Measuring the Multilingual Reality: Lessons from Classrooms in Delhi and Hyderabad

Autor/inn/en	Lightfoot, Amy; Balasubramanian, Anusha; Tsimpli, Ianthi; Mukhopadhyay, Lina; Treffers-Daller, Jeanine
Titel	Measuring the Multilingual Reality: Lessons from Classrooms in Delhi and Hyderabad
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2208-2228 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1899123
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Code Switching (Language); Language Usage; Native Language; Mathematics Instruction; Teaching Methods; Language of Instruction; Comparative Analysis; Teacher Attitudes; Slum Schools; Disadvantaged; Urban Areas; Indo European Languages; Dravidian Languages; Classroom Communication; India + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sprachgebrauch; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Lehrerverhalten; Urban area; Stadtregion; Indoeuropäisch; Klassengespräch; Indien
Abstract	India's linguistic diversity is reflected in classrooms across the country, where multiple languages are used by teachers and learners to negotiate meaning and instruction -- a multilingual, multicultural student body is the norm, whether in urban or rural contexts. This study documents teaching practices in English language and maths lessons in Delhi and Hyderabad, with a specific focus on language use. The findings from 104 classroom observations allow us to profile multilingual practices used in schools with different official mediums of instruction. Results reveal a predominant use of 'language mixing' in the classroom, in both English- and regional language-medium of instruction contexts -- especially in English subject lessons. Maths lessons in regional-medium schools did not involve as much language mixing by the teachers but this was still a strong feature for learners. The data also shows differences between language use particularly when comparing English-medium schools in each city. Specifically, lessons in Delhi were characterised by absolutely no occurrences of English used on its own by the teachers (as recorded during five-minute intervals), compared to significantly greater use of English alone in Hyderabad English-medium and Telugu-medium schools. Delhi teachers appear to use a greater amount of language mixing during each lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01