1. Children, Families and the Migration Experience: Opportunities and Challenges Middlesex University May 2010 Migrant children becoming biliterate in London faith settings Dr John Jessel, Malgorzata Woodham Goldsmiths University of London

2. BeLiFS Becoming Literate in Faith Settings Centre for Language, Culture and Learning Educational Studies Department Goldsmiths University of London Professor Eve Gregory, Dr John Jessel, Dr Charmian Kenner, Dr Vally Lytra, Mahera Ruby Halimun Choudhury (Bangladeshi Muslim), Arani Ilankuberan, (Tamil Hindu), Amoafi Kwapong (Ghanaian Pentecostal), Malgorzata Woodham ( Polish Catholic)

3. Research Questions What is the scope and nature of literacy practices in each faith setting? How do teaching and learning take place during faith literacy activities across different settings? In what ways have faith literacies changed over time and in the London setting and how are these changes perceived across generations? How does participation in faith literacies contribute to individual and collective identities?

4. Literacy learning inside and outside of school How do children learn as part of their community? What do we mean by literacy?

5. Faith settings Examples: church, mosque, temple Religious instruction classes Clubs / sport / music / drama Cultural activities

6. The faiths we are looking at: Why have we selected these faiths? Bangladeshi Muslim Tamil Hindu West African Pentecostalist Polish Catholic

7. Theoretical framework Learning as a sociocultural phenomenon Three dimensions: sociohistorical, interpersonal, interpersonal Literacy learning as a series of cultural practices rather than confined to a set of skills

8. Literacy Symbolism Metaphor Story telling and re-telling Performing and recitation How is language exchanged and transformed?

9. Symbols What characterises symbols? Symbols and symbolic objects as ‘anchor points’ Symbolic actions and activities The narratives that develop around symbols

10. Research methodology Phase 1: Ethnographic observations in faith settings Interviews with faith leaders Attendance at religious services and classes Phase 2: Case-studies of faith literacy activities Audio or video recordings of faith literacy events (focus child in faith setting and home) Interviews with children / teachers / relatives Phase 3: Children will interview the older people They will prepare a book together Phase 4: Interviews with children Discussions with faith setting leaders

11. Polish Local Catholic Parish 8 Oliver Grove South Norwood, London SE25 6EJ

13. THE POLISH COMMUNITY SCHOOL AND THE PARISH HOUSE

14. THE CHAPEL AND THE PARISH HALL

15. The Polish faith setting: activities Saturday school 9.30am -1.00pm Folk Dance Group “Karolinka” Cubs and Scouts groups “Ave Verum” Choir for adults Salsa Club for adults Flower Arranging Club Seniors Club Ladies’ Club Mothers and Toddlers Group

16. The community school

18. Polish religion, culture and history blend together

31. Symbols – the school walls

36. Implications for teachers and classrooms Recognise bi/multilingualism in children’s lives Respect ‘funds of knowledge’ (culture and history) of children and their families Build upon this through recognition of the artefacts, symbols and narratives in children’s lives outside school

37. Contact: Dr John Jessel j.jessel@gold.ac.uk Malgorzata Woodhamm.woodham@gold.ac.uk Department of Educational Studies Goldsmiths College University of London New Cross London SE14 6NW