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ERIC Number: EJ1098941
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0957-1736
Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme
Fielding, Ruth
Language Learning Journal, v44 n2 p152-168 2016
This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities. The students in this study were involved in two classroom settings within the same school in the Australian government school system. One setting was a so-called "bilingual" classroom where two teachers were present--a native French speaker and a native English speaker--who each used their native language in a team-teaching setting; the other was an "immersion" classroom where one native-speaker French teacher conducted the classes entirely in French. The paper explores the teachers' perceptions of their pedagogies and the co-teacher relationship as factors affecting student bilingual identity negotiation within the Bilingual Identity Negotiation Framework (BINF). This framework positions students' bilingual identity negotiation within the three intersecting spheres of socio-cultural connection, interaction and investment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia