Upload
hilman-interisti-sejati
View
225
Download
0
Embed Size (px)
Citation preview
8/14/2019 Developing bilingual learning2.ppt
1/23
Developing bilingual learning
strategies in mainstream andcommunity contexts
(ESRC-funded study 2006-07)
Charmian Kenner, Salman Al-Azami,Eve Gregory, Mahera Ruby
Department of Educational Studies,Goldsmiths College London
8/14/2019 Developing bilingual learning2.ppt
2/23
Bilingual learning:aspects to investigate
Transfer of concepts(Cummins, 1984)
Translation/interpretation(Creese, 2004)
Linking with cultural worlds(Martin-Jones &Saxena, 2003)
Increasing knowledge about howlanguage works(Bialystok, 2001)
Learner identities(Cummins, 1996; Creese,Bhatt, Bhojani & Martin, 2006)
8/14/2019 Developing bilingual learning2.ppt
3/23
The research context
Two primary schools in Tower Hamlets, East London
Second/third generation British Bangladeshi children,mostly more fluent in English than Sylheti/Bengali
(Bangla)Children also attend community classes in Bengaliand/or Arabic
Achieving highly at primary school
Sois bilingual learning in mainstreamschool relevant or necessary?
8/14/2019 Developing bilingual learning2.ppt
4/23
The childrens views
8/14/2019 Developing bilingual learning2.ppt
5/23
8/14/2019 Developing bilingual learning2.ppt
6/23
Participant children
School A
Year 2 (age 7)4 children
Year 4 (age 9)5 children
School B
Year 2 (age 7)4 children
Year 6 (age 11)4 children
8/14/2019 Developing bilingual learning2.ppt
7/23
Methodology: action research
Observe children in community class
Plan bilingual tasks in literacy and numeracyfor each group, relevant to mainstream curriculum,
linking with community class learningInvolve community and mainstream teachers inplanning
Children do task, watch video and comment(stimulated recall)
Discuss data with teachers at end-of-term seminar
Repeat process in second term
8/14/2019 Developing bilingual learning2.ppt
8/23
Year 6 studying a chora(Bengali poem)
8/14/2019 Developing bilingual learning2.ppt
9/23
Aspects of learning
Bengali literary heritagepoem contains metaphorand imagery, also known to children as lullaby
Teacher keen to work on comparative literature:
compare with lullaby in English
Involve parents to understand poem more deeply
Use Reciprocal Reading strategy to share findings ingroup
8/14/2019 Developing bilingual learning2.ppt
10/23
The chora: transliterated and translated
Aai aai chad mama Come come uncle moon
aai aai chad mama tip die ja
Come come uncle moon and touch the forehead
chader kopale chad tip die ja
Moon come and touch the forehead of the moon
dhan banle kuro debo
When the rice is made will give you the husk
mach katle muro debo
When the fish is cut will give you the head
kalo gaer dudh deboWill give you the milk of the black cow
dudh khabar bati debo
Will give you the bowl for the milk
chader kopale chad tip die ja
Moon come and touch the forehead of the moon
8/14/2019 Developing bilingual learning2.ppt
11/23
Lullaby in English
Hush, Little Baby
Hush, little baby, dont say a word,
Papas gonna buy you a mockingbird.
And if that mockingbird dont sing,
Papas gonna buy you a diamond ring.
And if that diamond ring turns to brass,
Papas gonna buy you a looking glass.
And if that looking glass gets broke,
Papas gonna buy you a billy goat.
And if that billy goat wont pull,
Papas gonna buy you a cart and bull.
And if that cart and bull fall down,
Youll still be the sweetest little baby in town.
Q i f
8/14/2019 Developing bilingual learning2.ppt
12/23
Questions for parents
8/14/2019 Developing bilingual learning2.ppt
13/23
Comparison: Venn diagram
8/14/2019 Developing bilingual learning2.ppt
14/23
Reciprocal Reading
Sharing findings from parent interviews
Each child took a role: (eg questioner,summariser)
Children added to or amended informationfrom interviews
Clarified their understanding of the chora
Took place entirely in Englishwhy?
8/14/2019 Developing bilingual learning2.ppt
15/23
Further development
Rhythm of poems, using drums
Writing own poem with support from Nasima
(Teaching Assistant)Creating bilingual display for school foyer
8/14/2019 Developing bilingual learning2.ppt
16/23
The childrens poem
Fruits
We get mangoes and jackfruits in
summer
White berries, black berries,
Black grapes, green grapes,
Yellow-coloured ripe bananas,
Green-coloured tender bananas,
Sour berries, sweet berries,
Taste very sweet.
8/14/2019 Developing bilingual learning2.ppt
17/23
Conceptual transfer
Understanding metaphor and imagerythrough working in more than one language
Not straightforward transfer of similarconcept
Clarification of complex ideas throughdiscussion
8/14/2019 Developing bilingual learning2.ppt
18/23
Translation/interpretation
Transliteration as translation
Gives children and teacher access to chora
Enables children to express ideas in writingBridge between Sylheti and Standard Bengali
Interlingual and intralingual
Translation between phonic systems
8/14/2019 Developing bilingual learning2.ppt
19/23
Linking with cultural worlds
Learning more about own culture
Texts include different aspects ofchildrens experience:Bangla/school/popular culture
Venn diagram highlights differences incultural values / economic contexts
Own poem combines knowledge fromUK and Bangladesh
8/14/2019 Developing bilingual learning2.ppt
20/23
Learner identities
Children actively seeking connection to Bangladeshthrough culture and language
Terms linking to home experience: chad mama
Teacher perceiving children as bilingual learners
Multiple identities can be expressed at schoolotherwise a monolingual space
8/14/2019 Developing bilingual learning2.ppt
21/23
Childrens comments on doing maths inBangla
You understand more (if you use bothlanguages)
It was differentin English you know what you
have to doWe'd like to know more about Bangla numbersand operations....how to say it
Just liked it because it was different, liked it,
liked itYou can learn in two different ways
And it's our mother tongue and we don't knowmuch about it
8/14/2019 Developing bilingual learning2.ppt
22/23
The crucial role of the mainstream schoolin supporting language maintenance
2ndand 3rdgeneration children in Miami arelosing their Spanish competence unless they
are schooled in Spanishdespite living in asubstantial Latino community where Spanishis regularly used in the business and socialinfrastructure
(Eilers, Pearson and Cobo-Lewis, 2006)
8/14/2019 Developing bilingual learning2.ppt
23/23
References
Cummins, J. (1984) Language proficiency, bilingualism and academicachievement. Chapter 6 in Bilingualism and Special Education.Clevedon, Avon: Multilingual Matters.
Creese, A. (2004) Bilingual teachers in mainstream secondaryclassrooms: using Turkish for curriculum learning. International Journal
of Bilingual Education and Bilingualism7 (2), 189-203.Martin-Jones, M. and Saxena, M. (2003) Bilingual resources and fundsof knowledge for teaching and learning in multi-ethnic classrooms inBritain. International Journal of Bilingual Education and Bilingualism6(3), 267-282.
Bialystok, E. (2001) Bilingualism in Development: Language, Literacyand Cognition.Cambridge: Cambridge University Press.
Cummins, J. (1996) Negotiating Identities: Education forEmpowerment in a Diverse Society. Ontario, CA: California Associationfor Bilingual Education.
Creese, A., Bhatt, A., Bhojani, N. and Martin, P. (2006) Multicultural,heritage and learner identities in complementary schools. Languageand Education20 (1), 23-43.