Bridging the 'Dual Lives': School Socialization of Young Bi/Multilinguals in the Eyes of EFL Teachers

Autor/inn/en	Rokita-Jaskow, Joanna; Wolanin, Agata; Król-Gierat, Werona; Nosidlak, Katarzyna
Titel	Bridging the 'Dual Lives': School Socialization of Young Bi/Multilinguals in the Eyes of EFL Teachers
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 4, S.395-410 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rokita-Jaskow, Joanna) ORCID (Wolanin, Agata) ORCID (Król-Gierat, Werona) ORCID (Nosidlak, Katarzyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2114788
Schlagwörter	Teacher Attitudes; Bilingual Education; Socialization; Second Language Learning; Second Language Instruction; Multilingualism; Elementary School Students; Student Diversity; Cultural Pluralism; Cultural Differences; English (Second Language); Language Teachers; Foreign Countries; Teacher Student Relationship; Teaching Experience; Content Analysis; Educational Policy; Language Usage; Code Switching (Language); Italian; Ukrainian; Russian; German; Spanish; Portuguese; Second Languages; Native Language; Heritage Education; Student Characteristics; Poland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bilingual teaching; Bilingualer Unterricht; Socialisation; Sozialisation; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Inhaltsanalyse; Politics of education; Bildungspolitik; Sprachgebrauch; Italienisch; Russisch; Deutscher; Spanisch; Portugiesischunterricht; Second language; Zweitsprache; Polen
Abstract	Over the last decade, teachers in Poland have observed an increase in the number of primary school children with bi/multilingual and culturally diverse backgrounds. Regardless of their complex experiences, they face many cultural, social, linguistic and educational challenges upon entering primary school. English teachers are often at the forefront, helping them navigate through the intricacy of their seemingly 'dual lives' (Li and Zhu. 2013. "Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK." Applied Linguistics 34 (5): 516--535, 531). The paper presents the results of an interview study among 23 Polish EFL teachers with a view towards investigating Polish EFL teachers' experiences and ways of working with bi/multilingual children directed at child integration and socialization into the new environment. The collected data was coded following the content analysis approach (Krippendorff. 2003. "Content Analysis: An Introduction to its Methodology." Thousand Oaks, CA: Sage) and analysed from the ecological perspective (see Bronfenbrenner. 1979. "The Ecology of Human Development: Experiments by Nature and Design." Cambridge, MA: Harvard University Press; van Lier. 2004. "The Ecology and Semiotics of Language Learning." Boston: Kluwer Academic Publishers), whereby successful child socialization was observed to be dependent on an intricate network of interrelated factors. The role of the exosystem, i.e. the school system, has been found the least supportive due to the absence of a comprehensive multilingual policy, and lack of teacher support via teacher training, all of which have been concluded to be of urgent need in the emergent multilingual setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01