You are here:

Close encounters of a bilingual kind: interactional practices in the primary classroom in Brunei
ARTICLE

International Journal of Educational Development Volume 19, Number 2 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Little is known about the effectiveness of the interactional systems through which meaning is constructed in classrooms in multilingual contexts. Although language can be planned', the actual discourse of the classroom isunplanned'. It is well-attested that the discourse of the upper primary classroom in Brunei includes the use of Malay alongside the official language of the classroom, English. This paper argues that as talk is potentially the most valuable resource in the classroom, educational planning should take into account the existing communicative practices in the classroom.

Citation

Martin, P.W. Close encounters of a bilingual kind: interactional practices in the primary classroom in Brunei. International Journal of Educational Development, 19(2), 127-140. Elsevier Ltd. Retrieved June 27, 2022 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(98)00057-1

Keywords

References

View References & Citations Map
  1. Adendorff, R.D. (1993). Codeswitching amongst Zulu-speaking teachers and their pupils: its functions and implications for teacher education . Language and Education, 7(3), pp. 141-162.
  2. Arthur, J. (1996). Codeswitching and collusion: classroom interaction in Botswana primary schools . Linguistics and Education, 8(1), pp. 17-33.
  3. Baetens Beardsmore, H. (1996). Reconciling content acquisition and language acquisition in bilingual classrooms . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 114-127.
  4. Bunyi, G. (1997). Multilingualism and discourse in primary school mathematics in Kenya . Language, Culture and Curriculum, 10(1), pp. 52-65.
  5. Camilleri, A. (1996). Language values and identities: code-switching in secondary classrooms in Malta . Linguistics and Education, 8(1), pp. 85-103.
  6. Canagarajah, A.S. (1993). Critical ethnography of a Sri Lankan classroom: ambiguities in opposition to reproduction through ESOL . TESOL Quarterly, 27(4), pp. 601-626.
  7. Canagarajah, A.S. (1995). Functions of codeswitching in ESL classrooms: socialising bilingualism in Jaffna . Journal of Multilingual and Multicultural Development, 16(3), pp. 173-195.
  8. Cleghorn, A. (1992). Primary level science in Kenya: constructing meaning through English and indigenous languages . International Journal of Qualitative Studies in Education, 5(4), pp. 311-323.
  9. Eisemon, T.O., Prouty, R., & Schwille, J. (1989). What language should be used for teaching? Language policy and school reform in Burundi . Journal of Multilingual and Multicultural Development, 10(6), pp. 473-497.
  10. Fuller, B., & Snyder, C.W. (1991). Vocal teachers, silent pupils? . Life in Botswana classrooms, Comparative Education Review, 35(2), pp. 274-294.
  11. Gonzales, A. (1996). Using two/three languages in Philippine classrooms: implications for policies, strategies and practices . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 210-219.
  12. James, C. (1996). Mother tongue use in bilingual/bidialectal education: implications for Bruneian dwibahasa . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 248-257.
  13. Jones, G.M. (1996). Bilingual education and syllabus design: towards a workable blueprint . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 280-293.
  14. King, K. (1989). Primary schooling and developmental knowledge in Africa . Studies in Science Education, 17, pp. 29-56.
  15. Larking, L. (1996). Bilingualism through the classroom: strategies and practices in Brunei Darussalam . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 296-311.
  16. Lemke, J.L. (1989). Making text talk . Theory into Practice, 28(2), pp. 136-141.
  17. Lin, A.M.Y. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance and codeswitching in Hong Kong Schools . Linguistics and Education, 8(1), pp. 49-84.
  18. Martin, P.W. (1996). Code-switching in the primary classroom: one response to the planned and the unplanned language environment in Brunei . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 128-144.
  19. Merritt, M., Cleghorn, A., Abagi, J.O., & Bunyi, G. (1992). Socialising multilingualism: determinants of codeswitching in Kenyan primary classrooms . Journal of Multilingual and Multicultural Development, 13(1/2), pp. 103-122.
  20. Ndayipfukamiye, L. (1996). The contradictions of teaching bilingually in postcolonial Burundi: from nyakatsi to maisons en étage . Linguistics and Education, 8(1/2), pp. 35-47.
  21. Peacock, A. (1995). An agenda for research on text material in primary science for second-language learners of English in developing countries . Journal of Multilingual and Multicultural Development, 16(5), pp. 389-401.
  22. Prophet, R.B., & Rowell, P.M. (1993). Coping and control: science teaching strategies in Botswana . Qualitative Studies in Education, 6(3), pp. 197-209.
  23. Rowell, P.M., & Prophet, R.B. (1990). Curriculum-in-action: The `practical' dimension in Botswana classrooms . International Journal of Educational Development, 10(1), pp. 17-26.
  24. Tucker, R. (1996). Some thoughts concerning innovative language education programmes . Journal of Multilingual and Multicultural Development, 17(2/4), pp. 315-320.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References