Document Type
Article
Source of Publication
Qualitative Report
Publication Date
1-1-2019
Abstract
© 2019: Anna M. Dillon, Kay Gallagher, and Nova Southeastern University. In this paper we explore teachers' experiences of co-teaching within a new bilingual (Arabic/English) model in public Kindergarten schools in the United Arab Emirates. The main objective was to understand teachers' experiences with intercultural teaching for biliteracy in this context. We interviewed six pairs of co-teachers. These co-teachers represent six of the nationalities of teachers working in public Kindergartens in Abu Dhabi, thereby representing a cross-section of the cultural context of teaching in the reformed public schools. The data highlight teachers' varied co-teaching practices and point to aspects such as classroom management and translanguaging as aspects of classroom practice which are enhanced by co-teaching. Teachers' experience of co-teaching and well-formed co-teaching relationships can contribute to the development of sound pedagogical practices while a lack of administrative support can create conditions which are not conducive to co-teaching. The data also show that supportive bilingual scaffolding and flexible translanguaging are seen as effective components of co-teaching to support emergent biliteracy.
DOI Link
ISSN
Publisher
Nova Southeastern University
Volume
24
Issue
7
First Page
1556
Last Page
1576
Disciplines
Education
Keywords
Co-teaching, Dual language programme, Early biliteracy, Linguistic ethnography, Scaffolding, Translanguaging
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Dillon, Anna M. and Gallagher, Kay, "The experience of co-teaching for emergent Arabic-English literacy" (2019). All Works. 3443.
https://zuscholars.zu.ac.ae/works/3443
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series