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Linking parallel worlds Developing bilingual learning with complementary and mainstream teachers

Linking parallel worlds Developing bilingual learning with complementary and mainstream teachers. Mahera Ruby, Charmian Kenner and Eve Gregory Goldsmiths, University of London. Parallel worlds: mainstream and complementary schools. Tower Hamlets, East London Bangladeshi and Somali communities

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Linking parallel worlds Developing bilingual learning with complementary and mainstream teachers

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  1. Linking parallel worldsDeveloping bilingual learning with complementary and mainstream teachers Mahera Ruby, Charmian Kenner and Eve Gregory Goldsmiths, University of London

  2. Parallel worlds: mainstream and complementary schools • Tower Hamlets, East London • Bangladeshi and Somali communities • Children attend after-school classes in mother tongue • A primary teacher’s comment: ‘what happens to the children outside mainstream school is very separate and we don’t really get to see that other part of the child’

  3. Partnerships between primary and complementary school teachers(funded by Paul Hamlyn Foundation and Tower Hamlets) • Collaborative action research on bilingual learning • Teachers visit each other’s settings • Plan jointly around a topic, adapt to own context • Deliver lessons and observe each other • Plan and deliver again • Supported by Goldsmiths and Tower Hamlets Languages Service

  4. Characteristics of complementary classes • Multi-age, multi-level • Bilingual – children often stronger in English, teacher in mother tongue • Teachers devise strategies to meet the challenges • Zainab’s Somali class, visited by James, primary school teacher: a learning community, everyone pools their resources

  5. A two-way exchange • Mainstream teachers recognise the value of complementary teachers’ strategies, as well as vice versa • Example of James, primary teacher (music/drama) co-teaching at the primary school with Zainab (Somali class teacher) • Children in class mainly British Bangladeshi, two Somali children, one child from Afghanistan

  6. Somali song I am a student I am a student, I am a student I am the flower of this country! I am running, running to Attend my school So I can establish who I am And benefit my country I have come to work hard My God guide me through My God guide me through Amen, Amen.

  7. Recitation and pronunciation • Zainab leads recitation, then James • Practice, performance • Confidence with new language • Playing with language • Adjusting pronunciation

  8. Child as teacher • Changes power relationships • Multiple practice • Each child highlights different aspects • Fine-tuning learning • Synergy in teaching and learning through exchange with peers (Gregory, 2001)

  9. James on the child as teacher ‘It’s a more rounded use of resources, it develops the children in different ways – self-learning, self-monitoring… the understanding you get from having to teach something, to try to explain it, focusing in your head on what it should be’

  10. Negotiatingtranslation • Collaborative negotiation of meaning and spelling in English – deepens understanding • Child may have more expertise than teacher

  11. Learning keywords through drama Children choose keywords and build into English sentence, then act out – consolidate meaning, kinaesthetic learning

  12. Expectations for behaviour James (as Muna and Zainab come up to teach the song) ‘their students have a lot of respect for them…so I don’t want to have to tell you to stop talking when they’re talking’

  13. Groupings for learning the song • Tailoring task to new learners of Somali • Chunks of language • Building fluency • Muna and Zainab take the lead

  14. Fine-tune performance James requires precision in words, tune, volume, tone Complementary teachers also have high standards for children, expect all to perform

  15. Child as leader with support • Zainab asks for children to volunteer as leader • She supports the leaders when they are unsure • Vygotskyan approach: child’s capacities are extended with the help of scaffolding from adult, meanwhile child scaffolds others – ‘double scaffolding’

  16. Children’s summary of the lesson aims • To learn Somali language • To understand the words / know the meaning of the words • To read it out – how to pronounce it By the end of the lesson they were able to work out the meaning of the whole song with help from the Somali speakers

  17. Equal status of teachers • James introduced Zainab and Muna: ‘we’re teaching buddies’ • Co-teaching in the mainstream classroom was conducted seamlessly and with mutual understanding • James’ comment on complementary strategies: ‘it isn’t what you do, and that’s why it’s good for you to see it’

  18. Combining strategies • Effective language learning, underpinned by working bilingually and switching teacher/student roles • Demonstrates how it is possible to link children’s parallel worlds and stimulate new teaching approaches in the monolingual mainstream

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