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This study examines the use of Seychelles Creole (hereafter, Kreol Seselwa), and English as languages for testing knowledge in the Social Studies classroom of the Seychelles. The objective of the study was to ascertain whether the languages used in the test affected the pupils' academic performance. The paper is theoretically influenced by the Social Practice approach to writing (Street, 1984), challenging a monolingual (autonomous) approach in favour of a more multilingual (ideological) model which takes into account all the learners' language repertoires. A within groups experimental design was implemented, and 151 primary six pupils (11-12 years) from three different schools wrote a short test, in a counterbalanced design, in two languages. The topic of the test was fishing, mostly local contextual knowledge, taught in English. The tests were marked for content in both languages. The results showed that the scores on both languages highly correlated, indicating that both tests captured the same knowledge constructs. However, pupils achieved significantly higher marks in the tests written in Kreol Seselwa than in English. The study has implications for policymakers, teachers and most importantly learners in other multilingual settings, particularly in post-colonial countries like the Seychelles, where the mother tongue is undervalued in the classroom.
Discourse―yes, Grammar―no: Influence of Arabic mother tongue on Arab students' writing in Hebrew
(2018)
Learning Hebrew among L1 Arabic speakers in East Jerusalem, Israel, has gained momentum, since being fluent in the language of the majority contributes to socioeconomic mobility and inclusion.
One of the main challenges L2 learners face is writing, specifically expository and argumentative composition. Writing products of native speakers of Arabic (L1) in Hebrew (L2) reveal cross-linguistic influences, including language transfer from L1. This L1 interference is strengthened by the strong resemblance of these two Semitic languages, and is manifested in morphology, syntax, vocabulary, semantics, and rhetorical structures.
In this study we examine changes in the expository-argumentative writing in Hebrew (L2) of Arabic speaking students who participated in an intensive Hebrew learning program. We used qualitative textual analysis based on 52 writing products [26 pre-, 26 post-tests]. Our research questions were: 1. What are the main characteristics of Arabic speaking students' writing in Hebrew? 2. What types of changes are evident in their writing samples after completing two years of Hebrew study?
In order to characterize their writing, study participants completed pre- and post-tests. Our findings suggest: (a) a strong interference of Arabic, on writing in Hebrew in different language fields: (b) a noticeable improvement in discourse, but much less in grammar, and in lexicon – mixed results.
This study reports the comparative narrative ability of bilingual English- and Chinese-speaking primary school students in Singapore from a developmental perspective, an area attracting little research in the past. A total of 36 primary one, three and five students from mainstream schools narrated in Mandarin and in English whilst being shown accompanying pictures. The students' narrative ability was then measured in terms of their grasp of narrative structure, temporality and the evaluative expressions. Analyses showed that the students' English stories were more advanced than were their Chinese stories. Although similar developmental patterns were found in the children's English and Chinese, there were many more connectives and evaluative expressions in their English than in their Chinese stories. The evidence suggests that the English and Chinese competence of the bilingual learners in Singapore schools do not develop in close parallel. The implications for bilingual teaching in Singapore schools are discussed, especially the finding that the children's English ability was better than their Chinese language ability.
This study documents the findings of action research projects generated by two teachers with different cultural backgrounds and grade levels; one is a bilingual Spanish-English high school teacher and the other is an English monolingual first grade-reading teacher. Teachers' cognitive and professional development is examined by taking into account the results of the action research project on the literacy needs of their students. Qualitative data from teacher interviews and reflections have been collected and analyzed. These teachers as researchers of their own practice plan and integrate cultural interpretation produced by the children to better understand how learners construct knowledge through primary language and in the acquisition of English. In the kindergarten/first grade classroom, the teacher cannot use the native language of the children and must use non-fictional text to teach beginning reading. The teacher uses a culturally graphic text with English prose to see if children respond positively to the ethnic representation in the symbolic art. This teacher is documenting children's reactions to the text and her own learning process as a result of the use of these texts with Spanish speaking children. In the high school context, the teacher is teaching in the native language of the students. Student writing samples have been generated based on a literary prompt at the beginning of a literature unit and at the end. These are analyzed based on literary elements that also include an oral language presentation in the native language.
This article discusses the outcomes of an investigation of social representations of Portuguese primary school pupils in Germany towards "their languages" (mainly Portuguese and German) within a theoretical framework based on the concept of "Heritage Language" and its role in the development of plurilingual competences The results of the collected data (956 drawings from pupils in 7 German Federal States) point at the existence of: i) bounds between Heritage Language and the development of Plurilingual Competence; ii) stereotyped representations towards languages and cultures; and iii) the building up of a "linguistic culture", since the pupils have already developed attitudes, knowledge and aptitude to deal with linguistic and cultural diversity. The study emphasizes the need to develop a more consistent multilingual awareness in order to optimize attitudes, knowledge and aptitudes evinced, namely in Heritage Language classroom.
Research has shown a strong association between psychological, affective, neurological and learning variables, related also with age and gender factors, in the process of acquisition and/or learning of a second language. However, there is a theoretical controversy concerning the way the critical period may affect different aspects of language competence. We developed an assessment instrument to test the phonological awareness and general cognitive achievement in L2, for application in L2 learners and also in monolinguals (natives). The goal is to predict the dimension of age (chronological age, age of acquisition, age of arrival) in the L2 literacy skills development. The data collected pertains to the first phase of a larger study and includes 64 students with migratory experience, acquiring Portuguese as L2. Findings in what concerns the decoding competence and the first language transference will be discussed, regarding particularly the results from some of the tests: alphabetic ordinance, phonemic blending, alliteration judgement and dichotic hearing The achievement observed shows that children present lower levels of accuracy in L2 context than expected, not regarding the positive levels at the alliteration judgment task, which is not an evidence of phonological awareness (in the consciousness sense). Alliteration, and rhyme judgments are symptoms of normative phonological knowledge, which is not necessarily phonological awareness, and is based on the imitation ability toward verbal stimuli. The age factor remains as the main predictor of skill and ability and the mastery exhibited by the adult learners on particular levels of L2 phonology decoding does not confirm the critical period hypothesis, which calls for its revision and for new insights related to education orientations.
African students enter the classroom with a rich heritage of traditional beliefs that, if handled sensitively and with understanding, can play an important role in enabling learning of science. Recent developments in the understanding of how students acquire this knowledge may assist in promoting this process. This paper investigates studies situated within the worldview theory that examine the learning of science concepts within a Southern African sociocultural environment by looking at (a) the problems and solutions for students in such settings when they learn through a medium of instruction (L2 and L3) that is different from their first language (L1), (b) the nature of the worldview presuppositions held by African students on selected natural phenomena, and (c) the nature of cognitive border crossing exhibited by students from a Southern African traditional worldview to a western scientific worldview that forms the basis of a Cognitive Border Crossing Learning Model (CBCLM). Two important issues are explored in relation to the language issue: using a discourse-based model to show how accessing either spoken or written mixed discourse may facilitate learners' comprehension of scientific discourse and allow a teacher to assist in its production, and how code switching is a useful strategy to assist border crossing in the science classroom. The CBCLM is presented as a feasible way of describing how, when, and in what contexts a student shifts from one worldview to another during the learning process.
Outside the province of Quebec in Canada, most Francophones live in a minority-language context in which English dominates the linguistic and cultural landscape. In North America and the world, the English language has become the lingua franca of the scientific community and of society, generally. Enhancing the teaching of science for Francophones will require providing a rich array of discursive opportunities in the minority language while moving students from contextualised to decontextualised language. Cormier (2004) developed a model for teaching science to minority Francophone students where reading, talking, and writing are core activities. The authors present a revised model that better addresses the needs of all linguistic minority learners in the science classroom.
It is important that the first, native, home, or mother tongue language (L1), cultural and personal beliefs, ontological assumptions, and epistemological beliefs of students be explicitly considered in teaching and learning environments where a different language of instruction (L2) and an English-dominated scientific enterprise (L3) are commonplace. Teaching in today’s multicultural classrooms in most countries requires understanding of the three-language issue. Research inquiries into language, literacy, and science issues must consider the values, beliefs, and practices and the traditional knowledge about nature and naturally occurring events embedded in language and culture. This introductory piece provides a reference frame for the roles of the nature of western science, language, and culture for these considerations in an attempt to produce insights for culturally sensitive curricula and effective constructivist teaching. Some authors will question the explicit and implicit values of western science as outlined here, which is the central purpose of this special issue. Cultural restoration, environmental literacy to survive, and other priorities are competing goals with acculturation into western science discourse communities for some peoples.
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article's attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
