Language Corrections and Language Ideologies in Israeli Hebrew-Speaking Classes

Autor/inn/en	Netz, Hadar; Yitzhaki, Dafna; Lefstein, Adam
Titel	Language Corrections and Language Ideologies in Israeli Hebrew-Speaking Classes
Quelle	In: Language and Education, 32 (2018) 4, S.350-370 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1435688
Schlagwörter	Semitic Languages; Language Attitudes; Error Correction; Teaching Methods; Foreign Countries; Elementary School Students; Standard Spoken Usage; Metalinguistics; Teacher Student Relationship; Classroom Communication; Elementary School Teachers; Language Arts; Discourse Analysis; Language Variation; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Sprachverhalten; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Gesprochene Sprache; Umgangssprache; Metalanguage; Metasprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachkultur; Diskursanalyse; Sprachenvielfalt
Abstract	This article is about language corrections in Israeli Hebrew-speaking primary classrooms. The ideological significance of language corrections, particularly within the highly contested context of Israeli society and Modern Hebrew, underlies the current study. Teachers in Israeli, Hebrew-speaking classes were found to frequently correct not only their students' language, but also their own. Furthermore, teachers use language corrections not only for instructional purposes (i.e. modeling standard or super-standard language), but also for regulatory purposes (i.e. emphasizing their authority when managing behavior). Interestingly, in contrast to previous studies, we did not encounter explicit student resistance to teacher corrections, indicating Hebrew-speaking students' internalization and acceptance of the standard language ideology. Teachers' self- and other-corrections, as well as the metalinguistic comments accompanying these corrections, likewise reveal a monolithic language ideology, bearing significant pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01