Learning different language scripts through separation model in a bilingual preschool setting

Abstract

This study aimed to examine the acquisition of Roman alphabetic script among young children within a bilingual (Arabic and English) educational environment employing a language separation pedagogical approach in Muscat, Oman. Data were collected utilizing participant observations, video recordings to capture the interactions of three children and the instructive practices of the teacher, and teacher interviews, in order to explore the efficacy of this model. The findings of the study indicate that children demonstrate proficiency in script composition in their second language (Roman-English) through engagement in diverse classroom activities, including mathematical and artistic pursuits. Despite prevalent negative perceptions associated with language separation methodologies, our findings suggest its potential effectiveness in facilitating second language acquisition and literacy development. Implications of the study’s outcomes are discussed, along with avenues for future research inquiry.

Keywords:

• Bilingual education
• early bilingualism
• language scripts
• separation model
• Oman

REVIEWING EDITOR:

• Yung Kevin, Education University of Hong Kong FEHD: The Education University of Hong Kong Faculty of Education and Human Development, Hong Kong

SUBJECTS:

• Bilingualism / ESL
• Childhood
• Early Years

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Iskender Gelir

Iskender Gelir is an Assistant Professor in Early Education. He received his Ph.D. degree at Goldsmiths, University of London. His research interests include bilingual education, multilingualism, inclusive language pedagogies in monolingual contexts, ethnography (visual and digital) and STEM education.

Ali Kemal Tekin

Ali Kemal Tekin is a Professor in Early Childhood Education. He holds Masters and Ph.D. degrees from The Pennsylvania State University. His research interests include family involvement, early bilingual education, assessment & evaluation in ECE, motivation, and efficacy of ECE teachers, ECE development and policy, and play. He is the current Editor-in-Chief of International Journal of Early Childhood (IJEC).

Laila Al-Salmi

Laila Al-Salmi is an Assistant Professor in Early Education. She obtained her Ph.D. from University of Texas. Her research interests include language development and emergent literacy, digital biliteracy, parent involvement, and teaching methodologies. She is the current Head of Early Education Department.