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  • Language use and the instructional strategies of Grade 3 teachers to Mlipport bridging In Papua New Guinea /
Tác giả CN Frankeii, Margaret.
Nhan đề Language use and the instructional strategies of Grade 3 teachers to Mlipport bridging In Papua New Guinea /Margaret Frankeii and Matilda August
Thông tin xuất bản 2011
Mô tả vật lý p. 221-239
Tóm tắt 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
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Classroom dialogue.
Thuật ngữ không kiểm soát Codeswitching.
Thuật ngữ không kiểm soát Vernacular literacies.
Thuật ngữ không kiểm soát Multilingual education.
Thuật ngữ không kiểm soát Bilingual teachers.
Nguồn trích Language and education- 2011, Vol25, N.3
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0410|aeng
1001|aFrankeii, Margaret.
24510|aLanguage use and the instructional strategies of Grade 3 teachers to Mlipport bridging In Papua New Guinea /|cMargaret Frankeii and Matilda August
260|c2011
300|ap. 221-239
3620|aVol. 25 (May 2011)
520|aFor 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
65017|aNgôn ngữ|2TVĐHHN.
653|aClassroom dialogue.
653|aCodeswitching.
653|aVernacular literacies.
6530|aMultilingual education.
6530 |aBilingual teachers.
7730|tLanguage and education|g2011, Vol25, N.3
890|a0|b0|c0|d0

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