The impact of incipient trilinguality on the socio-affective development of Jewish elementary school children in Israel

Abstract

For many decades now, applied linguistics studies have investigated the impact of second language acquisition on various aspects of the development of school children. Few studies, however, have focused on the simultaneous acquisition of two additional/second languages in the classroom. The present paper explores the impact of a spoken Arabic language programme in a Jewish elementary school in Israel on the children's socio-affective (attitudinal) development. The participants of the study comprised fourth-grade students studying two second languages, English and Arabic (the focal group), and comparable children in a regular programme, who study only one second language, English, in school (the control group). Participants answered attitude questionnaires; in addition, interviews with the Arabic teachers were carried out. Results indicated that participating in a spoken Arabic programme in elementary school indeed had a positive impact on Jewish children's attitudes towards the Arabic language, culture and population. It is hoped that information from this study will be useful in designing and implementing innovative language programmes throughout the globe.

Second language learning and teaching: From theory to a practical checklist

“…Studies showed that participation in language courses improved learners’ attitudes toward the population that speaks that language (Bekerman, ; Guimond & Palmer, ). Similarly, Dubiner () found that Jewish elementary school children who studied spoken Arabic as a second language in school judged the Arabic language and the Arab community more favorably than children who did not.…”

A systematic literature review of cognitive exchange in higher degree visual art education

“…Monologic exchange does not necessarily cause transfer (Mukhametzyanova, 2021) because feedback may be nonexistent or ineffective (Johnson, 2016). When learning, cognitive exchange may involve a teacher imparting information and a student appropriating knowledge (Dubiner, 2010), but it does not have to. Reciprocal exchanges could reverse or occur amongst peers, collaborators, or the self.…”

“…Eleven Phase 1 articles located cognitive exchange socially (Hernández-Sellés et al, 2020; Choi, 2009; Penman and Lai, 2003; Bosley et al 2006; Caspi and Blau, 2008; Guo et al, 2021; Duffett, 2015; Ding and Harskamp, 2006; Dubliner, 2010; Peacock and Cowan, 2017; Nicholson, 2007). Two connected cognitive exchange with art education, stating exchange occurs through leader and follower interaction (Nicholson, 2007) and collaboration (Hernández-Sellés et al, 2020).…”

“…For example, in group learning cognitive exchange may occur in participation, criticism management, decision making or peer coaching (Choi, 2009; Hernández-Sellés et al, 2020). Knowledge may converge and diverge (Borge et al, 2018) and transforms through social negotiation (Hernández-Sellés et al, 2020; Dubiner, 2010). Some reported advantages of social cognitive exchange are that it can aid cognitive flow between individuals and communities (Stahl, 2004) and it can lead to positive higher education outcomes (Guo et al, 2021).…”

Eneserefleksiooni seosed sotsiaalse toimetulekuga ühe- ja mitmekeelsete õpilaste hulgas

“…Maurer-Hetto, 2009. Positiivsete väljundite poole pealt on leitud, et mitmekeelsus seostub divergentse mõtle misega (Konaka, 1997), metalingvistilise teadlikkuse ja täidesaatva kontrolliga (Bialystok & Barac, 2012), soodsate hoia kutega teiste kul tuuride suhtes (Dubiner, 2010), identiteedi kujunemisega (Martin & Stuart-Smith, 1998) ning suurema tundlikkusega kõneleja žestide tõlgenda mises (Yow & Markman, 2011). Psühholoogilisele heaolule kesken duvates uurimustes on leitud, et mõningates kontekstides võib muukeelsete laste psühholoogiline toimetulek olla kohaliku populat siooniga võrreldes parem (Vaage et al, 2009;Vuorenkoski, Kuure, Moilanen, Penninkilampi, & Myhrman, 2000), samuti on leitud, et nendel mitmekeelsetel lastel, kes kõnelevad sihtriigi keelt ladusalt, esineb vähem käitumisprobleeme võrreldes ühekeelsete lastega, sh põhirahvusega, seevastu sihtriigi keelt mitteoskavad nooremas koolieas sisserännanud on emotsionaalsete ja käitumisprobleemide riskirühmas (Wen-Jui & Chien-Chung, 2010).…”