Teachers' Understanding of the Importance of Students' Mother Tongue(s) in Qatar's International English-Medium Primary Schools: Findings from Q Method Research

Autor/inn/en	Alkhateeb, Hadeel; Alshaboul, Yousef
Titel	Teachers' Understanding of the Importance of Students' Mother Tongue(s) in Qatar's International English-Medium Primary Schools: Findings from Q Method Research
Quelle	In: Current Issues in Language Planning, 23 (2022) 1, S.37-56 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2021.1925456
Schlagwörter	Native Language; Language of Instruction; Language Usage; English (Second Language); Elementary School Teachers; Teacher Attitudes; Elementary School Students; Second Language Instruction; School Policy; Student Needs; Native Speakers; Parent Role; Teacher Education; Foreign Countries; Qatar + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Fremdsprachenunterricht; Schulpolitik; Muttersprachler; Parental role; Elternrolle; Lehrerausbildung; Lehrerbildung; Ausland; Katar
Abstract	Through Q methodology, this study explores teachers' understanding of the importance of their students' mother tongue(s) in ensuring meaningful, effective learning in Qatar's international English-medium primary schools. It considers the extent to which teachers believe that their students' linguistic backgrounds are affirmed and promoted. The results indicate that the teachers provided conflicting narratives, revealing that they embraced their schools' declared multilingual policies yet did not seem to act as agents of implementation. In conclusion, this study argues that teachers' understanding of the matter under investigation is hampered by their poor preparation, ideological bias as native/near-native English language speakers and lack of initial training and continuing professional development in ESL education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01