Voices from the Greek Community Schools: Bilingual Pedagogy and Teachers’ Theories  

Oleh:

Pantazi, Efstathia

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Innovation in Language Learning and Teaching (Full Text) vol. 2 no. 2 (2008), page 189-205.
Topik: teachers’ theories; community schools; bilingualism; reflection
Fulltext: vol. 2, no. 2, 2008, 189-205.pdf (135.25KB)

Isi artikel

This paper describes the findings of a qualitative study focussing on teachers from Greece working in Community Schools in the UK, and follows the development of their teaching theories and practices as they adapt to working intensively with minority-language speakers. Teachers’ voices are explored using a hermeneutic approach to analysis, foregrounding interpretation in order to uncover the ‘tacit’ as well as the more explicit theories which shape their practice. The study shows that teachers’ theories are dynamic, and develop in a broadly reflective manner. The teachers informally ‘research’ problems they encounter in the language classroom, developing a rich local knowledge of the students (including the form of diglossia in the community, students’ learning styles, forms of motivation, etc.). Their reflections feed into practice as their teaching methods become more closely tailored to the needs of their students. In this process the teachers develop more critical perspectives towards issues of organisation and policy as they relate to the needs of their students. Implications include the need to involve experienced teachers more closely in teacher-education, and the research and policy process, as they are ideally placed to understand the complexity which characterises issues relating to language in contemporary heterogeneous classrooms.

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