Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-12-31
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Title: Language, Culture, and Instruction in the Inclusive Classroom: Educators of Migrants and Refugees in Malta
Abstract: Migrant learners in Malta are EU nationals (the vast majority) or non-EU (mostly from Libya, Serbia, Syria, and Pakistan) with little or no ability to speak English or Maltese, and at times with limited, interrupted, or no formal education. Newly arrived students with no proficiency in English or Maltese can attend induction classrooms for a year to acquire communicative competencein the languages of schooling, before being placed in mainstream classrooms where academic instruction is conducted through English and Maltese. Teachers possess varying degrees of reading, writing, and speaking proficiency in both languages. English and Maltese are used in academic and social interactions, but formal academic writing usually takes place in English.In this paper, we give the results of a quantitative survey that examines Maltese teachers' perceptions about their own cultures, the languages they speak, and what they need to carry out effective instruction with their students who come from a variety of countries, with varying L1 language and literacy.
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Title: Lingua, cultura e istruzione nell'aula inclusiva: Educatori di migranti e rifugiati a Malta
Abstract: I Migrant Learners a Malta provengono da Paesi europei nella maggior parte dei casi e a volte da Paesi non europei come Libia, Serbia, Siria e Pakistan. Possiedono spesso una scarsa capacità di parlare le lingue di scolarizzazione, l'inglese o il maltese e in alcuni casi sono del tutto privi di formazione scolastica. Gli studenti appena arrivati che non parlano le lingue di scolarizzazione hanno la possibilità di frequentare classi di induction per un anno in modo da acquisire le competenze comunicative di base in inglese e in maltese prima di unirsi alle classi mainstream. Gli insegnanti, dall'altro lato, possiedono varie abilità linguistiche in entrambe le lingue. A scuola l'inglese e il maltese vengono usati in misura uguale nel parlato, ma si tende a preferire la lingua inglese nello scritto. In questo contributo, presentiamo i risultati di un questionario distribuito a insegnanti maltesi per cercare di capire come percepiscono la loro cultura, le loro lingue e le loro necessità per insegnare con successo studenti di varie nazionalità.
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Title: Langue, culture et instruction dans la classe inclusive: éducateurs des migrants et réfugiés à Malte
Abstract: Les apprenants migrants à Malte sont des ressortissants de l'UE (la grande majorité) ou des non-UE (principalement de la Libye, de la Serbie, de la Syrie et du Pakistan) avec peu ou pas de capacité à parler anglais ou maltais, et parfois avec une éducation limitée, interrompue ou non formelle.Les étudiants nouvellement arrivés sans maîtrise en anglais ou en maltais peuvent assister à des salles de classe à induction pendant un an pour acquérir des compétences communicatives dans les langues de la scolarité, avant d'être placées dans des classes traditionnelles où l'enseignement académique se déroule par l'anglais et le maltais.Les enseignants possèdent divers degrés de lecture, d'écriture et de maîtrise de la parole dans les deux langues.L'anglais et les maltais sont utilisés dans les interactions académiques et sociales, mais l'écriture académique formelle se déroule généralement en anglais. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Lenguaje, cultura e instrucción en el aula inclusiva: educadores de migrantes y refugiados en Malta
Abstract: Los alumnos migrantes en Malta son ciudadanos de la UE (la gran mayoría) o la no UE (principalmente de Libia, Serbia, Siria y Pakistán) con poca o ninguna capacidad de hablar inglés o maltés, y a veces con educación limitada, interrumpida o sin formal.Los estudiantes recién llegados sin competencia en inglés o maltés pueden asistir a las aulas de inducción durante un año para adquirir competencias comunicativas en los idiomas de la escolarización, antes de colocarse en las aulas convencionales donde la instrucción académica se realiza a través del inglés y el maltés.Los maestros poseen diversos grados de lectura, escritura y competencia en ambos idiomas.El inglés y los malteses se usan en interacciones académicas y sociales, pero la escritura académica formal generalmente tiene lugar en inglés. En este documento, damos los resultados de una encuesta cuantitativa que examina las percepciones de los maestros malteses sobre sus propias culturas, los idiomas que hablan y lo que necesitan para llevar a cabo instrucciones efectivas con sus estudiantes que provienen de una variedad de países, con variando el lenguaje y la liquidación. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Idioma, cultura e instrução na sala de aula inclusiva: educadores de migrantes e refugiados em Malta
Abstract: Os alunos migrantes em Malta são cidadãos da UE (a grande maioria) ou não-UE (principalmente da Líbia, Sérvia, Síria e Paquistão) com pouca ou nenhuma capacidade de falar inglês ou maltês e, às vezes, com educação limitada ou sem educação formal.Os alunos recém -chegados, sem proficiência em inglês ou maltês, podem participar das salas de aula de indução por um ano para adquirir competência comunicativa nas línguas da escolaridade, antes de serem colocadas nas principais salas de aula, onde as instruções acadêmicas são realizadas através do inglês e da maltesa.Os professores possuem graus variados de leitura, escrita e proficiência em falar em ambos os idiomas.Inglês e malteses são usados em interações acadêmicas e sociais, mas a escrita acadêmica formal geralmente ocorre em inglês. Neste artigo, fornecemos os resultados de uma pesquisa quantitativa que examina as percepções dos professores malteses sobre suas próprias culturas, os idiomas que falam e o que eles precisam para realizar instruções eficazes com seus alunos que vêm de uma variedade de países, com idiomas variáveis L1. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Language, Culture, and Instruction in the Inclusive Classroom 229 Appendix A Topics in the survey Appendix B Results Table 1: How Teachers Acquired their First Language and English Table 2: Amount of English Language Students Speak Upon Arrival Table 3: Native Language Literacy Levels (Reading and Writing) Teacher Demographics Age, teaching status, years teaching, subjects taught, and number of nonrefugee versus refugee students they teach Student Demographics Gender, country of origin, reason for migrating, living situation, mobility, grade, and academic level Teacher’s Language Acquisition How teacher acquired first language and/or English, and language(s) used in the classroom Student’s Language Acquisition Literacy levels in English and native language Pedagogy Educational background of students Materials/Tools Materials used in the classroom: textbooks, dictionaries, technology, and availability of resources Strategies Instructional methods: activities, diffferentiated instruction, teacher centered vs. student centered instruction, and teacher’ familiarity of the stages of language acquisition Perception Teachers’ knowledge of students’ culture and refugee experience: trauma, cultural differnces, and multiculturalism Assessment High stakes testing/language used to evaluate students Challenges Teacher views on educational system’s training and support How Teachers Acquired 1st Language (Maltese or English) How Teachers Acquired English Language was spoken at home 56.25% 11.54% Received language instruction at school 23.75% 42.31% Took lessons outside regular schooling 2.50% 19.23% Were in close proximity of speakers 17.50% 19.23% Other 0.00% 7.69% Greatly Very Much Fair Amount Very Little None Not Sure 0.00% 6.56% 14.75% 49.18% 26.23% 3.28% Advanced in Literacy Somewhat Literate Semiliterate Preliterate Other 15.56% 13.33% 42.22% 6.67% 2.22% , Eileen Ariza, Colin Calleja, Phyllisienne Vassallo Gauci 230 Table 4: How Often Teachers Allow Students to Use Their First Language in the Classroom Table 5: How Teachers Describe their Students’ Use of Language in the Classroom Table 6: Teachers’ Usage of English with Students in the Classroom Table 7: Reasons for Students’ Limited or Preliterate Skills Table 8: Students’ Use of Literary Materials in the Classroom Table 9: Students’ Use of Dictionaries in the Classroom Table 10: Materials Used in the Classroom with Students Entire Time Very Much Fair Amount Very Little Not at All 8.89% 22.22% 28.89% 40.00% 0.00% Students use their native language for learning purposes 21.05% Students use their native language for social communication 39.47% Students use their first languages and the target language interchangeably 18.42% Native language and target language are used separately 13.16% Native language not used at all 7.89% Greatly Very Much Fair Amount Very Little Not at All 65.22% 23.91% 10.87% 0.00% 0.00% Schooling was interrupted No previous schooling Girls could not attend school Not sure Other 39.76% 25.30% 14.46% 10.84% 9.64% Textbooks Picture Books Picture Concept Books Traditional Literature Realistic Literature Books for Pleasure Other 17.16% 17.16% 14.92% 12.69% 17.16% 15.67% 5.22% English Dictionaries Native Language Dictionaries Bilingual Dictionaries Do Not Use Dictionaries 37.31% 23.88% 31.34% 7.46% Realia Photographs Manipulative Markers/crayons Paint 27.03% 28.86% 18.92% 22.30% 2.70% Language, Culture, and Instruction in the Inclusive Classroom 231 Table 11: Teachers’ Instructional Strategies Used in the Classroom Table 12: Teachers’ Understanding of the Stages of Language Acquisition Table 13: How Teachers Increase Their Knowledge About Instruction Table 14: High Stakes/Standardized Testing Used to Evaluate Students Table 15: The Language High-Stakes/Standardized Testing Used to Evaluate Students Table 16: What Teachers Think Would Help Them Become Better Educators Interactive Activities Group Activities Differential Instruction Teacher-centered Instruction (e.g., lectures & taking notes Culturally Relevant Lessons 21.93% 22.50% 20.32% 17.67% 17.67% The FIRST stage of second language acquisition (silent/receptive) when students may delay speech in the new language for several months 20.11% The SECOND stage of second language acquisition (early production) when students use words or short phrases to communicate 20.65% The THIRD stage of second language acquisition (speech emergence) when students are often able to make themselves understood with simple language, but with several errors 20.65% The FOURTH stage of second language acquisition (intermediate fluency) when students become more fluent and may appear to comprehend more than they can produce 19.02% The FIFTH stage of second language acquisition (advanced proficiency and literacy) when students are beginning to sound more native-like but will still need scaffolding to support academic instruction 15.22% Some of the stages listed above but not all 4.35% Reading current literary journals Attending instructional workshops Talking to parents Talking to cultural insiders (others who share the same culture as students) Researching students' cultures There are no opportunities to increase my knowledge 18.38% 18.38% 13.97% 23.53% 25.74% 0.00% Language proficiency Content Knowledge Not Sure 52.94% 41.18% 5.88% English Spanish Bilingual versions Interpreters help with translations 92.00% 4.00% 2.00% 2.00% p More teacher training 12.37% More classroom technology 6.99% , Eileen Ariza, Colin Calleja, Phyllisienne Vassallo Gauci 232