Teacher Agency and Language Mediation in Two Maltese Preschool Bilingual Classrooms

Autor/inn/en	Mifsud, Charles L.; Vella, Lara Ann
Titel	Teacher Agency and Language Mediation in Two Maltese Preschool Bilingual Classrooms
Quelle	In: Language, Culture and Curriculum, 31 (2018) 3, S.272-288 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2018.1504400
Schlagwörter	Bilingual Education; Language Attitudes; Bilingualism; Preschool Teachers; Teacher Attitudes; Language Usage; Language Planning; Language of Instruction; Teaching Methods; Foreign Countries; Semitic Languages; Ethnography; English (Second Language); Second Language Learning; Code Switching (Language); Classroom Communication; Teacher Student Relationship; Sociolinguistics; Malta + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Sprachverhalten; Bilingualismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Sprachgebrauch; Sprachwechsel; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Arabisch; Hebräisch; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziolinguistik
Abstract	This article contributes to the limited research on teacher agency in early bilingual development and education. Through classroom observations and interviews, we examined the differential degrees of agency of two preschool teachers in Malta as they mediated languages in their bilingual classrooms. The teachers' background and language beliefs, the sociolinguistic context (national and local), as well as the school language policies influenced their classroom agentive roles. A call is made for adaptive pedagogies and flexible bilingual strategies which meet the language and affective needs of preschool children in a more equitable manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01