Teachers' Views on Recognising and Using Home Languages in Predominantly Monolingual Primary Schools

Autor/inn/en	Bailey, Elizabeth G.; Marsden, Emma
Titel	Teachers' Views on Recognising and Using Home Languages in Predominantly Monolingual Primary Schools
Quelle	In: Language and Education, 31 (2017) 4, S.283-306 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Elizabeth G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1295981
Schlagwörter	Teacher Attitudes; English (Second Language); Second Language Learning; Multilingualism; Native Language; Language Usage; Language Attitudes; Elementary School Teachers; Elementary School Students; Teaching Methods; Foreign Countries; Interviews; Observation; Questionnaires; Metalinguistics; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Sprachverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Metalanguage; Metasprache; Statistische Analyse
Abstract	The use of home languages has previously been advocated in highly multilingual UK classrooms. However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority in England with low numbers of children who use EAL, this study investigated (1) primary teachers' views on implementing language awareness activities, using pupils who speak languages other than English as a linguistic and cultural resource, via interviews and questionnaires and (2) the amount and nature of references made to home languages during classroom observations. Although the teachers did not refer to or use home languages on a day-to-day basis, they generally showed willingness to consider implementing certain activities which incorporated them. However, largely, the teachers had not previously contemplated such practice. They did not reference any academic benefits to promoting linguistic diversity but were more aware of the potential social benefits. They also lacked confidence in particular areas (e.g. linguistic knowledge) as well as showing a strong awareness of issues such as the importance of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01