Toward a better understanding of the language conducive context: an ecological perspective on children’s progress in the second language in bilingual preschool

ABSTRACT

Van Lier’s [2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Boston: Kluwer Academy] concept of ecology of language learning is applicable to our focus on children’s active engagement in bilingual preschool classroom activities, which are conducive to language learning. The aim of this study was to explore the nature of relationships between these activities and phases in L2 progress and to identify the activities that are conducive to productive L2 use in the bilingual Hebrew–Arabic-speaking preschool classroom in Israel. During one academic year, we applied a mixed methods design, combining quantitative and qualitative ethnographic approaches to data collection and analysis. The credibility of the weekly field notes and video-recorded observations was enhanced by semi-structured interviews with the teachers. We took a close look at six 3-year-old children – three L1 Arabic-speaking children and three L1 Hebrew-speaking children. The analysis revealed that, during all classroom activities, the children demonstrated diverse developmental phases. The phases’ frequency of occurrence differed from activity to activity. The teacher-led activities were characterized mostly by receptive bilingual knowledge and telegraphic and formulaic speech, with few cases of L2 production. At the same time, the child-led activities were the most conducive to the children’s initiation of productive L2 use.

KEYWORDS:

• Bilingual Arabic–Hebrew preschool
• language conducive context
• phases in language progress

Acknowledgements

We are indebted to the preschool children and teachers for hosting us every week, and to the teachers for sharing their reflections with us.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 In this paper, the notions ‘phase’ and ‘speech’ are used interchangeably.

2 Pontier and Gort (2016) proposed the terms ‘Hebrew model teacher’ and ‘Arabic model teacher’ to define the bilingual teachers.

3 The cases of the children’s inter-sentential code-switching were not included in this analysis.

4 Simultaneous bilinguals have been defined as children who were exposed to two languages from birth until the age of about one year (De Houwer 1995).

Additional information

Funding

This work was supported by the Kindermissionswerk ‘Die Sternsinger’ e.V. and Abrahamszelt e.V. through the Hand-in-Hand organization.

Notes on contributors

Mila Schwartz

Mila Schwartz is Associated Professor in Language and Education and a Head of Language Program (MEd) in Oranim Academic College of Education, Israel.

Inas Deeb

Inas Deeb is Director of Education Department HIH- Hand in Hand- Center of Arab-Jewish Education, Israel.