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Ljouwert/Leeuwarden May 2011 We know, but do they listen...?

Ljouwert/Leeuwarden May 2011 We know, but do they listen...?. Jarmo lainio professor Mälardalen university & Stockholm University, Sweden. Main parts of the presentation.

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Ljouwert/Leeuwarden May 2011 We know, but do they listen...?

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  1. Ljouwert/LeeuwardenMay 2011We know, but do they listen...? Jarmo lainio professor Mälardalen university & Stockholm University, Sweden Jarmo Lainio, Mälardalen & Stockholm University

  2. Main parts of the presentation • First reflection: our argumentation is targeting the change of values, that are seen as logical and natural, and are normative and transmitted/heritage; • And, we want to promote a new normative way of valuing things…. • What do we know about bilingualism/bilingual education? • What is language used for? • What is the role of language? • How are they learned? Jarmo Lainio, Mälardalen University

  3. Additionalissues of the presentation + What is the role of the school? • We wish to affect Monolingual Habitus (I. Gogolin) • And affect/convince different levels, political and administrative: • International • National • Regional • Local • Schools, leadership, teachers, parents Jarmo Lainio, Mälardalen University

  4. Conclusive part One type of conclusionswill be that… If that is nots enough, there are new challenges • Some will not be convinced, never will, about the role of language for learning • Our task is never-ending, recurrent restarts needed • But there are bits of impact and good examples to be found • …and we have to add and include new knowledge into our argumentation, e.g.: • Impact of social constructuvism, or, • ”set of linguistic resources” pro ”language” Jarmo Lainio, Mälardalen University

  5. Whatdowe – language scientists – knowaboutlanguage and languages • Thinking • The main way to learn and produce learning outcomes • Political load • Social marker • Social and human capital • Symbolic value • Ethnicity - group • Nation Language as such is ”innocent” • Communication, interaction and structure • Sociallyconstrued • Structured/systematic at different levels • Treated as rigid and homogenous, socially, educationally, and throughprint, butstudied as variable and dynamic in context Jarmo Lainio, Mälardalen & Stockholm University

  6. Language learning and acquisition • How are languages acquired and learned by young children and adolescents? • And how are bi-/multilingual children considered in this? • Is language only acuired by imitation? • At least four factors are needed to explain how it takes place: • Biological predisposition • Interaction • Imitation • Cognitive development – language development are interrelated Consequences for schooling and literacy? Jarmo Lainio, Mälardalen & Stockholm University

  7. Some beliefs and stereotypical views on bilingualism and bilingual education • Against (selection…) • Bilinguals mix languages and thus are seen as more stupid • ”It is tooexpensive” • ”IfChinese in Kiruna do not receiveinstruction in the MT, then you Finns should not have it in Botkyrka” • ”The children will be isolated, the key to integration is the language, Swedish” • Theyalreadyknow Finnish/ X • The more Swedish they get, the faster theylearn • ”In Sweden wespeak Swedish” • For (selection…) • Bilingualism mayhaveadditional positive effects • It maycostmorenow, butwewillhave it in return later on • Identicaltreatment is not equity • The childrenmay not become bilinguals, buttheyneed a break from the assimilation pressure (iD) • Bilingualism gives access to severalworlds • Theylearn Swedish and otherLsbetterifthey first learntheir MT • No, wedon’tonlyspeak Swedish Jarmo Lainio, Mälardalen & Stockholm University

  8. Paradoxes from Germany • There is no statisticalevidence for positive or negative effects of L1 on educationalachievement, except in caseswhere bilingualism is achieved, whichcorrelatespositively with educationalresults • Hartmut Esser (2006) – report and other research (against?) bilingualism (AKI = Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration, Berlin): Migration, Sprache und Integration (2006) • No effects of bilingualism on labour market merits, + for niches and English Jarmo Lainio, FinSKC, MDH c Jarmo Lainio, Mälardalen University

  9. Esser (2) • The factors that seem to correlatepositively with bilingualism and thuseducational progression • Age of migration (= high level of L1) • Educationallevel of parents • Ethniccontext • Concentration of children with migrant background to same schools and classes 2014-11-28 Jarmo Lainio, Mälardalen University

  10. Comments to Esser • There is no clue to the understanding of the writer of language-connected issues in the report (Critical age-threshold, Interdependence Hypothesis are discussed and part of the analysis) • The fact that there are no positive or negative statistical effects of L1 + L2 learning, but one learns two languages, is not discussed • Research results are highly contextually interpreted – Germany Jarmo Lainio, Mälardalen University

  11. Relation between language and cognition Language Cognitive development Monolinguals Jarmo Lainio, Mälardalen & Stockholm University

  12. ( Relation between language and cognition (2-3 years for fluency, 5-8 years for age level achievements in L2) Language Cognitive development Bi-/multilinguals, when language shift takes place 2014-11-28 Jarmo Lainio, Mälardalen & Stockholm University

  13. NN came from Finland at the age of 14. He was directly placed in a Swedish class, where he redrew from interaction and became apatethic. He seldom came to school. At the age of 15 a decision was taken that NN should be relieved from compulsory schooling, since he by the school psychologist was understood to have poor marks and suffering from severe psychological problems and delinqient behaviour” (my translation, JL, 1967) -> Who had the problems…? Initial reactions …which are repeated for later groups Jarmo Lainio, Mälardalen & Stockholm University

  14. Strong support for bilingual education for both minority and majority language background children. Wayne P. Thomas & Virginia P. Collier, 1997 Jarmo Lainio, Mälardalen & Stockholm University

  15. Dual or two-way bilingual education • To catch up: • Language development • Cognitivedevelopment • Subjectmatter, i.e. academiccontent • = Grade and age levelacquisition/learning and development • Wayne Thomas & Virginia Collier (1997, 2002) • Results: • Evaluations – when, what (5-8 years)? • Time perspective • Positive for bothlanguages • Positive for subjectmatter • Dicreased social and ethnicdistance • Sociocultural support needed • Sizeablegroupsneeded • Supports findings from other research (alsoImmersion programmes) • Supports CLIL-perspective Jarmo Lainio, Mälardalen & Stockholm University

  16. Relation language and cognition (Jim Cummins; Ellen Bialystok) Language CognitivedevelopmentBi-/multilingualswhen bilingual developmenttakesplace 2014-11-28 2014-11-28 Jarmo Lainio, Mälardalen & Stockholm University

  17. Bilinguals’ proficiency Jim Cummins & Merril Swain (1986) Jarmo Lainio, Mälardalen & Stockholm University

  18. What is the task of the school? • Secondary socialisation • Offer equity and adaptedteaching as well as promotion of knowledge for educationalcareers • Present equaldemands on pupils, irrespective of background • Developlanguagebeyond the family’scapacity • Increaselanguageawareness in all subjects of schooling, for higherlevels of languageskills, orally and in writing/reading (EUCIM-TE -project) • Support pupils’ well-being – holisticviews and treatment 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  19. NESSE reports • Friedrich Heckmann (2008) Education and Integration of Migrants (NESSE Analytical Report 1 for EU Commission DG Education and Culture). www.efms.de (University of Bamberg) • 16 recommendations • (NB: Most of which have been described as typical for immersion programmes and well functioning schools in general) http://www.nesse.fr/nesse/activities/reports Network of Experts in social sciences of education and training 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  20. Rec’sabbreviated from Heckmann’s report on ”integration” • 5) Desegregate schools • 6) Special attention for special education for migrant children • 7) Teacher training should be adapted to migrant children; assistants, home work centres • 8) Additional funding, as investment, not extra costs 1) Effectivepre-school and day-care system needed 2) Later selection of specialisationneeded 3) Integrate elements and symbols of the culture or the immigrant country; consultations 4) Improve the general quality of school 4) Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  21. …from Heckmann’s report (2) 9) Teachersshouldhave high expectations 10) More migrant backgroundchildrenintoteachereducation 11) Liaison officers of schools (same background as parents) involveparents 12) Ethnicmentoring by outsiders in school (parents, assoc.) • 13) Involvefamilies in earlychildhoodlanguagelearning programmes • 14) Authoritiesshould set up goals and monitor them (rates of schoolleavingcert’s, migrant backgroundteachers etc.) • 16) Develop programmes for highlytalented migrant pupils 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  22. 15) ”Migrant childrenshould come to a full demand of the linguafranca of the immigration country as early as possible. Language trainingshould be a central part of pre-schooleducation. Priorityshould be given to the commonlanguage of the immigration country, since full command of the first languagedoes not seem to be a necessarycondition for learning the linguafranca of the immigration country. The linguafrancashould be the language of instruction from the beginning of schooling. Sincemultlingualism is of high value the first languageshould be furtherdeveloped in general languagelearning in school. ” Heckmann continued Lack of understanding of how learning and language connect 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  23. Research on language and school • Summary of results • “It can thus be concluded that school achievement seems to be related to certain aspects of a cognitive academic linguistic style and not to a language proficiency related to colloquial everyday speech. In this study, the students showing a high use of certain linguistic structures representative of this style, presented better results in reading comprehension. In the promotion of this school language, the importance of the students’ first language, in the form of a two-way bilingual education model, seems to be beyond dispute; after six years of two-way bilingual education in German and Portuguese, the students with different language presuppositions cannot be statistically distinguished from eachother.” Joana Duarte (2009; incl. in EUCIM-TE project) dual bilingual education, Portuguese and German in Hamburg 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  24. So why do we not provide bilingual education based on L1 + L2? • Inconvenient in relation to otherteaching, • Inconvenient for the planning of pupils’ schooldays, • Inconvenient from the ideologicalpoint of view of assimilation/”integration”/ mainstreaming, the Monolingual habitus, • Inconvenient or impossible for involvedteachers of L1 -Project- or short-term solutions, -Non-prioritized, -Noteasilyaccessible, -fluid, -inconvenient Jarmo Lainio, Mälardalen & Stockholm University

  25. National Agency of Education, Swe, 2008 To understand the situation of multilingualchildren and improvestudyresults Twoparadoxes • Three parts: • Survey to all primary schools (n=1201; 75 % answered) • Interviews with 13 schools in 4 municipalities • Statistical data and knowledge from a longitudinal study, grades 3-9 (GU) • Paradox 1: • Very little provision of L1 instruction makes a difference, even if MTI is randomized, pushed out of the school context, • Paradox 2: • Multilingual schools are better equipped to deal with the issue, but parents want their children to leave exactly these schools Jarmo Lainio, Mälardalen University

  26. NAE: Some main results Whatwasfound What is needed • Great variation between schools, leadership/principals and teachers crucial • Proportion of migrant children crucial + • Lack of equity in education • Mother tongue instruction correlates with better school results • L2 instruction =compensatory • Similar to earlier studies, and partly overlapping with Heckmann’s study, but also Cummins (2010), Little (2010), Gogolin s( 2009): Jarmo Lainio, Mälardalen University

  27. NAE: what is needed x 9… • Clear formulations in legal framework • Clear division of labour between municipals and schools • Cooperation between L1 teachers and other teachers • Long-term perspective and reflection on the needs of multilingual children • Integration of language and subject matter • See multilingualism as a resource, not a burden • Manifold activities maybe better than big leaps • Need for awareness and knowledge in school leadership, further training of teachers • Involve all staff and teachers Jarmo Lainio, Mälardalen University

  28. In all subgroups as well as in main results, children with (several years of) MTI scored better on the Merit rating for secondary education (access to sec. edu.) • Other factors may contribute: motivation and educational background of parents/children choosing L1 instruction • Only L2 instruction at the other end of the continuum: lowest scores • No differences boys - girls NAE 2008 More about the results… Jarmo Lainio, Mälardalen University

  29. To sum up, mother tongue tuition appears in the study on the one hand to have possible importance for the students’ general knowledge development and, on the other hand, to be an activity that for the most part takes place outside of other school activities and that can almost be described as marginalised. Thus far, the possible effect of participation in mother tongue tuition, apparent in the generally higher merit ratings, appears almost to be a frontal collision with the image of the the tuition’s marginalised position in Swedish compulsory school. (Eva Wirén, 2009) A recent study by The National Board of Education, states that mother tongue instruction makes a difference, by resulting in higher ratings for marks, for entrance to secondary school (age 15-16; With another mother tongue, 2009. Rapport 321, English summary; www.skolverket.se It seems however, that the pupils who participate, may be more motivated in what takes place in school – but surely this is the task of school, to create motivation? Jarmo Lainio, Mälardalen & Stockholm University

  30. On the other hand…. -Whatdoes ”teaching” and conditions of learning look like today? • Is the desk left? • Teacherleft? • Child left? • Children collectively, individually or in interaction? • Classroomleft? • Otherpeopleinvolved? • Role of all teachersevaluated? • Evaluationsincreasinglydifficult to generalize 2014-11-28 Jarmo Lainio, FinSKC, MDH Jarmo Lainio, Mälardalen University

  31. What about the challenges? New understanding and analyticaltools Old practice and science ideological argumentation • Social constructivism and superdiversity • Language, heritage, identities, culture -> ”sets of linguistic resources” • Differential understanding among subjects and in-depth analyses of practices • Nevertheless, there are people, infrastructures, decision-makers and studies which contest the contesting new views… • The new knowledge needs to be transformed to accessible arguments (see also Blackledge & Creese 2008) Jarmo Lainio, Mälardalen University

  32. Like for me… Time is runningout, for multilingual or potentiallymultilingualchildren in Europe… Langaugesdisappear and the uniquewindow of opportunity is closed for manychildren Jarmo Lainio, Mälardalen University

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