Signalling L2 Centrality, Maintaining L1 Dominance: Teacher Language Choice in an Ethnic Minority Primary Classroom in the Lao PDR

Autor/in	Cincotta-Segi, Angela Rose
Titel	Signalling L2 Centrality, Maintaining L1 Dominance: Teacher Language Choice in an Ethnic Minority Primary Classroom in the Lao PDR
Quelle	In: Language and Education, 25 (2011) 1, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Teacher Effectiveness; Official Languages; Multilingualism; Sino Tibetan Languages; Educational Policy; Teacher Recruitment; Language Maintenance; Second Language Learning; Language Usage; Minority Groups; Ethnic Groups; Language of Instruction; Teacher Attitudes; Native Language; Classroom Communication; Laos + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Office language; Amtssprache; Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Lehrerrekrutierung; Sprachpflege; Zweitsprachenerwerb; Sprachgebrauch; Ethnische Minderheit; Ethnie; Teaching language; Unterrichtssprache; Lehrerverhalten; Klassengespräch
Abstract	Although the Lao People's Democratic Republic has speakers of up to 230 different languages belonging to four ethnolinguistic families, the Lao Government's policy as stated in its Education Law is that Lao is the official language of education at all levels. This creates a challenging situation for teachers in ethnic minority villages throughout the country, where students often begin school with no knowledge of the Lao language. This paper explores the language practices of one teacher in a combined Grade 3 and 4 ethnic minority classroom. It describes how this teacher balances the constraints on him to use Lao as the central language of teaching with his belief in using the students' mother tongue to allow effective teaching and learning to occur. The teacher uses the students' L1 not only in the ways expected of him by national-level policy-makers and planners, or in those often described in the literature on similar contexts, but also in unexpected and creative ways. This has important implications for education policy and planning, particularly in areas such as teacher recruitment, training and deployment, as well as for our understanding of bi- and multilingual classroom behaviour. (Contains 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10