Forging Inclusive Practice in Ethnically-Segregated School Systems: Lessons from One Multiethnic, Bilingual Education Classroom in Sri Lanka

Autor/inn/en	Wijesekera, Harsha Dulari; Alford, Jennifer; Mu, Michael Guanglun
Titel	Forging Inclusive Practice in Ethnically-Segregated School Systems: Lessons from One Multiethnic, Bilingual Education Classroom in Sri Lanka
Quelle	In: International Journal of Inclusive Education, 23 (2019) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wijesekera, Harsha Dulari) ORCID (Alford, Jennifer) ORCID (Mu, Michael Guanglun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1514730
Schlagwörter	Foreign Countries; Inclusion; School Segregation; Bilingual Education; Language Teachers; Ethnicity; Intergroup Relations; Equal Education; Classroom Environment; Cooperative Learning; Language Planning; Language of Instruction; Ethnocentrism; Student Diversity; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Bilingual teaching; Bilingualer Unterricht; Language teacher; Sprachunterricht; Ethnizität; Intergruppenbeziehungen; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Sprachwechsel; Teaching language; Unterrichtssprache; Ethnozentrismus; Ceylon
Abstract	This paper offers a perspective on bilingual education (BE) as inclusive education. Ethnolinguistically-separated schools and classrooms in Sri Lanka resulted from an enduring, mother tongue instruction policy which abetted a deeply ethnically-divided nation. More recently, Sri Lanka has experimented with a BE programme in pursuit of enriching the perceived value of the local mother tongues as well as building students' knowledge of English as a global language. This article presents analysis of the inclusive practice of two Sri Lankan BE teachers in their attempts to advance social cohesion through bilingual education. We demonstrate the logic of practice focussing on four features of the teachers' work: promoting interethnic relations through regular change of seating arrangements; equal delegation of responsibilities and absence of favouritism; cooperative group work in ethnically heterogeneous groups; and, promoting heteroglossic language practices or translanguaging. The positive, inclusive consequences of these practices are corroborated by focus group data gathered from students in the school. We argue that teachers have a significant role in changing the logic of practice in the classroom, and that the implicit rules teachers encode in their pedagogy can reorient exclusionary, ethnocentric identity positioning towards more inclusive, supraethnic identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01