4. “Only dirty things!” Functions of mother tongue use in collaborative group work
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Kathelijne Jordens
Abstract
This study explores socio-cognitive functions of mother tongue use during group work of bilingual pupils (Turkish-Dutch) in two mainstream primary schools in Flanders (Belgium). In each school, a group of four children performed three different tasks, related to different subjects of the curriculum in order to explore functions of mother tongue use (i.e. Turkish). During task performance, both groups of four bilingual pupils were guided by the first author of this study instead of their regular teacher, in a separate classroom. Following school language policy, task instructions were given in one language only, Dutch, the prescribed medium of instruction at school. However, during task performance, the pupils were allowed to use whatever languages they chose. Our data showed that the mother tongue was used for a range of sociocognitive functions, including content-related and management-related talk. The main findings of this study thus indicate that the mother tongue fulfills an important role for cognitive as well as for socio-affective purposes, even for bilingual pupils who are not used to drawing on their full linguistic repertoire during task performance. The results challenge the view, currently prevalent in Flemish education, that a submersion approach is the only viable option for bilingual pupils speaking a minority language.
Abstract
This study explores socio-cognitive functions of mother tongue use during group work of bilingual pupils (Turkish-Dutch) in two mainstream primary schools in Flanders (Belgium). In each school, a group of four children performed three different tasks, related to different subjects of the curriculum in order to explore functions of mother tongue use (i.e. Turkish). During task performance, both groups of four bilingual pupils were guided by the first author of this study instead of their regular teacher, in a separate classroom. Following school language policy, task instructions were given in one language only, Dutch, the prescribed medium of instruction at school. However, during task performance, the pupils were allowed to use whatever languages they chose. Our data showed that the mother tongue was used for a range of sociocognitive functions, including content-related and management-related talk. The main findings of this study thus indicate that the mother tongue fulfills an important role for cognitive as well as for socio-affective purposes, even for bilingual pupils who are not used to drawing on their full linguistic repertoire during task performance. The results challenge the view, currently prevalent in Flemish education, that a submersion approach is the only viable option for bilingual pupils speaking a minority language.
Chapters in this book
- Frontmatter I
- Acknowledgements VII
- Contents IX
- Introduction 1
-
Part 1: Tensions between language policies and language practices
- 1. Language policies versus language practices: A new language conflict? 13
- 2. Multilingualism and immigration in the educational system: The case of Italian schools 37
-
Part 2: Responses to multilingual challenges in the field of societal practices
- 3. Rescaling the problem of language difference: Some observations for policy and practice of language support in an era of globalisation 71
- 4. “Only dirty things!” Functions of mother tongue use in collaborative group work 91
-
Part 3: Responses to multilingual challenges in the context of family policies and practices
- 5. Urban multilingualism and family language policy 121
- 6. Multilingual family practices: An interactional study 141
-
Part 4: New ways of mapping multilingual proficiency
- 7. Sociopragmatic competence and second language acquisition: Learners of English in a study abroad context 167
- 8. The building of textual cohesion in the narrations of bilingual children: Implications for bilingualism and multilingual societies 191
- Conclusion 217
- Index 227
Chapters in this book
- Frontmatter I
- Acknowledgements VII
- Contents IX
- Introduction 1
-
Part 1: Tensions between language policies and language practices
- 1. Language policies versus language practices: A new language conflict? 13
- 2. Multilingualism and immigration in the educational system: The case of Italian schools 37
-
Part 2: Responses to multilingual challenges in the field of societal practices
- 3. Rescaling the problem of language difference: Some observations for policy and practice of language support in an era of globalisation 71
- 4. “Only dirty things!” Functions of mother tongue use in collaborative group work 91
-
Part 3: Responses to multilingual challenges in the context of family policies and practices
- 5. Urban multilingualism and family language policy 121
- 6. Multilingual family practices: An interactional study 141
-
Part 4: New ways of mapping multilingual proficiency
- 7. Sociopragmatic competence and second language acquisition: Learners of English in a study abroad context 167
- 8. The building of textual cohesion in the narrations of bilingual children: Implications for bilingualism and multilingual societies 191
- Conclusion 217
- Index 227
