Students as Language Experts: Collaboration and Correction in a Bilingual Cameroonian Classroom

Autor/in	Edmonds, Rosalie
Titel	Students as Language Experts: Collaboration and Correction in a Bilingual Cameroonian Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 2, S.260-274 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edmonds, Rosalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1456513
Schlagwörter	Student Role; Expertise; Cooperative Learning; Error Correction; Multilingualism; Bilingual Education; Informal Education; Environmental Education; Workshops; Classroom Communication; Language of Instruction; French; Active Learning; Elementary School Students; Children; Translation; Foreign Countries; Cameroon + Suchen Sie Ihr Suchwort? Expert appraisal; Kooperatives Lernen; Korrektur; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Informelle Bildung; Nichtformale Bildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lernwerkstatt; Schulung; Klassengespräch; Teaching language; Unterrichtssprache; Französisch; Aktives Lernen; Child; Kind; Kinder; Ausland; Kamerun
Abstract	This study examines the negotiation of language-related problems in a bilingual environmental education workshop in Cameroon. In contrast to the traditional Cameroonian classroom, where only one language is used and teachers are viewed as the exclusive source of knowledge, during the workshop, teachers' errors in French create an opportunity for both teachers and students to collaboratively restructure participant roles. This correction leads to an atmosphere where students are active and engaged co-producers of knowledge, instead of passive recipients. While much has been written about how teachers correct students, this study looks instead at teachers' linguistic errors, and how the treatment of these errors can create a more equitable classroom dynamic. It therefore uses a conversation analytic framework to analyze recordings of classroom conversation, combined with interviews with teachers surrounding their linguistic backgrounds and teaching philosophies. The results of this study contribute to discussions regarding the negotiation of multilingualism in the classroom, which is of particular significance as it becomes more common worldwide for educators to teach in languages in which they are not fluent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01