Bilingual Education in a Community Language: Lessons from a Longitudinal Study

Autor/inn/en	Molyneux, Paul; Scull, Janet; Aliani, Renata
Titel	Bilingual Education in a Community Language: Lessons from a Longitudinal Study
Quelle	In: Language and Education, 30 (2016) 4, S.337-360 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1114630
Schlagwörter	Bilingual Education; English (Second Language); Second Language Learning; Academic Achievement; Interviews; Questionnaires; Multilingualism; Parent Attitudes; Educational Policy; Longitudinal Studies; Elementary School Students; Cultural Pluralism; Native Language; Teaching Methods; Language Minorities; Sino Tibetan Languages; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Interviewing; Interviewtechnik; Fragebogen; Mehrsprachigkeit; Multilingualismus; Elternverhalten; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachminderheit; Ausland; Australien
Abstract	Provision for students learning English as an additional language (EAL) frequently overlooks the linguistic resources these children bring to the classroom. This is despite international research that highlights the facilitative links between support of the home language and the acquisition of new languages. This article reports on a longitudinal study of Karen--English bilingual learning in the early years at one culturally and linguistically diverse primary school. It analyses classroom observation and student achievement data, work samples, staff interviews, parent questionnaires, and student self-assessments to build a rich evidence base that attests to the advantages afforded by plurilingual opportunities in what are often staunchly monolingual classroom contexts. The importance of additive language policies and pedagogies for EAL students in mainstream classes is reinforced by this study, and a framework is proposed whereby bilingual education focusing on community languages can be successfully operationalised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01