
Marilyn Martin-JonesUniversity of Birmingham · School of Education
Marilyn Martin-Jones
About
51
Publications
20,710
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,925
Citations
Publications
Publications (51)
This article presents research which was carried out in one federal university in Brazil. The focus was on: (1) the ways in which institutional strategies and policy initiatives of different types, relating to research and to teaching, were being developed in the wake of internationalization and national policy shifts; (2) the views of different ac...
This special issue focuses on language policy processes at work, in different sectors of education, in one small multilingual nation situated on the global periphery: the nation of Timor-Leste, in South East Asia. The four articles in this special issue draw on research of a broadly critical and ethnographic nature. To set these articles within a w...
This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue durée perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers f...
The two opening sections of this Afterword show how the studies in this collection reflect wider trends in research related to language-in-education policy and practice in contemporary contexts of linguistic and cultural diversity: namely, the turn towards interpretive research and the diversification of research sites. The third section focuses on...
The articles in this special issue present research carried out in diverse linguistic contexts in the United Kingdom. The focus is primarily on Scotland and England, two educational jurisdictions where there is increasing divergence in language-in-education policy and practice. The articles discuss research into different forms of language-in-educa...
This chapter talks about the detailed classroom-based research which points to ways in which “implementational and ideological spaces for multilingual education” can be opened up. Combining detailed description and analysis of discourse practices in classrooms with ethnography provide fine-grained insight into the ways in which students and teacher...
This paper reports on an ethnographic study carried out by Adel Asker in 2009, with teachers and learners, in English classes in a secondary school in the north-west of Libya. Arabic is the official medium of instruction in all Libyan secondary schools, but most teachers and students in this region are Berber speakers. Adel Asker's aim was to inves...
This special issue of Language and Education contributes to a distinctive and growing tradition of ethnographic and discourse analytic research on multilingual classroom interaction. To illustrate the nature and significance of the articles assembled here, this introduction provides a brief genealogy of this research tradition. We review two broad...
The authors assume that the development of a critical awareness of the world ought to be the main objective of all education, including language education. Language awareness programmes ought therefore to help children develop not only operational and descriptive knowledge of the linguistic practices of their world, but also a critical awareness of...
The research presented in this article is drawn from an ethnographic study of bilingual literacy practices among young Welsh speakers, which was based in a Further Education (FE) college in North Wales. The research was conducted with forty six young Welsh speakers (aged 16-19) and their bilingual tutors. In the first year of the project, the focus...
What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends? Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engag...
This article is based on ethnographic research on literacy carried out with young bilinguals, aged 16-19, in North Wales from 2005 to 2007. Here, we present case studies of five young people who were enrolled in a bilingual vocational course in agriculture in a local college and who were planning to make a living for themselves on the land and to c...
This paper provides an account of the ways in which literacy, in different languages, was embedded in the East Timorese struggle against the Indonesian invasion and subsequent occupation, from 1975 to 1999. Our account is primarily historiographical in nature and is based on a corpus of written texts gathered during four phases of the struggle, on...
What kinds of bilingualism should be developed through education in different social contexts? What kinds of bilingualism can be developed in and through education? What languages should be promoted within the foreign language curriculum and why? What medium of instruction policy should be adopted in multilingual settings? Should regional vernacula...
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 pr...
The research in this unique collection lies at the interface between the fields of bilingualism and literacy. It deepens our understanding of the significance of reading and writing as social practices and opens up new lines of inquiry for research on multilingualism. The authors incorporate theoretical and methodological insights from both fields...
The research in this unique collection lies at the interface between the fields of bilingualism and literacy. It deepens our understanding of the significance of reading and writing as social practices and opens up new lines of inquiry for research on multilingualism. The authors incorporate theoretical and methodological insights from both fields...
The research in this unique collection lies at the interface between the fields of bilingualism and literacy. It deepens our understanding of the significance of reading and writing as social practices and opens up new lines of inquiry for research on multilingualism. The authors incorporate theoretical and methodological insights from both fields...
Classroom-based research in bilingual and multilingual settings is now entering its third decade. Its origins lie in studies carried out in bilingual education programmes in the United States in the 1970s. During the last twenty years or so, research in this area has taken a number of significant theoretical and methodological turns. These developm...
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 bilingual education provision has been developed and has come t...
This collection of articles provides an account of the ways in which the research we have done has enabled us to reflect on specific dimensions of our experiences. Specifically, the articles in this issue focus on Botswana, Burundi, Hong Kong, Malta, and England. In all of these settings, education is a key site for the construction of social ident...
Code-switching - the alternating use of several languages by bilingual speakers - does not usually indicate lack of competence on the part of the speaker in any of the languages concerned, but results from complex bilingual skills. The reasons why people switch their codes are as varied as the directions from which linguists approach this issue, an...
In this, the second of a two‐part paper, we briefly explore the notion of Critical Language Analysis (or Critical Linguistics in a generic sense), and indicate how this approach might contribute to more critical Language Awareness programmes. We also argue that the diverse objectives which are usually given for Language Awareness programmes appear...
A. Tosi, Immigration and Bilingual Education, Pergamon Press, Oxford, 1984, 199 pp., n.p.