Report for Panjabi School published

 

 

Cities in the United Kingdom, and across Europe, are becoming increasingly multilingual, and are often described as ‘super-diverse’. However, policy-makers and practitioners have little access to detailed information about how multilingual speakers use language in their daily interactions. This study makes a new contribution to knowledge in this area, as it examines the use of language in a large Panjabi complementary school in Birmingham.

The research project examines how multilingual students, their teachers, and teaching assistants use language in day-to-day educational and social practice. It is a study of the cultural and social significance of the Panjabi school, and of the ways in which multilingualism is used to negotiate inheritance and identities in 21st Century Birmingham. The study takes as its starting-point CEDF Panjabi School. The administrators, teachers, teaching assistants and students in the school were endlessly accommodating as researchers from the University of Birmingham conducted observations in and beyond their classrooms. The focus of the study is not on the effectiveness of the teaching and learning of Panjabi in the school. However, a year working in collaboration with CEDF Panjabi School has offered immensely valuable insights into the high quality of provision available in a community-run language teaching environment. It has been an enriching experience.