Multilingual Education: Narratives, Models, and Issues

1. Multilingual Education: Narratives, Models, and Issues многоязычного образования חינוך לשוני 다국어 교육 πολύγλωσση εκπαίδευση 多言語教育 التعليم المتعدد اللغات dillieğitim Multilingual edikasyon educaciónmultilingüe การศึกษาภาษาต่างๆ meertaligonderwijs Kyle Nuske Soo Ok Han Shannon Tanghe Многоезичен образование

2. Warm up exercise: Watch the following video. • What is your reaction to the form of multilingualism presented in this video? • What larger issues might this video suggest?

3. Chapter 18: Possibilities for non-standard dialects in American classrooms: Lessons from a Greek Cypriot Class by Xenia Hadjioannou • Objectives: • To investigate diglossia in a 6th grade Greek Cypriot classroom as students code-switch between the primary dialect form (Greek Cypriot) and the “highly codifed” variety taught in school (Standard Greek). (p. 275) • To suggest implications for educational practice in the US • Background: Greek Cypriot dialect is sometimes stigmatized as “peasant talk” and “inferior.” Furthermore, its written and oral use is discouraged by the Greek Cypriot Ministry of Education and Culture. (p. 277)

4. Findings: • Despite its denigrated status, GCD is frequently used in classrooms  educators themselves are dialect speakers • Use of GCD was more prominent in a casual, unstructured activity (55%) than in a formal literature discussion (23%) • Use of GCD or SG correlated with purpose of discourse moves • Teachers used GCD to express personal feelings and opinions (100%); repeat or summarize themes of discussion (71%); offer lighthearted comments (60%) • Students used GCD to initiate a new conversation subject (75%); joke (67%); seek information or clarification (58%)

5. Findings (cont.) • Typically, students were unaware of how much GCD they spoke in the classroom • Negative stereotypes about GCD existed even amongst students who code-switched between GCD and SG extensively • Conclusions • The in-class use of dialect speech does not negatively affect students’ abilities to achieve proficiency in standard forms. As such, it should be encouraged, not prohibited. • Instructors who are permissive of dialect use will establish a relaxed and intimate classroom atmosphere, which in turn will foster student engagement and learning

6. “Allowing the presence of a non-standard dialect in this classroom did not render the students unable to use the standard when the situation demanded it … all students indicated positive attitudes toward the standard” (p. 285) • Discussion question: Let’s complicate the notion of in-class code-switching by considering the following situation: • You, the teacher, do not share a dialect with your students. • Your students are apathetic about or actively opposed to learning standard language forms. • What pedagogical approaches can you employ in this situation?

7. Chapter 21- Multilingualism in Classrooms: the Paritetic school system Gerda Videsott The paritetic school system is an effective multilingual best practice model that has developed in the Laden Valley of South Tyrol To accommodate the needs of the Ladin population Ladin is a minority group that lives close to other ethnic groups- Germans and Italians Ladin is spoken by 4.37 % German – 69.15 % Italian – 26.47%

8. German and Italian are used for instruction in equal ways An immersion approach is practiced with these two languages German and Italian are used for teaching all subjects. Ladin is used as a supporting language and can be used all the time. The aim of this school model- reach the same levels of language competence in all three languages : Ladin, Italian, and German.

9. Kindergarten Children may use their own mother tongue if they wish. Teacher has to know three languages The children are mixed together in classes without a single mother language. The idea to teach languages in a playful way. e.g. Snow White- German, the prince – Italian, and the seven dwarfs –Ladin Play games to aid in learning vocabulary

10. Elementary School Italian and German are taught an equal number of hours and divided between the subjects. The subdivisions are flexible Allow individual teachers to decide which languages to use and with which subjects. The choice could be arrange the language instruction by topics e.g. the history of Italy- in Italian, the history of South Tyrol- German, and the history of the Ladin Valleys – in Ladin

11. Intermediate School and High School The language depends on the subject. Ladin is taught as a subject (2 hours /week) and can be used for instructional support ( its use decreases) University The teachers of the paritetic school are instructed in a special program. Preservice teachers must attend half of the courses in Italian section, half in the German section, and about 20% in the Ladin section. The aim – prepare teachers to work well in the multilingual school model.

12. Evaluation & Conclusion At the beginning – some resistance Nowadays- majority- in favor of it Some children could be stressed by instruction of multiple languages learning one language perfectly is better than learning several languages at an intermediary level The paritetic school model – respects the mother language of student Teaching practice of language early in life- easier to learn languages Communicate in more than one language – amplify point of view in comprehending the world

13. Discussion Questions: • If you live in the Ladin Valleys, are you • going to choose the paritetic school system • for your children? (K-12) Why or why not? • Do you think you can apply this school • system in your context? • What are the reasons that caused the • system to be successful in the Ladin Valleys?

14. CHAPTER 24 • India’s multilingualism: Paradigm and paradox

15. ZARNIA Northern India (Hindi-Urdu “Hindistani”) • Convent school • Run by Irish nuns • Designed to be similar to British “public schools” • Languages of instruction: English • Native language (Hindi) taught as subject • Graduation exams Cambridge exams

16. Mahendra—Northern rural IndiaHindi (Home-Brajbhasa dialect, School- Standard Hindi) • Home-schooled in Hindi until 5th grade • Poor community, went to inexpensive local college • Bi-dialectal • Qualified for Roorkee, uncle paid tuition

17. Rajeshwadri----Amravati, marathi • Amravati—center of education • Parents active in “Quit India” movement • Home languages—father—Hindi, mother—Marathi, at home—2 additional dialects of Hindi • 15 in household, each chose own language of schooling—English, Hindi, Marathi • Raj’s language in college—Marathi, philosophy/logic taught in English, Major--Sanskrit

18. Discussion Questions • Compare and contrast the three settings described. What influences did the following have on each setting? • Money • Parental influences • Location • Others?

19. India • Multilingual society • Official languages—22 were recognized • 1949—Hindi official language, English allowed as “link language” for 15 years • Decision met with outrage—demonstrations, marches, strikes, boycotts, suicide-immolations • India was divided between non-Hindi speakers (clung to English) and Hindi nationalists • Eventual compromise—Hindi & English co-exist

20. Key points • English Only vs. English Plus • Auntie tongue • “English is ‘not one of us’, but an important presence that one must be polite to; and Auntie is the way we [Indians] express our politeness…; so the term Auntie tongue best expresses what English is to users in India” (Dasgupta, 1993, p.201) • Brainstorm and collaborate some other variations of the term “mother tongue”, “Other tongue” and the context the might be appropriate?

21. Group activity • Part I: Ideal language learning context • Imagine a situation in which you have unlimited money, resources, time, teachers, etc. Design a situation that demonstrates your “best practice model.” Consider the following: • location • student population • attitudes • instructional methods

22. Group activity • Part II: Context analysis • Now think about your actual contexts. • Are multilingual teaching and linguistic diversity viable concepts in your context? • How can you alter or adapt pedagogical principles from your “best practice model” to fit the realities of your context?