Teachers’ views on organizational and pedagogical approaches to early bilingual education: A case study of bilingual kindergartens in Germany and Israel

Moin, Victor; Breitkopf, Anna; Schwartz, Mila

doi:10.1016/j.tate.2011.04.003

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…These key themes included issues of social justice or equity relating to education in general or to teaching and learning among youths and adult learners, with the following categories of findings: Learning across social differences (Fernsten, ; Gebhard et al., ; Hammond, ; Hashimoto, ; Johnson, , ; Marshall & Toohey, ; Powell, ; Schieble, ) Transformations in learner identity (Chen, ; Fernsten, , ; Goulah, ; Menard‐Warwick & Palmer, ; R. Rogers, ; Schmidt & Whitmore, ) Curricular materials and discourses (Dennis, ; Glenn, ; Hashimoto, ; Marshall & Toohey, ; R. Rogers & Christian, ; Schieble, ; Schmidt, ; Taylor, ; P.A. Young, ) Transformations in teacher identity (Cahnmann, Rymes, & Souto‐Manning, ; Davison, ; Moin et al., ; van Rensburg, ) Power and agency variability within specific contexts and/or discourses (Anderson, ; Gibb, ; Marshall & Toohey, ; R. Rogers, ) Movement or lack of movement across social class or socioeconomic identities (Anderson, ; Dutro, ; Dworin & Bomer, ) Processes of assessment (Prins & Toso, ; Tuten, ) …”

Section: Resultsmentioning

confidence: 99%

“…Between 1983 and 2004, only three studies were situated in elementary education and none in early childhood. In the current review, we see an uptick in the focus on elementary classrooms (28% of the studies) and three studies set within early childhood settings (Moin, Brietkopf, & Schwartz, ; Wohlwend, , ). Whereas five of the 19 studies in the 2005 review were based in middle school or high school contexts, only 7% (5 of 69) of the LED studies in this review took up questions in these settings.…”

Section: Discussionmentioning

confidence: 99%

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Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

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A B S T R A C TThis article is a critical, integrative literature review of scholarship in literacy studies from 2004 to 2012 that draws on critical discourse analysis ( CDA ). We discuss key issues, trends, and criticisms in the field. Our methodology was carried out in three stages. First, we searched educational databases to locate literacy-focused CDA scholarship. Second, we completed an analytic review template for each article and encoded this data into a digital spreadsheet to assess macrotrends in the field. Third, we developed schemata to interpret the complexity of issues related to research design. Our examination of 76 literacy-focused empirical studies and theoretical papers in scholarly journals reveals trends in the questions that researchers find interesting enough to pursue, the theories they find useful, and the kinds of interactions that capture their attention. Our findings demonstrate that CDA scholarship has been conducted in many areas of literacy studies, including policy, academic writing, the preparation of literacy teachers, professional development, textbook content, curricular design, assessment, and bilingual education. We explore four foundational areas in the field that are especially ripe for debate and critique: context, reflexivity, social action, and deconstructive-reconstructive stance toward inquiry. In the discussion, we compare the findings of this literature review with an earlier review published in 2005, reflecting on three decades of CDA in literacy studies. We identify directions for future scholarship.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

Read Res Q

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“…By means of the methodology as outlined and applied (steps 1, 2, and 3) the participating rural history teachers were given the opportunity to construct and reconstruct their views (Moin, Breitkopf & Schwartz, 2011). What strongly emerged was that the rural history teachers had a shared particular vantage point of what constitute school history as specialised subject knowledge.…”

Section: Discussion and Conclusion Of The Epistemic Views Of Rural Hi...mentioning

confidence: 99%

“…The researcher, from a vantage point of rurality, will engage with how rural history teachers view and understand school history as specialised subject knowledge. Whatever these views are, they are the result of personal and professional self-reflections which enabled history teachers to construct and reconstruct their views (Moin, Breitkopf & Schwartz, 2011). Specialised subject knowledge in itself is the knowledge that is unique to a particular subject,-in the case of this article, school history.…”

Section: Literature Reviewmentioning

confidence: 96%

The epistemic views of rural history teachers on school history as specialised subject knowledge

Dube

2023

Y&T

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This study aimed to understand the epistemic views of history teachers on school history as specialised subject of knowledge. This study adopted the qualitative research approach and interpretivism paradigm. I purposively sampled seven professionally qualified history teachers. For data generation, I used card sorting. What emerged was an unquestionable epistemic certainty to which the teachers steadfastly returned. Broadly speaking, to them school history as the specialised subject of knowledge was about past human actions, promoting human rights, critical thinking, and understanding values. In many ways this spoke of a fixed mindset in which the ideas of what school history should be-namely, procedural historical thinking as part of an analytical approach to the subject as found in the CAPS-History document-had limited to no impact. This could be attributed to the fact that the rural teachers who participated in this study had limited opportunities to be exposed to training related to the CAPS-History curriculum. Hence, their knowledge about school history is rooted in their historical, social, political, educational, and economic reality in which historical knowledge, common or general knowledge, political knowledge, generic skills, and character education are key matters.

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“…This quantitative study is the first stage of a research project entitled 'Issues in pre-school bilingual education: cross-cultural perspectives'. In the second, qualitative, stage, we will explore how parents and teachers of these bilingual kindergartens (German-Russian and Hebrew-Russian) understand and explain early bilingual development of children; parents' language policy and the organisational and pedagogical principles of the bilingual kindergartens (Moin, Breitkopf, and Schwartz 2011). Comparing the results of the qualitative and quantitative studies and triangulation of various methodological approaches is one of the main aims of this project.…”

Section: Limitations and Further Research Directionsmentioning

confidence: 99%