Arabic in English-medium classes? Reasons and implications

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aut.conference.typeOral Presentation - Paper Presentation
aut.researcherStringer, Patricia
dc.contributor.authorRiddlebarger, J
dc.contributor.authorDickson, M
dc.contributor.authorKennetz, K
dc.contributor.authorStringer, P
dc.contributor.authorTennant, L
dc.date.accessioned2014-05-30T01:38:23Z
dc.date.accessioned2014-05-30T01:39:55Z
dc.date.available2014-05-30T01:38:23Z
dc.date.available2014-05-30T01:39:55Z
dc.date.copyright2014-05-16
dc.date.issued2014-05-16
dc.description.abstractThe use of L1 in L2 classrooms is a contentious issue (Auerbach, 1993; Cook, 2001; Macaro, 2001). Debate continues over its usefulness (or harmfulness) (Cummins, 2009; Morrow, 2011). Although research has been conducted in the region on this topic, it has mostly been limited to tertiary or secondary environments (Mouhanna, 2009); little is available that looks at L1 in the primary L2 class. The Abu Dhabi Education Council (ADEC) rolled out their New School Model (NSM) in 2010; it is currently in place for KG to grade 5. In the NSM, math, science and English language classes are all meant to be conducted in English only, and over the last few years ADEC has been hiring native English speakers to teach these classes. Recently, however, they have started to shift to hiring some Emirati teachers as English Medium Teachers (EMTs) in KG and Cycle 1 schools. Several of the first graduating class of a newly established teachers’ college are among these new hires. This study investigates these Emirati novice EMTs’ use and negotiation of language within the classroom as well as the wider school community. How and why do they use English? What about Arabic? Is there a place for both? The presenters will summarize their on-going research and invite discussion from the audience.
dc.identifier.citation19th International TESOL Arabia Conference and Exhibition held at Hyatt Regency, Dubai, Dubai, United Arab Emirates, 2013-03-14 to 2013-03-16
dc.identifier.urihttps://hdl.handle.net/10292/7292
dc.publisherTESOL Arabia
dc.relation.isreplacedby10292/7434
dc.relation.isreplacedbyhttp://hdl.handle.net/10292/7434
dc.relation.replaceshttp://hdl.handle.net/10292/7291
dc.relation.replaces10292/7291
dc.relation.urihttp://tesolarabia.net/ta/wp-content/uploads/2013/12/TACON2013ConferenceBook.pdf
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
dc.rights.accessrightsOpenAccess
dc.titleArabic in English-medium classes? Reasons and implications
dc.typeConference Contribution
pubs.elements-id167128
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture and Society
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