A Trilingual Teaching Model for Developing Academic Literacy Skills in Classical Arabic (L1), Hebrew (L2) and English (FL) in Southern Israel

Autor/inn/en	Hauptman, Sara; Mansur, Fuaz; Tal, Rachel
Titel	A Trilingual Teaching Model for Developing Academic Literacy Skills in Classical Arabic (L1), Hebrew (L2) and English (FL) in Southern Israel
Quelle	In: Journal of Multilingual and Multicultural Development, 29 (2008) 3, S.181-197 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Semitic Languages; Reading Comprehension; Writing (Composition); Teaching Models; Foreign Countries; Writing Skills; Language Teachers; Multilingualism; Academic Discourse; English (Second Language); Second Language Learning; Grade 10; Transfer of Training; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Leseverstehen; Schreibübung; Lehrmodell; Ausland; Writing skill; Schreibfertigkeit; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Training; Transfer; Ausbildung
Abstract	Developing academic literacy skills in Classical Arabic (L1), Hebrew (L2) and English (FL) among 10th-grade Bedouin students in Southern Israel is of central importance, in light of the country's policies regarding trilingual education for this sector. This paper presents the findings of research which examined the impact of a teaching model where identical strategies of reading comprehension and writing skills are taught simultaneously by the Arabic, Hebrew and English teachers in order to promote academic mastery in all three languages. The method is based on the theoretical connection between languages relating to literacy and the potential of transfer of strategies between languages, as put forth by Cummins, McLaughlin and Kecses & Papp. It is also based on the perception that the trilingual learning environment is dynamic and allows cross-linguistic interactions. The results show that the programme has significantly contributed to improving the overall level of achievement by the students in all three languages by an average of 15.32% in Arabic, 6.95% in Hebrew and 10.36% in English. The results also point to an improvement in the specific skills tested in the areas of reading comprehension and composition writing in all three languages. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10