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

Creese, Angela; Martin, Peter W.

doi:10.1007/978-0-387-30424-3_236

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…From this teacher–learner engagement, new identity positions associated with language learning processes can emerge, with the teacher showing the learner the possibilities of these. Creese and Martin (2003, 2008) described classrooms as ecological microsystems. They argued for the importance of exploring ecological minutiae of interactional practices in classrooms, linking these to the ideologies that pervade language choice and language policy.…”

Section: Classroom Language Ecologiesmentioning

confidence: 99%

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

Creese

Blackledge

2010

The Modern Language Journal

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1,608

632

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This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.

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Section: Classroom Language Ecologiesmentioning

confidence: 99%