lips her blood as red (Her lips are as red as blood) rater moto kalo tar chul. Night as ... And only she most beautiful (And she is the most beautiful) ...
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Slide 1:Developing bilingual learning strategies in mainstream and community contexts (ESRC-funded study 2006-07)
Charmian Kenner, Salman Al-Azami, Eve Gregory, Mahera Ruby Department of Educational Studies, Goldsmiths, University of London
Slide 2:Bilingual learning: aspects to investigate
Transfer of concepts (Cummins, 1984) Translation/interpretation (Creese, 2004) Linking with cultural worlds (Martin-Jones & Saxena, 2003) Increasing knowledge about how language works (Bialystok, 2001) Learner identities (Cummins, 1996; Martin, Creese, Bhatt & Bhojani, 2004)
Slide 3:The research context
Two primary schools in Tower Hamlets, East London Second/third generation British Bangladeshi children, mostly more fluent in English than Sylheti/Bengali (Bangla) Children also attend community classes in Bengali and/or Arabic Achieving highly at primary school What is the place of bilingual learning for these children?
Slide 4:The children’s views
Slide 6:Participant children
School A Year 2 (age 7) 4 children Year 4 (age 9) 5 children School B Year 2 (age 7) 4 children Year 6 (age 11) 4 children
Slide 7:Methodology: action research
Observe children in community class Plan bilingual tasks in literacy and numeracy for each group, relevant to mainstream curriculum, linking with community class learning Involve community and mainstream teachers in planning Children do task, watch video and comment (stimulated recall) Discuss data with teachers at end-of-term seminar Repeat process in second term
Slide 8:‘Snow White’ in Bengali with Year 2
Exploring book, listening to tape Acting out own version using puppets Writing ‘Mirror, mirror on the wall’ in Bengali script with the help of Nusrat’s grandmother Transliterating the poem Translating the poem Writing own version of ‘Mirror, mirror’
Slide 9:Mirror, mirror on the wall
Aina aina dewaler aina Mirror mirror wall’s mirror (Mirror mirror on the wall) Khe shera shundori bolna bolna Who most beautiful say say (say who is the most beautiful) Aina uttor dilo Mirror reply gave (Mirror replied) “toht tar rokhter moto lal lips her blood as red (Her lips are as red as blood) rater moto kalo tar chul Night as black her hair (Her hair is as dark as the night) jar deher rong thusharer moto” Whose body colour of snow like (Whose skin is as white as snow)tumi nowtho tar moto You not (never) her be like (You are not like her) ar shei holo shera shundori” And only she most beautiful (And she is the most beautiful) “khe khe khe shei shundori?” Who who who only she beautiful? (who who who is the most beautiful?) “She tushar konna tushar konna” She is “snow daughter, snow daughter” (She is Snow White, Snow White) ai kotha shune dushto rani rage hingshai jole utlo This information hear naughty/bad queen rage jealousy burn up (When the bad queen heard this she burned up with anger and jealousy)
Slide 11:Raihan’s version
Slide 12:Nusrat’s version
Slide 13:Fahmida’s version
Slide 14:Groupwork questions
What have the children learned from this activity? How could this activity be developed further? How could an activity like this be incorporated into the mainstream curriculum?
Slide 15:Aspects of bilingual learning
Conceptual transfer: similes in Bengali/English (hair as dark as night), metaphors (burning with jealousy) Translation/interpretation: forms of expression in Bengali/English (‘reply gave’, ‘skin/body white as snow’) Linking with cultural worlds: Bengali and English versions of Snow White, Bollywood films Metalinguistic knowledge: transliteration, word order Learner identities: as writer, as performer, as expert with teacher
Slide 16:Children’s comments on doing maths in Bangla
You understand more (if you use both languages) It was different – in English you know what you have to do We'd like to know more about Bangla numbers and operations....how to say it Just liked it because it was different, liked it, liked it You can learn in two different ways And it's our mother tongue and we don't know much about it
Slide 17:The crucial role of the mainstream school in supporting language maintenance
2nd and 3rd generation children in Miami are losing their Spanish competence unless they are schooled in Spanish – despite living in a substantial Latino community where Spanish is regularly used in the business and social infrastructure (Eilers, Pearson and Cobo-Lewis, 2006)