The Pivotal and Peripheral Roles of Bilingual Classroom Assistants at a Swedish Elementary School

Autor/in	Thorstensson Dávila, Liv
Titel	The Pivotal and Peripheral Roles of Bilingual Classroom Assistants at a Swedish Elementary School
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.956-967 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1224224
Schlagwörter	Teaching Methods; Decision Making; Role Models; Bilingualism; Teacher Aides; Semitic Languages; Afro Asiatic Languages; Native Speakers; Social Integration; Second Language Learning; Swedish; Language of Instruction; Parent Teacher Cooperation; Immigrants; Refugees; Cultural Differences; Foreign Countries; Elementary School Students; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Identifikationsfigur; Bilingualismus; Handreichung; Lehrerhilfe; Arabisch; Hebräisch; Muttersprachler; Soziale Integration; Zweitsprachenerwerb; Schwedisch; Teaching language; Unterrichtssprache; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Immigrant; Immigrantin; Immigranten; Flüchtling; Kultureller Unterschied; Ausland; Schweden
Abstract	This article presents a qualitative study of how the individual roles and ideologies of four Arabic and Somali bilingual classroom assistants at an elementary school in Sweden both mirror and challenge larger discourses about language, education and social integration. Data were analyzed using the theoretical constructs of positioning and reveal that the classroom assistants were left out of curricular planning and pedagogical decision-making while at the same timetaking on three pivotal roles as disciplinarians, parent-teacher liaisons, and role models to students. As schools seek solutions to instructional dilemmas inherent in the simultaneous inclusion of newcomer immigrant and refugee students in Swedish-medium classrooms and the promotion of bilingualism, this research sheds light on how bilingual classroom assistants take up their roles as mediators of language and culture within this dynamic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01