Advances in the Study of Bilingualism

152 Part 4: Bilingual Education

Table 7.3 (continued)

Language Arrangements
in Classrooms

Typical Language of the

Classroom

Typical Context of Language

Arrangement in the

Classroom

Translanguaging Bilingual instruction for
whole class

Teacher-directed and
pupil-directed. Pupils
undertake activities where
the input (receptive
language skills) and output
(productive language
skills) is systematically
varied.
Combinations of
concurrent two
language use for
example translation
and translanguaging

Bilingual instruction for

whole class

Teacher uses more than one

type of fl exible concurrent

language arrangement.

Notes:

1. Language of the Classroom refers to the language of instruction.


2. Responsible code-switching: teachers code-switching ‘to clarify or reinforce lesson material’
   (Gárcia, 2009a: 299).


3. Dual-stream primary school: Welsh and English provision exists side by side.


4. Intrasentential switches (switches that occur within a sentence).


5. Teacher-directed translanguaging (with teacher support for emergent and competent bilinguals)
   and pupil-directed translanguaging (with minimum teacher support for competent bilinguals).


6. The above nine categories were legitimately aggregated into six main groups for further statisti-
   cal analysis in Lewis et al. (2013).

Table 7.4 Observation of teacher’s language arrangement in the classroom

Teacher’s language arrangements in the classroom Lesson frequency

Monolingual use of one language: L1 Welsh 5
Monolingual use of one language: L2 Welsh 2
Monolingual use of one language in mixed L1/L2 classrooms 14
Translanguaging 18
Translation (for the whole class) 17
Translation: subject-related terminology 14
Translation for L2 learner (L2 Welsh or L2 English) 11
Combinations of concurrent two language use 14
Teacher’s response to language input of the pupil 5
Total 100