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Helen Avery

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Lärares språkbruk i tvåspråkiga klassrum

Teachers’ use of language in bilingual classrooms

Author

  • Helen Avery

Summary, in English

The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.

Department/s

  • Arabic Studies

Publishing year

2011

Language

Swedish

Pages

145-175

Publication/Series

Educare - Vetenskapliga Skrifter

Issue

3

Document type

Journal article

Publisher

Lärarutbildningen, Malmö högskola

Topic

  • Educational Sciences

Keywords

  • Arabic diglossia
  • bilingual instruction
  • code-switching
  • simplified registers
  • teacher-pupil interaction
  • Sweden
  • teacher collaboration
  • minority languages
  • language in education policy

Status

Published

ISBN/ISSN/Other

  • ISSN: 1653-1868