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Goldsmiths - University of London

How Faith Settings Contribute to Children's Learning

Gregory, Eve E. and Kenner, Charmian. 2013. How Faith Settings Contribute to Children's Learning. Race Equality Teaching, 31(3), pp. 10-13. ISSN 1478-8551 [Article]

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Abstract or Description

When families migrate to a new country, faith communities offer a source of support and a way of maintaining social, cultural and linguistic connections. The church, temple or mosque may be one of the few places where children speak their community language with a sizeable group of people. Faith classes also provide a rare opportunity to learn to read and write in the community language or liturgical language. Yet these important sites of language and literacy learning have been little studied. It is for this reason that a major research project was set up by the Centre for Language, Culture and Learning at Goldsmiths to investigate children’s learning in four recently arrived communities in London: Tamil Hindu, Bangladeshi Muslim, Ghanaian Pentecostal and Polish Catholic. The study took place over three and a half years, funded by the Economic and Social Research Council, and was conducted by a team of 11 people, including researchers from each linguistic background who also had personal experience or knowledge of the faith group with whom they worked.

Item Type:

Article

Additional Information:

Funded by the Economic and
Social Research Council ESRC RES-062-23-1613

Departments, Centres and Research Units:

Educational Studies > Centre for Language, Culture and Learning

Dates:

DateEvent
15 August 2013Published

Item ID:

10123

Date Deposited:

02 May 2014 10:24

Last Modified:

16 Jul 2018 17:05

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/10123

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