Navigating Contested Terrain: Vernacular Education in a Papua New Guinean Village

Autor/in	Troolin, David
Titel	Navigating Contested Terrain: Vernacular Education in a Papua New Guinean Village
Quelle	In: Current Issues in Language Planning, 14 (2013) 2, S.283-299 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2013.821020
Schlagwörter	Foreign Countries; Uncommonly Taught Languages; Language Planning; Case Studies; Rural Areas; Language Research; Educational Needs; Parent Attitudes; Language Usage; Language of Instruction; Native Language; Language Attitudes; Preschool Education; Cultural Capital; Low Achievement; English (Second Language); Second Language Learning; Geographic Location; Cultural Differences; Papua New Guinea + Suchen Sie Ihr Suchwort? Ausland; Minderheitensprache; Sprachwechsel; Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum; Sprachforschung; Educational need; Bildungsbedarf; Elternverhalten; Sprachgebrauch; Teaching language; Unterrichtssprache; Sprachverhalten; Pre-school education; Vorschulerziehung; Unterdurchschnittliche Leistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Papua-New Guinea; Papua-Neuguinea
Abstract	This paper describes a case study of language development in rural Papua New Guinea, in which parents felt the local school was not meeting the educational needs of their children. In this case study, the local, national and global narratives concerning use of the vernacular in education were apparent in the negotiation leading to an apparent consensus to start a vernacular-only preschool. However, several years later the preschool had ceased to operate. The case study illustrates the complexity and fluidity of language development decisions, as located within a mix of narratives, types of capital, "symbolic violence" and the cultural value of social harmony. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10