ELIA XI Seville March 2010 Language and literacy in faith settings and their relationship to the school setting Eve Gregory, John Jessel, Malgosia Woodham 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), Malgosia Woodham ( Polish Catholic)

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?

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

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

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

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

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

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

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

Polish Catholic Church and Community Centre South Norwood, South East London

The Polish Faith Setting Polish Community School Polish Parish house

The Polish Faith Setting Polish Catholic Chapel and the Parish Hall

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

The community school Its role in relation to the role of the church The aims of the school The pupils The teachers

Symbolism in the surroundings

Symbols – the school walls

Religious and historical symbols – a childs notes

Symbolism in church Tabernacle where the remains of any blessed and consecrated hosts (communion wafers) are stored Missal (the liturgical book) Chalice (communion cup) which holds the wine that will become the blood of Christ in the celebration of the Eucharist

Learning about and through symbols in religious classes

Examples of symbolism …

Learning about and through symbols in religious classes The teacher draws a person with a halo over their head and elicits the word aureola (halo). T: when there is light we can see everything, a saint is someone who lives close to Light, which is God

Learning about symbols in religious classes A class of 5-6 year olds The teacher draws a heart on the whiteboard Child: To nie jest serce This is not a heart T: To jest symbol serca. Jak to narysujemy, to wiemy, ze to jest symbol serca. Co to jest? This is a symbol of the heart. When we draw it we know that this is a symbol of the heart. What is it? Children: Symbol T: Symbol

…and narrative

Aniolek 1: Pali sie! Pali! Swiatlo z oblokow! O, jaka luna! O jaka zorza! Aniolek 2: Swieta Panienka, swieta Panienka Urodzila syna! Aniolek 3: Chrystus sie rodzi! Dzieci (nad zlobkiem Jezusa): My Jezuniu, dzieci jestesmy, podarkow nie mamy Serca nasze przynosimy Przy zlobku skladamy (dzieci skladaja serduszka przy zlobku) Angel 1 Fire! Fire! Light from the skies Oh, what a glow, what an aurora Angel 2 Holy Maiden, Holy Maiden Has had a child! Angel 3: Jesus is born! Children (standing over Jesus crib): We are children, Jesus, we have no gifts We bring our hearts And lay them by the crib (children lay hearts by the crib)

Przybiezeli do Betlejem pasterze Grajac skocznie dzieciateczku na lirze Ref. x 2 Chwala na wysokosci, chwala na wysokosci A pokoj na ziemi Oddawali swe uklony w pokorze Tobie z serca ochotnego, o Boze Chwala na wysokosci, chwala na wysokosci A pokoj na ziemi Aniol Panski sam oglosil te dziwy, Ktorych oni nieslyszeli, jak zywi Chwala na wysokosci, chwala na wysokosci A pokoj na ziemi To Bethlehem shepherds came Playing the lyre for the child Hail the Lord And peace be on earth They bowed to the Lord In humility Hail the Lord And peace be on earth The Archangel himself spread the news Which wasnt heard before Hail the Lord And peace be on earth

Implications for teachers and classrooms Recognise bi/multilingualism in childrens 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 childrens lives outside school

Contact: Prof Eve Gregory Dr John Jessel Malgosia Department of Educational Studies Goldsmiths College University of London New Cross London SE14 6NW