Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools (2013)

First Author: Francis B
Attributed to:  British-Chinese Pupils' Identities, Achievement and Complementary Schooling funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/01411920802044586

Publication URI: http://dx.doi.org/10.1080/01411920802044586

Type: Journal Article/Review

Parent Publication: British Educational Research Journal

Issue: 4