FOCUS: Teacher’s perceptions of bilingual learners. Pupil’s perceptions of a bilingual learner. Attitude’s towards having a bilingual speaker in your class. Mind set of monolingual speakers towards bilingualism.
QUESTION: In what way does having a bilingual learner in the mainstream classroom benefit all learners?
Hi Claire,
I’ve just read your blog and think using your enquiry to celebrate the diversity of our classrooms is a great idea.
Out of general interest, are you in a position where the majority of the class are monolingual learners?
Your question is thought provoking. I am wondering if you are going to be monitoring a specific aspect of learning or is it the class as a whole? How will you measure the benefits of the bilingual learner(s)?
In my current school, we have a small percentage of children from different cultures and it certainly adds to ethos of the school. An example being that a child in my class last year encouraged others in the class to voted for Poland as our class topic. She taught the children to speak Polish, we tasted Polish foods and she taught us about the place in Poland her family are from. It was enlightening and I am convinced the children were so engaged as they were able to learn from a peer!
Good luck with your enquiry, I am looking forward to seeing how it unfolds.
Thanks for your message. I am an EAL teacher. I work in a team responsible for 9 schools and 2 nursery, so lots of different experiences! Some of the schools have a bigger percentage of bilingual learners than others but I’m finding than I am coming across some very negative attitudes towards these learners, from both staff and pupils.
I must say not all staff and some schools have really embraced the opportunity to celebrate the diversity. Not 100% sure exactly how I’m going to go about it. I definitely want it to be a positive thing and not make teachers feel like I’m having a go!
I’m so glad that you allowed the learner to share and show their linguistic talents with your class. This is the type of thing I want to try and promote in all my schools!
Fab comment – thanks Colette!
In what way does having a bilingual learner in the mainstream classroom benefit all learners?
Claire, I am really looking forward to reading more about your enquiry. Really valid points from Colette who commented earlier this month around measuring.
I wonder, if from a purely ‘research’ focus, ‘benefit’ makes the enquiry focus less objective. I’m not saying all practitioner enquiry should be completely objective (in fact, critical theory would argue that none of us are truly ‘objective’ but wonder whether something like,
What is the impact of having a bilingual learner in a mainstream class on learners and on teachers?
Just an early thought! Really interesting topic that I know you will do great justice to it!
Lise
Thanks Lise. I found it really difficult to word my question and you had helped clear my thoughts 🙂
Hi Claire,
Reading about your position, moving around schools providing very different experiences, I am interested to read how you approach this project. Sounds like you have a daunting, but potentially quite unique opportunity.
I agree with Lise’s point and that slight rewording ensures that there is no wrong answer! From my limited experience of EAL in a mainstream class, the social challenges of children with very little English arriving during a term were not insignificant.
As I look at my enquiry, I am still deciding the best way to make changes which I can then reflect on and record. I will be interested to see the method of narrowing focus given your placement in 11 establishments. Good luck and see you in January!
Thanks Andrew. I found it difficult to try to get my thoughts into a question – will have a go at rewording.
I’m looking forward to catching up with everyone on the recall day and hearing more about everyone’s plans!
Enjoy your Christmas break – only 2 teaching days left!