English Australia Journal : English Australia Journal 31.1
Volume 31 No 1 14 English Australia Journal Teacher: What was that? Student: Oh, I forgot, I spoke in Arabic. Teacher: And what does it mean? Student: It means I am an excellent student. Teacher: So you are praising yourself, yes you are a good student. The teacher leaves and the conversation then continued between the original student and another, in Arabic. Student: It means ‘consciousness and awareness of something’ Student [in Arabic]: I am excellent. Teacher: What was that? Student: Oh, I forgot, I spoke in Arabic. Teacher: And what does it mean? Student: It means I am an excellent student. Teacher: So you are praising yourself, yes you are a good student. The teacher leaves and the conversa=on then con=nued between the original student and another, in Arabic. بلاطلا 1 : تظحلا انأ يكذ ، دقل تبجأ نع لاؤسلا ، سيل كلثم . Student 1: You see I am clever, I answered the quesIon, not like you. بلاطلا 2 : ،لا انأ اضيأ ،هفرعأ نكلو يه كتراتخأ تنأ ةباجلإل هنع . Student 2: No, I also know it, but she choose you to answer it. بلاطلا 1 : انأ يكذ ً ادج ، لا فرعأ اذامل انأ ملعتأ ةيزيلكنلإا . Student 1: I am so clever, I do not know why I am learning English. بلاطلا 2 : تنأ ديج ً اقح يف حدم كسفن ، تنأ ينلعجت كحضأ . Student 2: You are really good in only praising yourself, you made me laugh. ii) Establishing rela*onships CS also seemed to be used by the Arabic speaking students to establish rela=onships. For instance, by cha]ng about things unrelated to the lesson, the par=cipants could establish friendships and feel a bond with their peers. This is shown in Example 8. Example 8 بلاطلا 1 : اننلأ سردن اعم يف سوكللأا لمعنو مظعم تابجاولا ، ً اعم له ديرت نأ بعلن ةرك مدق دعب ؟رهظلا Student 1: As we are studying together in the ELICOS classroom and doing most of the acIviIes together, do you want to play football with us this aOernoon? ii) Establishing relationships CS also seemed to be used by the Arabic speaking students to establish relationships. For instance, by chatting about things unrelated to the lesson, the participants could establish friendships and feel a bond with their peers. This is shown in Example 8. بلاطلا 2 : لا يلع نأ دعأ ةباتك بجاو ضرعلا . Student 2: I can’t I have to write the presentaIon assignment. بلاطلا 1 : لاعت بعلاو انعم ، فوس كدعاسأ يف مهلامكإ . Student 1: Just come and play with us, I will help in compleIng them. بلاطلا 2 : يلع نأ اهلمعا يسفنب ، لا ديرأ نأ كجعزأ يتابجاوب . Student 2: I have to do it by myself, I do not want to bother you with my assignments. بلاطلا 1 : ،هآ تيهنا ام ،ينصخي لاعت بعلاو انعم لاو قلقت . كفرعأس ىلع برع نيرخا ، فوس مهبحت . Student 1: Oh, I finished mine, come and play with us and do not worry. I will introduce you to other Arabic people, you will like them. بلاطلا 2 : ً انسح ، اركش ُ لايزج ، انعد بعلن ةرك مدقلا . Student 2: Ok, thanks a lot, let’s play football. As has also been found in previous research (e.g., Canagarajah, 2005; Flyman-‐ MaHson & Burenhult, 1999), in this study the learners CS was used to establish a sense of community. This is par=cularly the case for students who find speaking in the TL difficult. The findings also support Moore (2002) who suggests that the use of more than one language in the classroom allows par=cipants to re-‐define the learning context and the language learners’ iden=ty. chose you to answer it.
English Australia Journal 30.1
English Australia Journal 31.2