Arvind Bhatt

TL;DR: The authors observed a broad range of multilingual practices across a variety of settings in schools, and at the boundaries of school and home, and identified two seemingly contradictory positions in relation to participants' bilingualism: an ideology which argues for language separation and one in which flexible bilingualism flourishes as a practice.

TL;DR: This paper explored the fluidity and stability of ethnicity as a social description in interview transcripts of young people studying in complementary schools in Leicester, a large linguistically and ethnically diverse city in the East Midlands, England and argued that complementary schools allowed the children a safe haven for exploring ethnic and linguistic identities while producing opportunities for performing successful learner identity.

TL;DR: This article found that multilingual young people in complementary school classrooms use linguistic resources in sophisticated and creative ways to negotiate subject positions which appear to contest and subvert schools' attempts to impose upon them "heritage" identities.

TL;DR: In the social sciences, ethnography has typically been seen as a singular research journey in which the lone researcher engages in the study of a community as mentioned in this paper. However, increasingly within the social science, ethnographic r...

TL;DR: In this article, teacher-student interaction in two Gujarati complementary school classrooms in one school in the East Midlands city of Leicester, UK has been studied, where the classroom participants manage bilingualism and bilingual learning and teaching.