'Shared Education' and Translanguaging; Students at Jewish and Arab Schools Learning English Together

Autor/inn/en	Yitzhaki, Dafna; Tannenbaum, Michal; Shohamy, Elana
Titel	'Shared Education' and Translanguaging; Students at Jewish and Arab Schools Learning English Together
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.1033-1048 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yitzhaki, Dafna) ORCID (Tannenbaum, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1740164
Schlagwörter	Code Switching (Language); Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Arabs; Semitic Languages; Grade 6; Jews; Intergroup Relations; Cooperative Learning; Native Language; Language Usage; Play; Discourse Analysis; Foreign Countries; Israel; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Arab; Araber; Arabisch; Hebräisch; School year 06; 6. Schuljahr; Schuljahr 06; Jew; Jude; Jüdin; Juden; Intergruppenbeziehungen; Kooperatives Lernen; Sprachgebrauch; Spiel; Diskursanalyse; Ausland
Abstract	This paper reports on a study that examined a Shared Education program recently implemented in Israel based on the Northern Ireland model. Sixth-grade children from two schools -- one Jewish and one Arab, who study in separate education systems and have very limited contacts with one another -- met to learn English (as an additional language) together. The study explored patterns of language use (English, Arabic, Hebrew) as well as the ways children perceive the meetings as an arena to meet 'the others' and their languages. Findings show that the shared education approach yielded rich interactions between the three languages, enabled open encounters with the 'others,' and allowed diverse teaching methods. The analysis of the lessons' transcripts via a coding system developed specifically for this study revealed a complex pattern of translanguaging between the three languages that served specific pedagogical purposes and expressions of solidarity as well as situations of discomfort and concern vis-à-vis the 'other.' Results are discussed in terms of their contribution to the concept of translanguaging and its role in such complex education settings, as well as their practical implications for the role that Shared Education and contact can play in the promotion of tolerance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11