Sociocultural Integration of Bilingualism and Biliteracy of Emiratis: Exploratory Study in a Group of Fifth-Grade Students

Aysha Saeed Alshamsi,Negmeldin Omer Alsheikh

doi:10.17576/3l-2020-2603-06

Abstract

This study explores the sociocultural integration of bilingualism and biliteracy practices of a group of Emirati fifth-grade students, who were learning English and Arabic and using English as the medium of instruction for math and science. The explanatory, mixed methodology study examines how sociocultural aspects of language learning are integrated in the learners’ bilingualism and biliteracy practices by using both quantitative and qualitative means. In the first phase, a group of fifth-grade students (n = 350), selected for the transitional nature of their grade cycle, and their Arabic and English teachers (n = 350) were surveyed on their bilingualism and biliteracy practices, with a particular focus on sociocultural factors. The second qualitative phase featured a more in-depth investigation of these practices through interviews with two English teachers, two Arabic teachers, and three students. The results revealed that the fifth-grade students did not possess adequate bilingualism and biliteracy abilities in English or, to a lesser degree, in Arabic, for their expected grade level. The reasons included lack of continuous bilingual/biliteracy interactions, lack of parental involvement and absence of a rich school context. Further, there have been no orchestrated efforts to engage the students with the sociocultural aspect of language learning. Thus, integrating the multifaceted aspects of bilingualism and biliteracy contexts and practices is strongly recommended in order to enrich these linguistic approaches to enable fifth graders excel in both languages, and to improve cross-linguistic transfer. Keywords: ESL; Emirati Education; bilingualism; biliteracy; sociocultural aspects

Highlights

Walqui (2006) argues that, in every English language program, the students’ culture and native language need to be valued and consolidated through classroom activities, proposing that learning is more than mere cognitive development but it is heavily influenced by common social practices
In terms of parental/ home support category, the students reported that their parents interacted with by reporting the least mean score as shown in table 1, through online programs and literacy activities or by providing sufficient English language materials to encourage them to read and write in English
The results revealed that the schools had sufficient material to support English and Arabic learning; there is no evidence that parents used such material to support learning, which indicated that many Emirati parents did not have enough English knowledge to help their children with literacy development

Summary

Introduction

Researchers have suggested that children’s sociocultural interactions go a long way in determining a child’s literacy development within the dual contexts of school and home— whether in a first or a second language (Barton & Hamilton, 1998; Bronfenbrenner, 1995; Street, 2003; Vygotsky, 1978; Walqui, 2006, Tan & Faraishaiyan, 2012). Walqui (2006) argues that, in every English language program, the students’ culture and native language need to be valued and consolidated through classroom activities, proposing that learning is more than mere cognitive development but it is heavily influenced by common social practices. The main conduit through which learning takes place is the interaction with other learners and teachers through activities that focus on shared interests and that offer learning opportunities. These opportunities may take place outside of the classroom, through extracurricular activities and within the domestic environment as well. The study was based on the integration of sociocultural aspects and practices in the two languages It aimed to seek out the opinions of students and teachers to further probe the nature of these sociocultural integration aspects in a very specific bilingual learning environment.

Methods

Results

Discussion

Conclusion