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  • Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms /
Tác giả CN Yussof, Nurul Taqial
Nhan đề Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms / Nurul Taqiah Yussof, He Sun
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 363-382
Tóm tắt Existing studies are inconclusive about if and how children’s stronger language can support target language instruction. This study analyzed 29 Malay language teachers’ switching practices, reasons for switching, and perceptions of their Malay-English bilingual children’s language preferences and needs, in Singaporean preschool classrooms. 5 teachers’ and 68 children’s actual language practices were video-recorded, transcribed and coded for frequency and reasons for codeswitching. The Computerized Language Analysis (CLAN) software calculated these occurrences, and the combos function was used to examine the impact of teachers’ language on children’s classroom language output. The results revealed mismatches between teachers’ reported and observed language perceptions and practices. Language separation ideology is prevalent in Singapore, yet only one teacher claimed to never use English. All teachers were observed to switch to English at varied frequencies. While most Malay language teachers reported that their English use was because of instructional purposes, they were observed codeswitching mainly due to habitual reasons. These findings reflect the need to address gaps between perceptions and practices in preschool language instruction, and to consider further steps in preparing teachers to address the reality of language needs and practices in their classrooms.
Đề mục chủ đề Tiếng Anh
Đề mục chủ đề English language
Đề mục chủ đề English teaching
Đề mục chủ đề Giảng dạy
Tác giả(bs) CN He, Sun
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language and Education- Volume 34, 2020 - Issue 4
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1720230
    Vốn tư liệu
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1001|aYussof, Nurul Taqial
24510|aMismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms / |cNurul Taqiah Yussof, He Sun
260 |aUK Limited : |bRoutledge, |c2020
300|aPages 363-382
520|aExisting studies are inconclusive about if and how children’s stronger language can support target language instruction. This study analyzed 29 Malay language teachers’ switching practices, reasons for switching, and perceptions of their Malay-English bilingual children’s language preferences and needs, in Singaporean preschool classrooms. 5 teachers’ and 68 children’s actual language practices were video-recorded, transcribed and coded for frequency and reasons for codeswitching. The Computerized Language Analysis (CLAN) software calculated these occurrences, and the combos function was used to examine the impact of teachers’ language on children’s classroom language output. The results revealed mismatches between teachers’ reported and observed language perceptions and practices. Language separation ideology is prevalent in Singapore, yet only one teacher claimed to never use English. All teachers were observed to switch to English at varied frequencies. While most Malay language teachers reported that their English use was because of instructional purposes, they were observed codeswitching mainly due to habitual reasons. These findings reflect the need to address gaps between perceptions and practices in preschool language instruction, and to consider further steps in preparing teachers to address the reality of language needs and practices in their classrooms.
65000|aTiếng Anh
65000|aEnglish language
65000|aEnglish teaching
65000|aGiảng dạy
7000|aHe, Sun
710 |aTaylor & Francis Group
773|tLanguage and Education|gVolume 34, 2020 - Issue 4
856|uhttps://doi.org/10.1080/09500782.2020.1720230
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