Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

Autor/in	Fielding, Ruth
Titel	Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme
Quelle	In: Language Learning Journal, 44 (2016) 2, S.152-168 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.757635
Schlagwörter	Bilingualism; Self Concept; Foreign Countries; Bilingual Education Programs; Teacher Attitudes; French; English; Native Speakers; Immersion Programs; Team Teaching; Guidelines; Student Attitudes; Sociocultural Patterns; Language of Instruction; Teaching Methods; Classroom Communication; Social Influences; Language Usage; Elementary School Students; Observation; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Ausland; Lehrerverhalten; Französisch; English language; Englisch; Muttersprachler; Immersionsprogramm; Teamteaching; Richtlinien; Schülerverhalten; Soziokulturelle Theorie; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Sozialer Einfluss; Sprachgebrauch; Beobachtung; Australien
Abstract	This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities. The students in this study were involved in two classroom settings within the same school in the Australian government school system. One setting was a so-called "bilingual" classroom where two teachers were present--a native French speaker and a native English speaker--who each used their native language in a team-teaching setting; the other was an "immersion" classroom where one native-speaker French teacher conducted the classes entirely in French. The paper explores the teachers' perceptions of their pedagogies and the co-teacher relationship as factors affecting student bilingual identity negotiation within the Bilingual Identity Negotiation Framework (BINF). This framework positions students' bilingual identity negotiation within the three intersecting spheres of socio-cultural connection, interaction and investment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01