|
Dòng
|
Nội dung
|
|
1
|
‘Neither here nor there’: An examination of language curriculum and ideology in a New Jersey public school / Benjamin Kinsella.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 1 2018p. 21-38 This case study focuses on one primarily Latino public primary school in New Jersey that waived the state’s bilingual education requirement and implemented a curricular alternative, comprised of bilingual and monolingual English classrooms. A corpus was generated from one-to-one interviews (N = 8) with administrators and teachers, as well as ethnographic observations during the course of two years. Data were then analysed using a critical discourse analysis. Findings reveal clear patterns between educators’ overtly expressed language ideologies and their covert expression in the curricular alternative where (1) bilingual teaching was equated only in relation to the Latino students’ purported limited English proficiency and (2) the belief that monolingual English instruction was to remedy students’ so-called language gaps. Furthermore, different interpretations of the programme and even disagreements that the school actually held a bilingual programme type were observed among teachers and administrators. Considerations for equitable teaching practices are addressed in the discussion.
|
|
2
|
Assessing children’s proficiency in a minority language : exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals / Siobhán Nic Fhlannchadha,Tina M. Hickey
// Language and education Vol. 33-No 4/2019 2019p. 340-362 There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak ‘some Irish’, while levels of language use in the wider community also vary widely. The proficiency of children from Irish-speaking homes seems impressive compared with their L2 learner classmates, but still shows particular linguistic needs. Since acquisition of complex morphosyntactic features depends on both the quantity and quality of input, and extends well into the school years, assessing children’s performance on features such as grammatical gender may provide a useful index of need for language enrichment, even among young speakers judged by teachers and parents to be fluent. We report data from 306 Irish-speaking participants aged 6–13 years from a range of language backgrounds, most of whom live in Gaeltacht (officially designated Irish-speaking) areas. Information was collected from parents on children’s home language and new measures of receptive and productive use of grammatical gender marking in Irish were administered. Performance on these measures is compared with scores on standardised measures of Irish and English reading vocabulary, as well as teacher and parent ratings.
|
|
3
|
|
|
4
|
|
|
5
|
Language identities in students* writings about group work in their mathematics classroom / Nuria Planas
// Language and education 2011, Vol25, N.2 2011p. 120-146 In this article, 1 explore language identities and processes of negotiation concerning parts of these identities as seen by a group of students from a bilingual mathematics classroom. A collection of 10 students individual writings on the questions What language do you use during group work in your mathematics class and why? is examined from a socio¬political perspective. My data emphasize the importance of addressing the complexity of the identity work that goes on in the students texts. Through their writings and despite the perception of limits, students negotiate complementary language identities that are contrary to the established monolingual ideologies in the research context. Students show distinct degrees of agency in their responses as they attempt to produce language identities that are much more complex than those politically ascribed to them
|
|
|
|
|