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Language and Ethnic Identity in a Multi-Ethnc High School in Wales

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Language and Ethnic Identity in a Multi-Ethnc High School in Wales LANGUAGE AND ETHNIC IDENTITY IN A MULTI- ETHNC HIGH SCHOOL IN WALES A case study A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy School of Social Sciences Cardiff University Author: Hayat Graoui July 2019 Acknowledgements All praise be to Allah whose providence blessed my steps throughout this research project from start to finish, and peace and blessings be upon Mohammed, his last messenger. Words have very often failed me throughout the process of writing this thesis, but they seem even harder to find when trying to acknowledge the kind contribution of people whose support shored up my research journey and helped to bring this project to light. Thank you mum and dad! Every letter and breath in this work was graced with the belief you always had in me. You both are hardly able to read or write, but knew very well how to teach me the value of education and the power of words. Mum, I’m sorry I could only cry and pray when your disease came by, I love you and miss you every day, and I’m so sorry we never had a proper goodbye when I left that day. May you live longer dad, even if all you could recall of now me is taking me to school holding my hand. I wish you could understand that I am doing well and hope that I have made you both proud. I am deeply grateful to my supervisors, Dr Raya Jones and Dr Dawn Mannay, for helping me identify my skills and for consistently increasing my potential to grasp difficult ideas. Thank you for tolerating my mistakes and my archaic English, and for being always there when I needed you most. I have always believed I was the luckiest PhD student for the amount of patience, unwavering support and enthusiasm you have shown consistently. Your advice will be a guiding star throughout my academic career. I am also grateful to my independent reviewer, Dr Carina Girvan. Thank you for engaging with my ideas and reading my work so attentively. It has been a privilege knowing you and a great advantage listening to you. I also offer my deepest thanks to the Council for At Risk Academics (CARA) for fighting passionately to wave my fees, and to my School for their kind collaboration. This work would have never been possible without this wonderful opportunity you granted me. This research would have never been possible without its participants in Ysamrywiol high school. Thank you all, teachers, staff and students, for bravely sharing your stories, and your pains and i struggles that the world would have never heard about had you not trusted me. I hope my work does you justice and works towards the change you all aspire for. Special thanks go to my fellow PhD students Esther Mudiman, Grace Krause, Eleanor Johnson, Charlotte Brookfield and Sion Jones. Your sincere friendship tamed my perceptions of ‘a different self’ and always made me feel at home amongst you in the Museum Place office, at Cardiff University. I can also never thank enough my friends Dr Zaynab Albudawi, Dr Sally Nadji and Dr Nadia Ilyas. Your love and support was beyond imagination. Last, but not the least, my husband and children. Thank you all for putting up with all my struggles and all the time I spent working on my thesis away from you. I am so sorry for moaning and groaning, and often delaying family plans because ‘I have a chapter I’m nearly submitting’. You have always been my biggest reason to carry on, and thanks to your love I never felt alone. ii Abstract As increased numbers of students from diverse backgrounds populate British schools, concerns have been raised around minority languages within monolingual contexts (Wilson 2014; King and Fogle 2016). Drawing on a case study of a state English- medium, multi-ethnic, mixed and comprehensive high school in Wales, this thesis examined ethnic language and identity concerns among multi-ethnic students, through exploring their everyday school-life experiences. It investigated the consequences of the distinct interactional, ideological, and physical manifestations of ethnicity, demonstrating the ways in which the relevant identity attributes instruct students’ performances across a variety of social, educational, and most importantly psychological processes. More than 80 per cent of the students in the case study site were ethnic learners from 54 ethnic groups, with 64 different languages spoken amongst this cohort (Policy Statements 2016-17). The setting offered a scene of cultural diversity, where language represented an instructive tool for studying identity matters, and where language attitudes and practices indicated that cultural values distinguished individuals and different ethnic groups. The study generated data from an all school student survey (N=915), key stages three and four (KS3-4) student focus groups (N=8 sessions), interviews with teachers and staff members (N=19) and KS5 students (N=4), in addition to a site observation, which lasted for four months (two school days a week, for four months). Analysis of the data identified a significant native language use among Somali, Roma and Arab students even during lessons. The findings suggest strong associations iii between the students’ mother tongues’ conversational exercise and negative social and academic experiences within the school. Native languages transcended their communicative functions to signal the negotiation and contestation of identity. Debating the practicality of native discourses and the discourses of stigma, the thesis evidences an incongruence between the mandated pedagogies, cultural diversities, and educational resources, while highlighting the significance of native interactions in students’ ascription and loyalty to their spirituality, cultural affiliation, and perceptions of the self. iv Table of Contents Acknowledgements .......................................................................................... Abstract ........................................................................................................ iii Table of Contents ........................................................................................... v List of tables ................................................................................................... x List of figures ............................................................................................... xi 1. Introduction ............................................................................................. 2 1.1 Background ........................................................................................................ 2 1.2 An ‘other’ researching ‘similar and different others’ ......................................... 4 1.3 General perspectives on the study and its contribution .................................... 10 1.4 Research aim and questions ............................................................................. 20 1.5 Thesis structure and overview .......................................................................... 21 2. Ethnic minorities in the British educational story: the absent present ..... 28 2.1 Introduction ...................................................................................................... 28 2.2 Major challenges in educating ethnicity ........................................................... 30 2.2.1 Terminology............................................................................................... 31 2.2.2 Equality ...................................................................................................... 32 2.2.3 Achievement .............................................................................................. 43 2.2.4 Curriculum and language issues ................................................................ 57 v 2.2.5 Legal and local considerations .................................................................. 63 2.3 Conclusion ........................................................................................................ 68 3. Schooling the different learner: challenges to ethnic identity within educational settings ...................................................................................... 71 3.1 Introduction ...................................................................................................... 71 3.2 Diverse challenges of school diversity ............................................................. 72 3.3 Ethnic identity and education ........................................................................... 77 3.3.1 Identity ....................................................................................................... 77 3.3.2 Balancing ‘I am’ with ‘I know’ ................................................................. 80 3.3.3 Idenity research .......................................................................................... 82 3.4 Ethnic identity research .................................................................................... 88 3.4.1 Acculturation Theory ................................................................................. 89 3.4.2 Social identity theory ................................................................................. 93 3.4.3 Ethnic identity theory .............................................................................. 102 3.4.4 Narrative and dialogical approaches to ethnic identity ........................... 106 3.4.5 Criticism and relevance ........................................................................... 115 3.5 Language .......................................................................................................
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