Bilingual Teaching Perspectives Explored in Teachers' Meeting at ESRC Seminar

 
Strict separation and flexible multiplicity
Discussing a bilingual teacher’s work
at a teachers’ meeting
 
ESRC seminar, Glasgow, Joke Dewilde
 
Joke Dewilde
 
Overview
Joke Dewilde
Research question and focus
 
Which views of bilingualism and bilingual teaching are
expressed at the teachers’ meeting, and by whom?
Theoretical approach
 
 
Joke Dewilde
 
Joke Dewilde
 
Site and participants
 
Bergåsen primary school (years 1 to 7)
Small town in rural areas in East Norway
Approx. 500 pupils
of which 32 receive Norwegian as a Second Language/bilingual teaching
21 classes + 1 transition class for newly-arrived pupils
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                    Colour Box
 
Joke Dewilde
Meeting
 
Participants
Lene
 – head teacher
Kine
 
– responsible for transition class,
NSL teacher
Maryam
 – bilingual teacher
Brit
,
 Elin
 
and
 Tora 
– teaching
newly-arrived pupils
(
Joke
 – researcher)
Colour Box
Topics on the agenda
Exemption of the subject of English (15’)
Parental involvement (12’)
Appropriate clothing during wintertime (16’)
Work of bilingual teachers (35’)
Extract 1: Kine
Joke Dewilde
Extract 2: Kine
Joke Dewilde
Extract 3: Maryam
Joke Dewilde
Extract 4: Maryam
Joke Dewilde
 
Extract 4 (cont.)
 
Joke Dewilde
Joke Dewilde
Discussion: language views
 
Kine (extracts 1 and 2)
Monoglossic ideology
Additive theoretical framework
Strict language separation arrangement
 
Maryam (extracts 3 and 4)
Heteroglossic ideology 
 
 challenging monoglossic
Dynamic theoretical framework
 
 challenging subtractive/additive
Flexible multiplicity arrangement
 
   challenging strict separate
Translanguaging as a bilingual pedagogy
Discussion: topical sensitivity
 
Traditional metaphor of host and guest
Monoglossic ideology
Kine: host for subject of Norwegian
Maryam: guest in subject of Norwegian
 
Metaphor of housing cooperative
Heteroglossic ideology
Kine and Maryam administer the Norwegian language on an equal footing
Both teachers have their own specific competencies
Joke Dewilde
Concluding remarks
 
Co-existing language views
Norwegian policy – monoglossic (subtractive)
NSL teacher’s argumentation – monoglossic (additive)
Bilingual teacher’s argumentation – heteroglossic (dynamic)
 
Topical sensitivity due to NSL teacher’s positioning
Joke Dewilde
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In a recent seminar at ESRC, Joke Dewilde explored various perspectives on bilingualism and bilingual teaching. The research focused on views expressed by participants at a teachers' meeting, discussing theoretical frameworks, site details, participants, and key extracts from the dialogue. Insights were shared on monoglossic and heteroglossic ideologies, distinct teaching arrangements, and the importance of concepts in mother tongue acquisition for bilingual students.


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  1. Strict separation and flexible multiplicity Discussing a bilingual teacher s work at a teachers meeting ESRC seminar, Glasgow, Joke Dewilde

  2. Overview Research question and focus Theoretical approach Site and participants Meeting and extracts Disussion and concluding remarks Joke Dewilde

  3. Research question and focus Which views of bilingualism and bilingual teaching are expressed at the teachers meeting, and by whom? Joke Dewilde

  4. Theoretical approach Monoglossic ideology Heteroglossic ideology Recursive framework Dynamic framework Subtractive framework Additive framework Flexible convergent arrangements Strictly separated arrangements Flexible multiple arrangements Flexible multiple arrangements Joke Dewilde

  5. Site and participants Berg sen primary school (years 1 to 7) Small town in rural areas in East Norway Approx. 500 pupils of which 32 receive Norwegian as a Second Language/bilingual teaching 21 classes + 1 transition class for newly-arrived pupils Colour Box Joke Dewilde

  6. Meeting Participants Lene head teacher Kine responsible for transition class, NSL teacher Maryam bilingual teacher Brit, Elin and Tora teaching newly-arrived pupils (Joke researcher) Colour Box Topics on the agenda Exemption of the subject of English (15 ) Parental involvement (12 ) Appropriate clothing during wintertime (16 ) Work of bilingual teachers (35 ) Joke Dewilde

  7. Extract 1: Kine 727 728 729 730 731 732 733 734 735 Kine Cause e:m (2.0) because we know that- (.) that it s concepts that are important for the children. To acquire concepts. (1.0) And we know that (.) when you have concepts in your mother-tongue (.) then you ll automatically e: acquire it in the second language and- or not automatically but then you ll have a base to gradually understand. Joke Dewilde

  8. Extract 2: Kine 744 745 746 747 748 749 750 751 752 753 754 Kine (.) e:m (1.5) but then I have- I think what has been a bit of a disagreement between Maryam and me maybe has been that Maryam often e:m teaches the kids- you- you go through things that the kids have in- in other subjects, M. and then you translate i:t to Arabic, and I think that s very right, but then you also spend time teaching them a number of concepts in Norwegian in connection with the same ((theme)), I think. Maryam Kine Joke Dewilde

  9. Extract 3: Maryam 785 786 787 Maryam I want to ask Kine how can we (.) expand the system of concepts if we don t teach the theme in both languages? Joke Dewilde

  10. Extract 4: Maryam 842 843 844 845 846 847 848 849 850 851 852 853 Maryam I don t feel like a mother-tongue teacher. I feel like a [bilingual- [bilingual subject teacher Mm. I got the qualifications. So I can- I can work as a bilingual teacher. Yeah. Therefore I work (.) like this e: in Norwegian and in Arabic and in English if it s necessary. Mm. To help my pupils to adapt things for my pupils. Mm. Lene Kine Maryam Kine Maryam Kine Maryam Kine Joke Dewilde

  11. Extract 4 (cont.) 855 856 857 858 889 890 891 892 893 894 895 896 897 (Maryam) A:nd we use an exercise book. We do the- for example I worked with Rania today (.) hh wi:th- (1.0) with two pages in ((the book)) Zeppelin. And it was page one hundred and page one hundred and one (.) a:nd e: it was about winter and cross-country skiing. We did those two pages. We read together. I read and she read to me. She- she tries to read. (.) hh Then we did the difficult words e: in Norwegian and in Arabic. We write the difficult words in an ex- e:: exercise book. So we do every e: every word in two languages. That s how I e: extend her system of concepts. Joke Dewilde

  12. Discussion: language views Kine (extracts 1 and 2) Monoglossic ideology Additive theoretical framework Strict language separation arrangement Maryam (extracts 3 and 4) Heteroglossic ideology Dynamic theoretical framework Flexible multiplicity arrangement Translanguaging as a bilingual pedagogy challenging monoglossic challenging subtractive/additive challenging strict separate Joke Dewilde

  13. Discussion: topical sensitivity Traditional metaphor of host and guest Monoglossic ideology Kine: host for subject of Norwegian Maryam: guest in subject of Norwegian Metaphor of housing cooperative Heteroglossic ideology Kine and Maryam administer the Norwegian language on an equal footing Both teachers have their own specific competencies Joke Dewilde

  14. Concluding remarks Co-existing language views Norwegian policy monoglossic (subtractive) NSL teacher s argumentation monoglossic (additive) Bilingual teacher s argumentation heteroglossic (dynamic) Topical sensitivity due to NSL teacher s positioning Joke Dewilde

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