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‘We are creating a reality’: teacher agency in early bilingual education : Deborah Dubiner.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3. 2018p. 255-271 This study was conducted within the context of bilingual Arabic-Hebrew medium preschools in Israel which were established to incorporate instruction in the native languages of both majority and minority children in the classroom. Bilingual education in various settings produces a wide variety of outcomes in terms of language proficiency, cultural awareness, and scholastic achievement. The purpose of the present study was to examine teacher agency in changing the language model of the preschool that aimed at enhancing willingness to use L2 (Arabic) among the Hebrew-speaking 4–6-year-old children. Two research questions guided this study: 1) How did teachers implement their agency in the process of language model modification; and 2) Is there a correspondence between teachers’ perception of their role in the process and the observed language practices in the preschool? To answer these questions, we used multiple sources of qualitative data, such as observations and interviews. The findings indicate that teachers saw themselves as agents of linguistic change and were adamant about providing the class with maximum exposure to Arabic during the designated period of the project. Secondly, teachers made use of several strategies aimed at enhancing Arabic L2 output amongst Hebrew-speaking children who were previously reluctant to use the language. Finally, there is a clear correspondence between teachers’ and researchers’ perception of the former’s agency in the modification of the language model. The findings are discussed from the perspective of strategic and critical pedagogies.
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Immigrant parents and teachers views on bilingual preschool language policy / Mila Schwartz
// Language and education 2013, Vol27, N.1 2013p. 22-43 Schwartz, Mila.It has been found that parents, searching for external control of a supporting sociolin- guistic environment for LI and L2 development, can plan several relevant strategies and implement them as a part of their family language policy. The choice of bilingual education serves as an important link in the practical realization of family language ide¬ology. This paper aims to examine language policy and models in bilingual preschools from immigrant parents’ and bilingual teachers’ perspectives. The focus was on the fol¬lowing topics: (1) the parents’ views on the language policy of the bilingual preschool education, (2) the teachers’ reflections on their language policy and (3) the negotiation between parents’ and teachers’ views on bilingual preschool language policy. It was important to address both parents’ and teachers’ opinions in order to obtain a deeper understanding of parent-teacher interactions and negotiations of their views. The study was conducted in two bilingual Russian-Hebrew speaking preschools in Israel. I ap¬plied methodological triangulation with a combination of qualitative and quantitative research methods. The study revealed that questions regarding input in each language, ratio between LI and L2, and changes of this ratio in different age groups are central concerns for both the pedagogical staff and parents
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