Placing Elementary-School Teachers at the Vanguard of Modernisation: Language Use and Emergent Identity among English-Medium Teachers in the UAE

Autor/inn/en	Kennetz, Keith; Litz, David; Riddlebarger, Julie; Tennant, Lilly; Dickson, Martina; Stringer, Patricia
Titel	Placing Elementary-School Teachers at the Vanguard of Modernisation: Language Use and Emergent Identity among English-Medium Teachers in the UAE
Quelle	In: English in Education, 54 (2020) 1, S.74-92 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1688656
Schlagwörter	Language Usage; Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Elementary School Teachers; Foreign Countries; Bilingualism; Native Language; Professional Identity; Teacher Attitudes; Teaching Methods; Semitic Languages; Educational Policy; Classroom Techniques; United Arab Emirates + Suchen Sie Ihr Suchwort? Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Bilingualismus; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; Politics of education; Bildungspolitik; Klassenführung; Vereinigte Arabische Emirate
Abstract	In the midst of immense societal change, this paper examines the complex forces at work in novice Arabic-speaking teachers' choice of language in English-medium primary classrooms in the United Arab Emirates. Thirty newly-graduated Emirati English language teachers, working in kindergarten or primary government schools in the Emirate of Abu Dhabi, participated in a survey that investigated language choice in the classroom. Data was collected using self-reported quantitative and qualitative methods, summarised and analysed. Main findings identified a pragmatic willingness and enthusiasm among participants to use their first language in second language English classrooms not found in previous studies. The researchers also uncovered evidence of an emerging bilingual professional identity that sets participants apart from their monolingual colleagues. Pedagogical implications for language teachers, administrators, teacher trainers, and educational policy-makers are presented and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01