'Baro Afkaaga Hooyo!' A Case Study of Somali Literacy Teaching in Liverpool

Arthur, Jo

doi:10.1080/13670050308667784

Cited by 17 publications

(11 citation statements)

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“…Firstly, both classrooms largely follow the traditional 'default' pattern of classroom discourse in which the teacher initiates, the students respond and the teacher evaluates or provides feedback (Cazden, 1988;Van Lier, 1996). Within this exchange framework, in both classrooms there is an asymmetrical, non-reciprocal type of language use (as noted above, observed by Arthur [2003] in her study of Somali learning in Liverpool). That is, the teacher often initiates in Gujarati and the students respond in English.…”

Section: Cultures Of Learning and Teaching In Two Classrooms In Mountmentioning

confidence: 99%

“…Exceptions to this dearth of research are the studies by Li Wei (1993) on mother tongue maintenance in a Chinese community school in Newcastle upon Tyne; Khan and Kabir's (1999) study on mother tongue education among Bangladeshi children in Swansea; Arthur's (2003) case study of Somali literacy teaching in Liverpool; and Wu's (2001) doctoral research on learning Chinese as a community language in Chinese schools in the UK (see also Wu, this volume).…”

Section: Managing Learning In Complementary Schoolsmentioning

confidence: 99%

“…A major factor in the study is the 'powerful influence of the written language' (the discussion in Li Wei, 1993;Wu, this volume). Arthur's (2003) ethnographic study of the Somali community focuses on language and literacy among Somali speakers, a minority group in Liverpool. The study was based around a 10-week Baro Afkaaga Hooyo ('learn your language/mother tongue') course in a disused primary school.…”

Section: Managing Learning In Complementary Schoolsmentioning

confidence: 99%

“…A major issue here is the learning of the 'mother tongue', which is, paradoxically, in many cases, a second language for the students (Arthur, 2003;Pak, 2003). Following the review of the literature, some background information about what we have called Mount Hill Complementary School is provided.…”

Section: Introductionmentioning

confidence: 99%

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Managing Bilingual Interaction in a Gujarati Complementary School in Leicester

Martin

Bhatt

Bhojani

et al. 2006

Language and Education

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This paper focuses on teacher-student interaction in two Gujarati complementary school classrooms in one school in the East Midlands city of Leicester, UK. To date, little work has been published on interaction in complementary schools, and little is therefore known about the cultures of learning and teaching in such contexts. Our study of complementary schools in Leicester has shown how the classroom participants manage bilingualism and bilingual learning and teaching. One of the most noticeable features of the discourses of the two classrooms is the way two languages are juxtaposed to create learning opportunities. This uncontested use of two languages through the pedagogic strategy of code-switching goes against the perceived notion of bilingual learning/teaching as being a deficient strategy. Classrooms in complementary schools offer a highly significant, though under-researched, context in which to study language choice, and specifically the multilingual experiences of classroom participants. By exploring the educational pedagogies and classroom discourses, it is the aim of the paper to extend theoretical insights into the way complementary schools might help to transform, negotiate and manage the linguistic, social and learning identities of the participants in the classroom.

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Section: Cultures Of Learning and Teaching In Two Classrooms In Mountmentioning

confidence: 99%

Section: Managing Learning In Complementary Schoolsmentioning

confidence: 99%

Section: Managing Learning In Complementary Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Managing Bilingual Interaction in a Gujarati Complementary School in Leicester

Martin

Bhatt

Bhojani

et al. 2006

Language and Education

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“…Hall et al 2002;Khan and Kabir 1999;Li Wei 2006;Mau 2007;Rosowsky 2013a;Strand 2007;Walters 2011) or the meta cognitive benefits of learning to read in more than one language and the important role of community schools in this as well as in cultural and linguistic identity formation (e.g. Arthur 2003;Creese and Martin 2006;Gregory et al 2013b;Robertson 2002;Rosowsky, 2008;Wu 2006). Some of this work in the US and the UK has focused on children learning to read the religious texts at the heart of their faith in community school settings (e.g.…”

Section: Introductionmentioning

confidence: 99%

Learning to read Hebrew in a Jewish community school: learners’ experiences and perceptions

Walters

2017

The Language Learning Journal

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This paper presents findings from a qualitative study conducted in a large Reform Jewish Sunday school in the UK. It focuses on learners' experiences and perceptions of learning to read Hebrew in the school as well as in the other sites in which they were learning to read. These experiences and perceptions are neglected in other research accounts. The findings reveal important insights into learners' experiences, enjoyments, frustrations and expectations regarding both the purposes and the processes of learning to read in Hebrew and raise issues about learning and teaching. The findings contribute to wider debates about literacy and learning to read and address questions raised in the literature concerning what children do with, and make of, the language learning they experience in their community school settings.

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Classroom Ecologies: a Case Study from a Gujarati Complementary School in England

Creese

Martin

Encyclopedia of Language and Education

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'Baro Afkaaga Hooyo!' A Case Study of Somali Literacy Teaching in Liverpool

Cited by 17 publications

References 0 publications

Managing Bilingual Interaction in a Gujarati Complementary School in Leicester

Managing Bilingual Interaction in a Gujarati Complementary School in Leicester

Learning to read Hebrew in a Jewish community school: learners’ experiences and perceptions

Classroom Ecologies: a Case Study from a Gujarati Complementary School in England

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