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Lärares språkbruk i tvåspråkiga klassrum

Avery, Helen LU (2011) In Educare - Vetenskapliga Skrifter p.145-175
Abstract
The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering... (More)
The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation. (Less)
Please use this url to cite or link to this publication:
author
organization
alternative title
Teachers’ use of language in bilingual classrooms
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Arabic diglossia, bilingual instruction, code-switching, simplified registers, teacher-pupil interaction, Sweden, teacher collaboration, minority languages, language in education policy
in
Educare - Vetenskapliga Skrifter
issue
3
pages
145 - 175
publisher
Lärarutbildningen, Malmö högskola
ISSN
1653-1868
language
Swedish
LU publication?
yes
id
f0708a88-c663-4f04-8589-a4a729788970
alternative location
http://hdl.handle.net/2043/13179
date added to LUP
2016-12-27 13:45:24
date last changed
2017-01-03 08:30:15
@article{f0708a88-c663-4f04-8589-a4a729788970,
  abstract     = {The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.},
  author       = {Avery, Helen},
  issn         = {1653-1868},
  keyword      = {Arabic diglossia,bilingual instruction,code-switching,simplified registers,teacher-pupil interaction,Sweden,teacher collaboration,minority languages,language in education policy},
  language     = {swe},
  number       = {3},
  pages        = {145--175},
  publisher    = {Lärarutbildningen, Malmö högskola},
  series       = {Educare - Vetenskapliga Skrifter},
  title        = {Lärares språkbruk i tvåspråkiga klassrum},
  year         = {2011},
}