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ERIC Number: EJ975585
Record Type: Journal
Publication Date: 2012-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1030-8385
Moving beyond an "Instrumental" Role for the First Languages of English Language Learners
Coleman, Jackie
TESOL in Context, v22 n1 p18-37 Jun 2012
This article is derived from a small study conducted within a larger qualitative study into the nature of the responses of mainstream primary teachers in a non-metropolitan area in Australia to the Sudanese refugee English Language Learners (ELLs) in their classes. It reports on findings in relation to teachers' attitudes toward the use of their ELLs' first language (L1) in their classrooms. The study found that teachers saw either no role, or an "instrumental" role (Creese & Leung, 2003; Leung, 2005) only, for the L1 in their classrooms. None of the teachers articulated conceptualisations of the L1 as an academic resource which can be harnessed to open up curricular access for ELLs. These findings are considered through the lens of the Bourdieusian framework in which the study was carried out, utilising the concept of monolingual monocultural habitus developed by Gogolin (2002). Suggestions are then made for teacher professional learning. (Contains 1 figure.)
Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia