Interaction in the Multiethnic EFL Classroom: A Case Study in Romania

Niels Bruun Andersen, Ovidiu Chinan, Nikola Kovacova, Jessica Mae Kanugh & Matthew Erik Nielsen

Studenteropgave: Semesterprojekt

Abstrakt

This study investigates multiethnic education and classroom interactions which we argue are conditioned and structured by teaching methods and socio-political, economical and historical contexts. We begin by explaining the larger national context in Romania pertaining to education, from which it funnels into the local community and the classroom environment. The analysis and data collected are centered around a specific case study in a village elementary school in near Cluj-Napoca (Romania). Our data includes recordings of an English as a Foreign language classrooms as well as semi-structured interviews conducted with both teacher and expert informants. The first half of the analysis provides the context and addresses the status quo in Romania by investigating the segregation of Roma and the affect it has on their opportunity for accessing education. In the second half of the analysis, the classroom interactions are reconceptualized using Grounded Theory methods. We discuss Cooperative Learning which draws on Contact Hypothesis, as a method of increasing intercultural understanding. We conclude by underlining that Cooperative Learning methods could provide the necessary conditions for diminishing the systemic segregation which we found as still being part of the EFL classroom.

UddannelserKultur- og Sprogmødestudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat
SprogEngelsk
Udgivelsesdato19 maj 2016
VejledereBjorn Hakon Lingner

Emneord

  • multi ethnic
  • education
  • Romania
  • cooperative learning
  • Roma
  • grounded theory
  • structural segregation
  • interaction
  • classroom
  • contact hypothesis