Abstract
Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour towards among the groups and the taught languages as well, eventually students not benefiting from bilingual education to the expected extent, if at all. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.
Highlights
The present investigation aims to decipher how Mongolian students’ identity is shaped or further conditions their attitudes and social-emotional responses towards foreign and local teachers in English-Mongolian bilingual schools
The present study investigates Mongolian students’ perceptions and behaviour towards foreign and local teachers and the educators’ attitude, while aiming to unveil how students’ language and identity formation is affected by both groups
Observations During the classroom observations, it was impossible to precisely and adequately measure teacher-power exercised, yet comparing the lessons of both local and foreign teachers, the results show that pupils are considerably more respectful and obedient towards the local educators
Summary
The present investigation aims to decipher how Mongolian students’ identity is shaped or further conditions their attitudes and social-emotional responses towards foreign and local teachers in English-Mongolian bilingual schools. Among the objectives of bilingual education, there is the formation of both linguistically and culturally fluent students in Mongolian and in the foreign language, in the case of this study, English While this idyllic scenario may be a challenge in itself, parents often enrol their offspring at a later age (sometimes at fifth grade or later) and envision their children to catch up with the rest of their peers only in a school term. Often, this proves to be an emotionally and foreign-language wise overwhelming situation (Milosevic, 2019). The cultural landscape of these schools varies, most of the educators being local with some additional foreign teachers and (sometimes) administrators from different countries
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