esrc seminar, glasgow, joke dewilde
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Strict separation and flexible multiplicity Discussing a bilingual teacher’s work at a teachers’ meeting. ESRC seminar, Glasgow, Joke Dewilde. Overview. Research question and focus. Which views of bilingualism and bilingual teaching are expressed at the teachers’ meeting, and by whom?. - PowerPoint PPT PresentationTRANSCRIPT
Strict separation and flexible multiplicity
Discussing a bilingual teacher’s workat a teachers’ meeting
ESRC seminar, Glasgow, Joke Dewilde
Joke Dewilde
Overview
• Research question and focus• Theoretical approach• Site and participants• Meeting and extracts• Disussion and concluding remarks
Joke Dewilde
Research question and focus
• Which views of bilingualism and bilingual teaching are expressed at the teachers’ meeting, and by whom?
Theoretical approach
Monoglossic ideology
Subtractive
framework
Flexible convergent arrangemen
ts
Additive framewor
k
Strictly separated
arrangements
Heteroglossic ideology
Recursive
framework
Flexible multiple
arrangements
Dynamic framewo
rk
Flexible multiple
arrangements
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
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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
Extract 2: Kine
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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,
749 Maryam M.750751752753754
Kine 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.
Joke Dewilde
Extract 3: Maryam
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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
Extract 4: Maryam
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Maryam I don’t feel like a mother-tongue teacher. I feel like a [bilingual-
844 Lene [bilingual subject teacher845 Kine Mm.846847
Maryam I got the qualifications. So I can- I can work as a bilingual teacher.
848 Kine ↑Yeah. 849850
Maryam Therefore I work (.) like this e: in Norwegian and in Arabic and in English if it’s necessary.
851 Kine Mm.852 Maryam To help my pupils to adapt things for my
pupils.853 Kine Mm.Joke Dewilde
Extract 4 (cont.)
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(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
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