Bilingual teachers' language strategies: The case of an Arabic–Hebrew kindergarten in Israel |
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| Institution: | 1. Oranim Academic Collage of Education, Department of Research and Evaluation Authority, Kiryat Tivon 36006, Haifa, Israel;2. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 31905, Israel;1. Department of Experimental Psychology, University College London, United Kingdom;2. School of Psychological Sciences, University of Manchester, United Kingdom;3. Department of Psychology, University of Edinburgh, United Kingdom;4. Center for Studies of Psychological Application, School of Psychology, South China Normal University, China;1. Amsterdam University of Applied Sciences, Faculty of Education, Centre for Applied Research in Education (CARE), Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands;2. University of Amsterdam, Research Institute of Child Development and Education, Nieuwe Achtergracht, 127, 1018 WS, Amsterdam, The Netherlands;3. University of Utrecht, Faculty of Humanities, Languages, Literature and Communication, Trans 10, 3512 JK, Utrecht, The Netherlands |
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| Abstract: | The goal of this study was to investigate the language-teaching strategies used in a bilingual Arabic–Hebrew kindergarten in Israel. We used an ethnographic approach by applying a mixed methods design. The results demonstrate that the language-teaching strategy most frequently used by teachers was flexible bilingualism, through translanguaging that involved code-switching. This is in contrast to traditional instruction using language separation. In the teachers' opinion, translanguaging enables bilingual children to learn their second language efficiently, especially since Arabic is a socially weaker language in Israel, and it encourages children's interactive involvement in the kindergarten. |
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| Keywords: | Bilingual Arabic–Hebrew kindergarten Bilingual teaching Language strategies Flexible bilingualism Translanguaging |
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