Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom
Main Article Content
Keywords
Elementary, Learning Process, Meaningful Learning, Multilingualism, Native Speaker Teachers, Teacher effectiveness
Abstract
The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.
References
Abdullah, A. (2000). Cultural Barriers of Language Teaching: A case study of Classroom Cultural Obstacles, Computer Assisted Language Learning. doi:10.1076/0958-8221(200007)13:3;1-3;FT281
Atallah Maram (2020) Vocabulary Learning Strategies of EFL Undergraduate Students at AlBalqa Applied University in Jordan.International Forum of Teaching and Studies.
Ausubel, D. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51,267-272.
Beckett, G., & Zhao, J. (In press). Deweyan student-centered pedagogy and Confucian epistemology: dilemmatic pragmatism and neo-patriotism? In C. P. Springer.
Bourdieu, P. (1977). Outline of a Theory of Practice. En P. Bourdieu, Outline of a Theory of Practice. Cambridge: Cambridge University Press.
Chai, C. S., Wong, L. H., & King, R. B. (2016). Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning. Educational Technology & Society, 19(3), p170-180.
Chen, Z., & Yeung, A. S. (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australia. Australian Journal of Teacher Education, 40(8).
ChmelynskI, C. (2006). Teaching Chinese as tomorrow's language. School board news. Education Digest: Essential Readings Condensed for Quick Review, 71(6), 59-63.
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative data. Prentice Hall: Upper Saddle River, NJ.
Creswell, J. (2007). Qualitative Inquiry Research Design: Choosing Among five Approaches. Thousand Oaks, California 91320: Sage Publications.
Dolgunsoz, E. (2013). Benefits of plurilingualism in foreign language learning: a comparative study of bilingual and multilingual grammar strategies. International Online Journal of Education and Teaching. International Online Journal of Education and Teaching, 1(1).
Dunn, A. H. (2011). Global village versus culture shock: The recruitment and preparation of international teachers for U.S. urban schools. Urban Education, 46, 1379-1410.
E.B. Pirie, S. (1996). Classroom Video-Recording: When, Why, and How Does it Offer a Valuable Data Source for Qualitative Research? The Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 3-11.
Eisenberg, Z., Garcez, A., & Duarte, R. (2010). Production and analysis of video recordings in qualitative research. Pontifical Catholic University of Rio de Janeiro, 249-260. From: https://www.scielo.br/pdf/ep/v37n2/en_v37n2a03.pdf
Ellis Ormrod, J. (2019). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. Taylor & Francis, Ltd, 213-217.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Learning in doing: Social, cognitive, and computational perspectives. Perspectives on activity theory (p. 19–38). Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.003
Guo, D. (2016). A study of English service learning under the theory of second language acquisition. Proceedings of the fifth northeast Asia international symposium, 683.
Gürel, E., & Tat, M. (2017). SWOT ANALYSIS: A THEORETICAL REVIEW. The Journal of International Social Research, 994-1006.
Horwitz, E. K. (2005). Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 38, 56-64.
Houwer, A.D. (1999). Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. ERIC Digest. Available from: https://www.researchgate.net/publication/255657399_Two_or_More_Languages_in_Early_Childhood_Some_General_Points_and_Practical_Recommendations.
Hung, B. (2019). Meaningful learning and its implications for language education in Vietnam. Journal of Language and Education, 5(1), 98-102.
Irasema, P., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students and teachers' reasons for using the first language within the foreign language classroom (French and English) in Central Mexico/Razones de alumnos y maestros sobre el uso de la primera lengua en el salon de lenguas extranjeras (frances e inglés) en el centro de Mexico. Revista PROFILE: Issues in Teachers' Professional Development, 13(2), 113+
Jakobovits, L. A. (1970). Foreign Language Learning: A Psycholinguistic Analysis of the Issues. In L. A. Jakobovits, Foreign Language Learning: A Psycholinguistic Analysis of the Issues (p. 336). Michigan: Newbury House.
Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.
Kvale, D. (1996). Interviews. London: SAGE Publications.
Language Policy Unit, (2001). Common European Framework of Reference for Languages (CEFRL). Strasbourg, Frances: European Commission. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Lee, N. (2004). TO BE OR NOT TO BE. THE VARIABLE USE OF THE VERB BE IN THE INTERLANGUAGE OF HONG KONG CHINESE CHILDREN. Journals Sage, 211-228. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/003368820403500208
Loeb, S., Morris, P., Dynarski, S., Reardon, S., McFarland, D., & Reber, S. (2017). Descriptive analysis in education: A guide for researchers. IES NCEE, 0-53.
López, C. (2010). Moral responsibility and confidence as factors that influence teacher involvement in educational change. PROFILE Issues in Teachers' Professional Development, 12(1), 63-78. Meaningful verbal material. Journal of Educational Psychology, 51,267-272.
Melo-Pfeifer, S., & Helmchen, C. (Eds.). (2018). Plurilingual literacy practices at school and in teacher education. Bern, Switzerland: Peter Lang D. Retrieved Aug 7, 2020, from https://www.peterlang.com/view/title/63594
Ministerio de Educación Nacional. (2005). www.mineducacion.gov.co. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html.
Ministerio de Educación Nacional. (2005). Colombia Bilingüe. Retrieved from Al tablero 37: http://www.mineducacion.gov.co/1621/article-97495.html.
Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional .
Ministerio de Educación Nacional. (n.d.). Colombia Bilingüe.
Nelson, J. S. (2016). First and Second language acquisition of recursive operations: two studies. Doctoral dissertations, 784.
Postholm May (2013) Classroom Management: what does research tell us? European Educational Research Journal. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.2304/eerj.2013.12.3.389
Presidencia de la república de Colombia. (22 de 07 de 2019). Presidencia de la república. Obtenido de Presidencia de la repulbica: https://id.presidencia.gov.co/Paginas/prensa/2019/190722-Gobierno-Nacional-suscribira-Republica-China-15-instrumentos-cooperacion-desarrollo-politica-exterior-proactiva.aspx
Radhika, V. (2017). Importance of communication in Language Learning. International Journal of English Language, Literature and Humanities, 127-131.
Shen, H. H., & Xu, W. (2015). Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms. Foreign Language Annals, 48(1), 82-99.
Susan, S. E. (1996). Classroom Video-Recording: When, Why, and How Does It Offer a Valuable Dara Source for Qualitative Research? Plus postage, 120-143.
Wang, H. (19 de Noviembre de 2015). The Interlanguage Speech Intelligibility Benefit as Bias Toward Native-Language Phonology. Obtenido de Journals Sage: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/2041669515613661
Wright, W. E., Boun, S., & García, O. (Eds.). (2015). The Handbook of Bilingual and Multilingual Education. Wiley Blackwell.
Yao, J., & Han, J. (2013). Bilingual beginning Mandarin teachers' classroom English in Sydney schools: linguistic implications for teacher education. The Asia-Pacific Education Researcher, 22(2), 127-136.
Yin K, R. (2014). Library of Congress Cataloging-in-Publication Data. California: Sage publications.
Zhao, J. (2016). Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective. Retrieved from OhioLINK Electronic Theses and Dissertations Center: https://etd.ohiolink.edu/
Atallah Maram (2020) Vocabulary Learning Strategies of EFL Undergraduate Students at AlBalqa Applied University in Jordan.International Forum of Teaching and Studies.
Ausubel, D. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51,267-272.
Beckett, G., & Zhao, J. (In press). Deweyan student-centered pedagogy and Confucian epistemology: dilemmatic pragmatism and neo-patriotism? In C. P. Springer.
Bourdieu, P. (1977). Outline of a Theory of Practice. En P. Bourdieu, Outline of a Theory of Practice. Cambridge: Cambridge University Press.
Chai, C. S., Wong, L. H., & King, R. B. (2016). Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning. Educational Technology & Society, 19(3), p170-180.
Chen, Z., & Yeung, A. S. (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australia. Australian Journal of Teacher Education, 40(8).
ChmelynskI, C. (2006). Teaching Chinese as tomorrow's language. School board news. Education Digest: Essential Readings Condensed for Quick Review, 71(6), 59-63.
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative data. Prentice Hall: Upper Saddle River, NJ.
Creswell, J. (2007). Qualitative Inquiry Research Design: Choosing Among five Approaches. Thousand Oaks, California 91320: Sage Publications.
Dolgunsoz, E. (2013). Benefits of plurilingualism in foreign language learning: a comparative study of bilingual and multilingual grammar strategies. International Online Journal of Education and Teaching. International Online Journal of Education and Teaching, 1(1).
Dunn, A. H. (2011). Global village versus culture shock: The recruitment and preparation of international teachers for U.S. urban schools. Urban Education, 46, 1379-1410.
E.B. Pirie, S. (1996). Classroom Video-Recording: When, Why, and How Does it Offer a Valuable Data Source for Qualitative Research? The Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 3-11.
Eisenberg, Z., Garcez, A., & Duarte, R. (2010). Production and analysis of video recordings in qualitative research. Pontifical Catholic University of Rio de Janeiro, 249-260. From: https://www.scielo.br/pdf/ep/v37n2/en_v37n2a03.pdf
Ellis Ormrod, J. (2019). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. Taylor & Francis, Ltd, 213-217.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Learning in doing: Social, cognitive, and computational perspectives. Perspectives on activity theory (p. 19–38). Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.003
Guo, D. (2016). A study of English service learning under the theory of second language acquisition. Proceedings of the fifth northeast Asia international symposium, 683.
Gürel, E., & Tat, M. (2017). SWOT ANALYSIS: A THEORETICAL REVIEW. The Journal of International Social Research, 994-1006.
Horwitz, E. K. (2005). Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 38, 56-64.
Houwer, A.D. (1999). Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. ERIC Digest. Available from: https://www.researchgate.net/publication/255657399_Two_or_More_Languages_in_Early_Childhood_Some_General_Points_and_Practical_Recommendations.
Hung, B. (2019). Meaningful learning and its implications for language education in Vietnam. Journal of Language and Education, 5(1), 98-102.
Irasema, P., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students and teachers' reasons for using the first language within the foreign language classroom (French and English) in Central Mexico/Razones de alumnos y maestros sobre el uso de la primera lengua en el salon de lenguas extranjeras (frances e inglés) en el centro de Mexico. Revista PROFILE: Issues in Teachers' Professional Development, 13(2), 113+
Jakobovits, L. A. (1970). Foreign Language Learning: A Psycholinguistic Analysis of the Issues. In L. A. Jakobovits, Foreign Language Learning: A Psycholinguistic Analysis of the Issues (p. 336). Michigan: Newbury House.
Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.
Kvale, D. (1996). Interviews. London: SAGE Publications.
Language Policy Unit, (2001). Common European Framework of Reference for Languages (CEFRL). Strasbourg, Frances: European Commission. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Lee, N. (2004). TO BE OR NOT TO BE. THE VARIABLE USE OF THE VERB BE IN THE INTERLANGUAGE OF HONG KONG CHINESE CHILDREN. Journals Sage, 211-228. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/003368820403500208
Loeb, S., Morris, P., Dynarski, S., Reardon, S., McFarland, D., & Reber, S. (2017). Descriptive analysis in education: A guide for researchers. IES NCEE, 0-53.
López, C. (2010). Moral responsibility and confidence as factors that influence teacher involvement in educational change. PROFILE Issues in Teachers' Professional Development, 12(1), 63-78. Meaningful verbal material. Journal of Educational Psychology, 51,267-272.
Melo-Pfeifer, S., & Helmchen, C. (Eds.). (2018). Plurilingual literacy practices at school and in teacher education. Bern, Switzerland: Peter Lang D. Retrieved Aug 7, 2020, from https://www.peterlang.com/view/title/63594
Ministerio de Educación Nacional. (2005). www.mineducacion.gov.co. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html.
Ministerio de Educación Nacional. (2005). Colombia Bilingüe. Retrieved from Al tablero 37: http://www.mineducacion.gov.co/1621/article-97495.html.
Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional .
Ministerio de Educación Nacional. (n.d.). Colombia Bilingüe.
Nelson, J. S. (2016). First and Second language acquisition of recursive operations: two studies. Doctoral dissertations, 784.
Postholm May (2013) Classroom Management: what does research tell us? European Educational Research Journal. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.2304/eerj.2013.12.3.389
Presidencia de la república de Colombia. (22 de 07 de 2019). Presidencia de la república. Obtenido de Presidencia de la repulbica: https://id.presidencia.gov.co/Paginas/prensa/2019/190722-Gobierno-Nacional-suscribira-Republica-China-15-instrumentos-cooperacion-desarrollo-politica-exterior-proactiva.aspx
Radhika, V. (2017). Importance of communication in Language Learning. International Journal of English Language, Literature and Humanities, 127-131.
Shen, H. H., & Xu, W. (2015). Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms. Foreign Language Annals, 48(1), 82-99.
Susan, S. E. (1996). Classroom Video-Recording: When, Why, and How Does It Offer a Valuable Dara Source for Qualitative Research? Plus postage, 120-143.
Wang, H. (19 de Noviembre de 2015). The Interlanguage Speech Intelligibility Benefit as Bias Toward Native-Language Phonology. Obtenido de Journals Sage: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/2041669515613661
Wright, W. E., Boun, S., & García, O. (Eds.). (2015). The Handbook of Bilingual and Multilingual Education. Wiley Blackwell.
Yao, J., & Han, J. (2013). Bilingual beginning Mandarin teachers' classroom English in Sydney schools: linguistic implications for teacher education. The Asia-Pacific Education Researcher, 22(2), 127-136.
Yin K, R. (2014). Library of Congress Cataloging-in-Publication Data. California: Sage publications.
Zhao, J. (2016). Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective. Retrieved from OhioLINK Electronic Theses and Dissertations Center: https://etd.ohiolink.edu/
Article Sidebar
Published
Feb 1, 2021
Article Details
How to Cite
1.
Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom. bol.redipe [Internet]. 2021 Feb. 1 [cited 2024 Jul. 18];10(2):131-43. Available from: https://revista.redipe.org/index.php/1/article/view/1200
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Author Biographies
Andres Mateo Montejo Rodriguez, Francisco José de Caldas District University, Colombia
Student of English Language teaching bachelor degree at Universidad Distrital Francisco José de Caldas, Bogotá Colombia
Karen Daniela Fino Ortiz, Francisco José de Caldas District University, Colombia
Student of English Language teaching bachelor degree at Universidad Distrital Francisco José de Caldas Bogotá Colombia.
Astrid Ramírez Valencia, Francisco José de Caldas District University, Colombia
Professor at Universidad Distrital Francisco José de Caldas Bogotá Colombia, Ph.D. In Language and Culture.
How to Cite
1.
Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom. bol.redipe [Internet]. 2021 Feb. 1 [cited 2024 Jul. 18];10(2):131-43. Available from: https://revista.redipe.org/index.php/1/article/view/1200