|
Dòng
|
Nội dung
|
|
1
|
‘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.
|
|
2
|
Future teachers as agents of language revitalisation: the case of Galician early childhood education / Renée DePalma, María-Helena Zapico-Barbeito, Iria Sobrino-Freire.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 303-317 In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation.
|
|
3
|
|
|
4
|
The impact of Dutch teachers on family language policy of Turkish immigrant parents / Irem Bezcioglu-Göktolga, Kutlay Yagmur.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 220-234 In talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of mainstream teachers on language practices of minority parents in the home context. In this paper, we will combine the evidence derived from observations on 20 families, interviews with 35 parents and with 5 classroom teachers in Eindhoven, the Netherlands. Findings show that there is a serious degree of mismatch between parental aspirations regarding teachers’ professional advice for parents and teacher expectations regarding parental role in the schooling of immigrant children and the use of home language. The interaction between parental beliefs and teachers’ opinions show diverging attitudes towards the value of heritage language, schooling and parental participation.
|
|
|
|
|