Language Policy and Practice in Almost-Bilingual Classrooms

Autor/inn/en	Allard, Elaine C.; Apt, Sarah; Sacks, Isabel
Titel	Language Policy and Practice in Almost-Bilingual Classrooms
Quelle	In: International Multilingual Research Journal, 13 (2019) 2, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1563425
Schlagwörter	Bilingualism; Multilingualism; Hispanic American Students; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Language Usage; Code Switching (Language); Classroom Communication; Educational Policy; High School Teachers; Institutional Characteristics; Teacher Attitudes; Translation; Spanish Speaking; Teaching Methods; Student Needs + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Sprachgebrauch; Klassengespräch; Politics of education; Bildungspolitik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explores language policies in "almost-bilingual" classrooms, in which most but not all students share a home language. Teachers who are bilingual face a dilemma in these settings. Should they draw on shared linguistic expertise to benefit the majority while excluding a few, or should they forego significant benefits for most in the interest of equity? This qualitative study examines the classroom language policies and practices of one English-as-a second-language (ESL) teacher at a majority-Latino high school. Drawing on field notes, interviews, and systematic teacher reflection, the authors identify a collection of multilingual practices across ESL and sheltered content courses: translated texts, "translanguaging from the students up," and concurrent translation. They discuss the benefits and drawbacks of these policies for Spanish speakers and "singletons"--students with no same-language peers--to offer pedagogical and policy insights for meeting the diverse and sometimes-conflicting needs of students in multilingual classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01