Home-school-community partnership to engage the cultural capital of translingual pupils in primary schools in Northern Ireland

Abstract

Global migration has increased the number of non-English speaking pupils (TLP) in primary schools in Northern Ireland. This has created more linguistically and culturally diverse schools, challenging a system which is ideologically monolingual and monocultural. Much literature emphasises that many educators hold deficit orientations of TLP and their parents. This study takes a fresh and enfranchising view of translingual families as possessing much knowledge, resources and capital, and examines how teachers can better recognise these assets to instigate culturally responsive pedagogy and practice.

The study utilised a mixed-methods, multiple case study approach across four primary schools in Northern Ireland. TLP participated in questionnaires, focus group interviews and lesson observations. Teachers participated in questionnaires, interviews and lesson observations. Parents participated in questionnaires and focus group interviews, and NGOs took part in interviews. Data was analysed using SPSS and MAXQDA. This study provides a unique perspective having drawn on the voices of TLP and parents through the use of interpreters at all stages of the research process.

Findings emphasise the need for schools to critically review policy and practice, in particular, how they elicit participation from translingual families. It calls for authentic, two-way communication, the building of trusting relationships between parents and teachers, and for greater cooperation and collaboration across schools, and between schools and community organisations. The original contribution of this research is the development of a home-school partnership framework for TLP, which is to be piloted in an upcoming SCoTENS-funded project.

Date of Award	Mar 2023
Original language	English
Supervisor	David Barr (Supervisor) & Barbara Skinner (Supervisor)