El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua

• Autores: Randa Abbas, Vered Vaknin-Nusbaum, Ari Neuman, Geraldine Mongillo, Dorothy Feola, Rochelle Goldberg
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 30, Nº 4, 2018, págs. 730-765
• Idioma: español
• DOI: 10.1080/11356405.2018.1519920
• Títulos paralelos:
  • The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language
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• Resumen
  • español

    Los investigadores han mostrado un interés creciente en el modo en que los docentes utilizan sus conocimientos sobre la lengua (KAL, por su nombre en inglés) para mejorar la comprensión y el aprendizaje del alumno. Este estudio cualitativo se centra en el uso que dos maestras, de primer y segundo grado, hacen de estos conocimientos en el contexto de la lengua árabe. Investigamos las transiciones lingüísticas del árabe estándar moderno al árabe hablado por parte de las docentes durante sus clases de matemáticas. Los resultados sugieren que las maestras de matemáticas de lengua árabe son conscientes de la brecha existente entre el lenguaje familiar (árabe hablado) y el lenguaje escolar (árabe estándar moderno) y recurren a las transiciones lingüísticas como estrategia para desarrollar tanto el pensamiento como el comportamiento académico de sus estudiantes. Los resultados sugieren también que las docentes construyen un programa informal de educación bilingüe en el que se utilizan las dos variantes lingüísticas para la enseñanza de las matemáticas. A pesar de la obligación de utilizar el árabe estándar moderno, las participantes tendían puentes entre las dos variantes lingüísticas, lo que sugiere un acuerdo tácito de que ‘la lengua y la identidad son esencialmente inseparables’.

  • English

    Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.

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