Co-Constructing Bilingual Learning: An Equal Exchange of Strategies between Complementary and Mainstream Teachers

Autor/inn/en	Kenner, Charmian; Ruby, Mahera
Titel	Co-Constructing Bilingual Learning: An Equal Exchange of Strategies between Complementary and Mainstream Teachers
Quelle	In: Language and Education, 26 (2012) 6, S.517-535 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2012.666248
Schlagwörter	Stellungnahme; Action Research; Teaching Methods; Bilingualism; Expertise; Informal Education; Community Schools; Foreign Countries; Native Language Instruction; Partnerships in Education; Language Teachers; Elementary School Teachers; Lesson Plans; Teacher Student Relationship; Bilingual Teachers; Instructional Innovation; Teacher Attitudes; Russian; Indo European Languages; Afro Asiatic Languages; Interviews; United Kingdom (London) + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Expert appraisal; Informelle Bildung; Nichtformale Bildung; Community school; ; Gemeindeschule; Gemeinschaftsschule; Ausland; Native language education; Muttersprachlicher Unterricht; Hochschulpartnerschaft; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational Innovation; Bildungsinnovation; Lehrerverhalten; Russisch; Indoeuropäisch; Interviewing; Interviewtechnik
Abstract	Teachers in complementary schools are often assumed to be using outmoded teaching strategies and an authoritarian approach to discipline. However, it is rare for mainstream teachers to have visited these community-run after-school or weekend classes, which remain on the margins of educational provision. This paper argues that complementary teachers' knowledge has been "doubly devalued": firstly because of their location in the informal learning sector, and secondly because their work focuses on languages and cultures that are ignored or viewed negatively by the wider society. Our action research study with complementary teachers in East London challenges mainstream preconceptions in showing the creative range of teaching strategies devised to meet the needs of multi-level, mixed-age classes in under-resourced conditions. Uniquely, the research set up partnerships between these complementary teachers and local primary school teachers, in which they visited each other's settings and jointly planned topic-based lessons adapted to each context. Findings demonstrate that mainstream teachers had much to learn from their complementary colleagues about negotiating teacher-student relationships, the child as independent learner and as leader within a learning community, and the use of bilingual strategies. Partnership teaching created mutual respect for each other's expertise, crucial to the equal valuing of shared knowledge. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10