Abstract
This article examines how majority-language teachers coping with additive education view their roles in a bilingual framework, how they perceive issues of culture and language in young bilingual children, and how they understand the term ?bilingual education? in an L2 non-additive context. The study has been conducted in the context of pre-school bilingual education of second generation Russian-Hebrew speaking immigrants from the former Soviet Union in Israel. Using an ethnographic approach comprising observation, interviews and life histories, a set of behaviours and beliefs has been revealed, enabling us to compare approaches in two bilingual ? Russian-Hebrew ? kindergartens. This is discussed at both the micro- (teachers? reports) and the macro- (Israeli language and educational policies) level.
Original language | English |
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Pages (from-to) | 187-203 |
Number of pages | 17 |
Journal | Language Awareness |
Volume | 19 |
Issue number | 3 |
DOIs | |
State | Published - 2010 |
Keywords
- Bilingual education
- Immigrant culture
- Language awareness and strategies
- Majority-language teachers
- Minority-language maintenance
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language