Faculty of Education - Theses

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Author: Quach, Xuan × End date: 2010 × Subject: Children of immigrants × Subject: Education × Subject: Victoria ×

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    Ethnic community schools in Victoria : case studies of three after-hours ethnic schools
    Quach, Xuan ( 2000)
    In recent years, interest in the state of ethnic community languages in Australia has brought heightened attention to after-hours ethnic schools and the important role they play in the maintenance and development of languages other than English (LOTEs). While the importance of ethnic schools and their language teaching and maintenance role is today widely recognized by the Australian government, these schools also fulfil a number of other functions for their communities in addition to simply being providers of languages. A descriptive analysis of the cases of three after-hours ethnic schools and their current situation and role is presented in this study with the intent to compare and broaden the view of these schools and their roles and functions. This study examines the current situation and roles of ethnic schools in Victoria using a case study approach within a qualitative research method of inquiry. Extensive data were gathered from participant observations, document analyses, and interviews with parents, teachers and administrators associated with the Latvian, Chinese and Somali ethnic schools. The schools chosen for this study emanate from three very different communities, with contrasting cultures and varying histories of development in Australia. Hence, case studies of each of the schools illustrate their unique process of development; their distinct characteristics, curriculum emphases and instructional approaches; the ways in which the schools are organized and maintained; and their stated aims and goals. Findings from this study showed notable similarities and differences among the three schools. When comparing the schools, variations are in terms of the levels of education they offer, the size of their student enrollment, their curriculum emphases and instructional approaches, the ways in which the schools are organized and maintained, their student population and their varying levels of language competency, as well as differences in the degree of involvement of parents and members from their community. While differing in many respects, the prime aim of these schools is to teach and maintain their ethnic community languages and cultures. Their implicit functions are also to assist in family communication; to develop friendship and a sense of community among students, parents and other schools members; and to socialize and promote in students a strong sense of ethnic identity.