed by the Ministry of Education and Culture, and, more recently, in a programme designed and organised by adult educators from Cuba. A further 15 languages (e.g. Fataluku) are to be valued and developed as part of the wider project of nation-building. Current estimates of adult literacy are quite low for the nation as a whole, due to prior lack of access to primary education. For example, UNDP (2006) recently reported adult literacy rates of 56.3% for men and 43.9% for women.
… literacies: reading and writing different worlds. …, 2000