東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities./
Author:	Biswabandan, Bapujee .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	272 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547381
ISBN:	9798662390744

Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities.
Biswabandan, Bapujee .

Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 272 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

This dissertation describes a collaborative action research project undertaken with Grades 1 and 2 children and parents from two Adivasi communities in a multiple-language classroom in a remote area of Odisha, India. The children came from Santali, Ho, and Odia home language backgrounds but were taught in Odia, the dominant state language. Classroom interactions were observed over a 7-month period in order to understand how students and teachers negotiated the teaching of academic content and initial reading skills. The study built on the extensive research that has emerged in recent years supporting mother-tongue based multilingual education (MTBMLE) in countries as diverse as Ethiopia, India, and the Philippines. These studies have provided evidence for cross-linguistic interdependence and transfer of conceptual and academic skills across languages. However, these initiatives were implemented in contexts of linguistic homogeneity involving children from a single mother tongue, whereas the majority of the classrooms in Odisha have children from multiple linguistic backgrounds. In addition to classroom observations, data were gathered by means of interviews with eight parents, two teachers, and five students. These interviews took place both before and after the creation by parents of a multilingual children's book in Ho, Santali, and Odia. The interviews with parents and teachers prior to the creation of the book focused on participants' own educational experiences, their linguistic identities, and their views on medium of instruction in education. The interviews after the community book creation project focused on these issues and how participants' perspectives were affected by the inclusion of the two Adivasi languages in the book and in classroom instruction. The student interviews were conducted after the book was used within the classroom and focused on the impact of this initiative on their attitudes towards their home languages and the dominant school language. The findings of the study suggest a positive impact of a community created multilingual storybook on the parents, the students and the community. The project demonstrated that the multilingual repertoires of parents can be used as a powerful resource for implementing multilingual education in linguistically diverse Adivasi contexts.

ISBN: 9798662390744Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Minority Language Education

Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities.
LDR:03601nmm a2200385 4500 001 2345823
005 20220613064750.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662390744
035 $a (MiAaPQ)AAI27547381
035 $a AAI27547381
040 $a MiAaPQ $c MiAaPQ
100 1 $a Biswabandan, Bapujee . $3 3684828
245 1 0 $a Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 272 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Cummins, Jim.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation describes a collaborative action research project undertaken with Grades 1 and 2 children and parents from two Adivasi communities in a multiple-language classroom in a remote area of Odisha, India. The children came from Santali, Ho, and Odia home language backgrounds but were taught in Odia, the dominant state language. Classroom interactions were observed over a 7-month period in order to understand how students and teachers negotiated the teaching of academic content and initial reading skills. The study built on the extensive research that has emerged in recent years supporting mother-tongue based multilingual education (MTBMLE) in countries as diverse as Ethiopia, India, and the Philippines. These studies have provided evidence for cross-linguistic interdependence and transfer of conceptual and academic skills across languages. However, these initiatives were implemented in contexts of linguistic homogeneity involving children from a single mother tongue, whereas the majority of the classrooms in Odisha have children from multiple linguistic backgrounds. In addition to classroom observations, data were gathered by means of interviews with eight parents, two teachers, and five students. These interviews took place both before and after the creation by parents of a multilingual children's book in Ho, Santali, and Odia. The interviews with parents and teachers prior to the creation of the book focused on participants' own educational experiences, their linguistic identities, and their views on medium of instruction in education. The interviews after the community book creation project focused on these issues and how participants' perspectives were affected by the inclusion of the two Adivasi languages in the book and in classroom instruction. The student interviews were conducted after the book was used within the classroom and focused on the impact of this initiative on their attitudes towards their home languages and the dominant school language. The findings of the study suggest a positive impact of a community created multilingual storybook on the parents, the students and the community. The project demonstrated that the multilingual repertoires of parents can be used as a powerful resource for implementing multilingual education in linguistically diverse Adivasi contexts.
590 $a School code: 0779.
650 4 $a Bilingual education. $3 2122778
650 4 $a Education policy. $3 2191387
650 4 $a Pedagogy. $3 2122828
650 4 $a Elementary education. $3 641385
650 4 $a Multicultural education. $3 526718
653 $a Minority Language Education
653 $a Multilingual Education
653 $a Multiple-language classroom
690 $a 0282
690 $a 0458
690 $a 0455
690 $a 0456
690 $a 0524
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0779
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547381