Navigating Authoritative Discourses in a Multilingual Classroom: Conversations with Policy and Practice

Autor/inn/en	Kiramba, Lydiah Kananu; Harris, Violet J.
Titel	Navigating Authoritative Discourses in a Multilingual Classroom: Conversations with Policy and Practice
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 2, S.456-481 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.493
Schlagwörter	Foreign Countries; Grade 4; Teaching Methods; Language of Instruction; Literacy; English (Second Language); Second Language Learning; Multilingualism; Bilingualism; Academic Language; Science Instruction; English Instruction; Language Arts; Kenya + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English langauage lessons; Englischunterricht; Sprachkultur; Kenia
Abstract	Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth-grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing institutional monolingual policies when mediating students' access to literacy and content. By analyzing classroom discourse, the authors argue that restrictive language policies that aspire for fixity disconnect multilingual learners from their daily realities. In contrast, they call for a (re)construction of multilingual pedagogy that capitalizes on the strengths of learners, teachers, and linguistic communities by embracing students' languages and language varieties in language learning and literacy development. In particular, implications are drawn for the use of EMI for emerging bilingual and multilingual learners. The authors identify the need to prepare teachers for a multilingual reality through legitimizing multilingual pedagogies such as translanguaging. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01