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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 Translanguaging and translation: the construction of social difference across city spaces Hu, Rachel; Blackledge, Adrian; Creese, Angela. - : Taylor & Francis (Routledge), 2018 BASE Show details 2 The 'other woman' in a mother and daughter relationship: The case of Mami Ji Blackledge, Adrian; Creese, Angela. - : Cambridge University Press (CUP), 2017 BASE Show details 3 Translanguaging and the body Blackledge, Adrian; Creese, Angela. - : Taylor & Francis (Routledge), 2017 BASE Show details 4 The structure of everyday narrative in a city market: An ethnopoetics approach Blackledge, Adrian; Creese, Angela; Hu, Rachel. - : Wiley, 2016 BASE Show details 5 Translanguaging and identity in educational settings Blackledge, Adrian; Creese, Angela. - : Cambridge University Press (CUP), 2015 BASE Show details 6 The ideal 'Native Speaker' teacher: Negotiating authenticity and legitimacy in the language classroom Creese, Angela; Blackledge, Adrian; Takhi, Jaspreet Kaur. - : Wiley, 2014 BASE Show details 7 Language, superdiversity and education Takhi, Jaspreet Kaur; Creese, Angela; Blackledge, Adrian. - : Sense Publishers, 2013. : Rotterdam, 2013 BASE Show details 8 Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship Wu, Chao-Jung; Blackledge, Adrian; Yağcioğlu, Dilek. - : Elsevier, 2011 BASE Show details 9 Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Creese, Angela; Blackledge, Adrian. - : Wiley, 2010 BASE Show details 10 Towards a sociolinguistics of superdiversity Creese, Angela; Blackledge, Adrian. - : BMC, 2010 BASE Show details 11 'Because tumi Bangali': Inventing and disinventing the national in multilingual communities in the UK Creese, Angela; Blackledge, Adrian. - : SAGE Publications, 2009 BASE Show details 12 "As a country we do expect": The further extension of language testing regimes in the United Kingdom Blackledge, Adrian. - : Taylor & Francis (Routledge), 2009 BASE Show details 13 Folk stories and social identification in multilingual classrooms Creese, Angela; Blackledge, Adrian; Wu, Chao-Jung. - : Elsevier, 2009 BASE Show details 14 Contesting 'Language' as 'Heritage': Negotiation of identities in late modernity Bhatt, Arvind; Baraç, Taşkin; Lytra, Vally. - : Oxford University Press, 2008 BASE Show details 15 The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world Blackledge, Adrian. - : Taylor & Francis (Routledge), 2006 BASE Show details 16 Negotiation of identities in multilingual contexts Pavlenko, Aneta; Blackledge, Adrian. - : SAGE Publications, 2001 BASE Show details 17 The wrong sort of capital? Bangladeshi women and their children's schooling in Birmingham, U.K Blackledge, Adrian. - : SAGE Publications, 2001 BASE Show details 18 Language, literacy and social justice: The experiences of Bangladeshi women in Birmingham, UK Blackledge, Adrian. - : Taylor & Francis (Routledge), 1999 Abstract: This paper presents a study of the literacy practices and attitudes of Bangladeshi families in Birmingham, UK. In particular, the study focuses on the extent to which the mothers of eighteen six-year-old Bangladeshi children were able to support their children's school-related literacy learning. The paper locates literacy in the context of social justice, and relations of power between majority and minority groups in society. Despite the school's attempts to involve them, the Bangladeshi women were largely excluded from their children's schooling. They did not share the literacy of the school, so they were considered to be 'illiterate'. As they did not possess the linguistic or cultural capital demanded by the school, they were unable to contribute to their children's English literacy learning. The women were committed to their children's English education. At the same time, they reported that they had a clear understanding of how to support their children's Bengali literacy learning. However, the school did not seem to value the mothers' Bengali literacy as a resource. Instead, the women were disempowered by school structures which demanded that they play by the linguistic rules of the dominant-culture school, or put at risk their children's academic progress. URL: https://doi.org/10.1080/01434639908666375 http://hdl.handle.net/1893/27862 http://dspace.stir.ac.uk/bitstream/1893/27862/1/Blackledge%201999.pdf BASE Hide details 19 The institutionalisation of inequality: The initial teacher training national curriculum for primary English as cultural hegemony Blackledge, Adrian. - : Taylor & Francis (Routledge), 1998 BASE Show details

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