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Language use and the instructional strategies of Grade 3 teachers to Mlipport bridging In Papua New Guinea / Margaret Frankeii and Matilda August
// Language and education 2011, Vol25, N.3 2011p. 221-239 For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children In schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars - apart from the local languages, there are Tok Plain and Hiri Motu. The policy advocates ‘bridging’ as an Instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think It entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of I English, and they demonstrate flexible and dynamic use of languages in their classrooms. The tact that the study recorded no use of the local languages suggests that systen follow-up of policy in practice is much needed, together with more in-depth resear
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Nonnative English-speaking teachers in the United States: issues of identity / Eduardo Henrique Diniz de Figueiredo
// Language and education 2011, Vol25, N.5 2011p. 419-432 The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers’ concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers’ bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students’ realities. However, it was also evident that native- speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment
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Tnilning teachers to evaluate emerging bilingual students9 billterate writing / Samira Adriana Butvilofsky and Wendy Lynn Sparrow
// Language and education 2012, Vol26, N.5 2012p. 383-403 The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the need to pay attention to the differences between Spanish and English rhetoric, as teachers had lower levels of consensus when they rated Spanish content. This finding also indicates a need to revise the rubric itself. High levels of consensus were reached when teachers rated spelling and structural elements in both languages. When conducting an analysis of students’ Spanish and English writing, teachers noted students’ ability to transfer writing abilities across languages. This study is significant to the advancement of this biliteracy model and to the education of emerging bilingual students. It is also important to develop a shared vision of what it means to be bilingual and to understand how biliteracy develops using a holistic lens
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