Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language
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| Title: | Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language |
|---|---|
| Language: | English |
| Authors: | Rhiannon Packer (ORCID |
| Source: | British Journal of Special Education. 2025 52(2):258-264. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Language Minorities, Literacy, Special Needs Students, Language of Instruction, Welsh, English, Power Structure, Cultural Maintenance, Bilingualism |
| Geographic Terms: | United Kingdom (Wales) |
| DOI: | 10.1111/1467-8578.70030 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh-medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh "and" English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474939 |
| Database: | ERIC |
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| Abstract: | Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh-medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh "and" English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.70030 |
