Heteroglossic Practices in a Multilingual Science Classroom

Autor/in	Kiramba, Lydiah Kananu
Titel	Heteroglossic Practices in a Multilingual Science Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 4, S.445-458 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiramba, Lydiah Kananu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1267695
Schlagwörter	Grade 4; Elementary School Students; Multilingualism; Second Language Learning; Second Language Instruction; Foreign Countries; Rural Schools; Elementary School Teachers; Sociocultural Patterns; Dialects; Access to Education; Science Teachers; Science Instruction; Language Usage; English (Second Language); Teaching Methods; Native Language; African Languages; Classroom Communication; Literacy Education; Cultural Background; Teacher Student Relationship; Kenya + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie; Dialect; Dialekt; Education; Access; Bildung; Zugang; Bildungszugang; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Kenia
Abstract	This paper uses sociocultural theories of language learning to investigate how teachers and students navigate between monolingual institutional policies and the multilingual realities encountered in a rural Kenyan fourth-grade classroom. The paper addresses not only how learners' communicative repertoires are deployed to make meaning in a foreign-language instruction context but also the sociocultural significance of these communicative practices. Results illustrate how the science teacher used heteroglossic practices to mediate students' access to literacy, hence, supporting the content learning and language development of students. Both the science teacher and the students preferred a more flexible use of language to make sense of their multilingual realities as opposed to monolingual view of literacy imposed on them by the language policy. I argue for the potential of heteroglossic practices in multilingual classrooms to ease the cognitive load of English language learners in the process of learning in an additional language. The findings highlight the need for legitimizing fluid language practices in multilingual classrooms in the process of acquiring an additional language and preparing teachers for a multilingual reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01