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Multilingualism: Embracing Plurilingual Language Use for Inclusive Pedagogy

Explore everyday plurilingual language use, people's reactions, implications for classrooms. Say yes to multilingualism in education.

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Multilingualism: Embracing Plurilingual Language Use for Inclusive Pedagogy

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  1. Languages for Learning: A Pedagogy for EAL Newcastle, UK 10th-11th November 2016 Lecture 1, day 1 Dr Leena Robertson, Prof Nathalie Auger http://research.ncl.ac.uk/romtels/resources/

  2. multilingualism language status translanguaging …

  3. QUESTIONS • (1) what is everyday plurilingual language use? • (2) people's reactions to it, and • (3) implications for classroom practice : towards translanguaging

  4. Positioning our work Dell Hymes– sociocultural perspective and language in use, in everyday social contexts Edward Said – culture and imperialism, ‘Western’ cultures seen as ‘civilized’, ‘others’ as ‘primitive and backward’ Jim Cummins – bilingualism and ‘common underlying proficiency’ and advantages of bilingualism ToveSkutnabb-Kangas– language rights Paolo Freire – the development of pedagogies with families/communities David Gillborn– critical race theory Ofelia Garcia – translanguaging

  5. (1) What is everyday plurilingual language use?https://www.theguardian.com/news/datablog/interactive/2013/jan/30/languages-mapped-england-wales-census Top ten main 'Other' languages in England and Wales, 2011

  6. (1) What is everyday plurilingual language use? • Finnish, Swedish, Russian, Estonian, Somalian, English, Arabic, Sami (3 different Sami languages), Karelian, Romani, Finnish and SwedishSignLanguages…. http://www.kotus.fi/kielitieto/kielet 150 languages spoken as a ‘mother tongue’ in Finland in 2013

  7. (1) What is everyday plurilingual language use? • 75 languages in France • Migrant languages • Regional languages • 50% to 100 % allophons in big cities schools

  8. Reality vs schools

  9. Multilingual world and languagestatus Social capital and linguisticmarket (Bourdieu 1982) • Language as a ‘market of symbolic power and capital’ – people juggle for profit and some have less capital than others • The capacity of an individual to command resources by virtue of their membership in networks or broader social structures; not just the resources but an individual’s ability to mobilise them on demand • France : a state-based nation constructed around the political model of monolingualism

  10. Negative image of the family languages : seen as a disavantage more than a resource • “Ce ne sont pas des ENA qui ferontl’ENA” • Translanguaging and the representation of “poor language” • Plurilingualism is a “problem, handicap, disease” : children go to specific care, classrooms etc.

  11. Plurilingualism Around 6909 living languages in the world. http://www.ethnologue.com/ The majority of the world’s population use more than one language in their daily lives. In our work we promote multilingualism as a process of learning in schools and an outcome of education. Brains do not get confused or full when two languages are used in school. Home and school language do not work against each other – they both support conceptual understanding We want the cognitive benefits of bilingualism for the children themselves and for the society The use of home languages in schools speeds up the process of learning the school language

  12. ‘Traditional’ bilingual pedagogies • Keep languages separate • Consider mixing languages as ‘wrong’ • Focus on the ‘target language’ • Aim to provide models of ‘standard language’

  13. Moving towards translanguaging as a pedagogy • Keep languages separate – not possible because of a shared conceptual base • Consider mixing languages as ‘wrong’ – Why? Who says so? (All bilinguals do it all the time.) • Focus on the ‘target language’ – Why only ‘target language’? • Aim to provide models of ‘standard language’ – Whose version and what for?

  14. Language status So, we know from research around the world that multilingualism should be encouraged… …but… …most school systems replicate the hierarchy of languages in a society and do not value the languages that children speak at home.

  15. Language Status Hierarchy of languages (Calvet, 1999) PERIPHERY CENTRAL SUPER-CENTRAL HYPER-CENTRAL English Hierarchyemergeslocallyaccording to migration, history economiccontext

  16. Variation seen as a problem • Enquêtrice N. : you have former newly arrived pupil in you class // everything is OK  • Enseignante F. mainstream class CM1 : well// here we are /// they can speak French now • Enquêtrice N. : hum ::: • Enseignante F. classe ordinaire CM1 : our problem now you see/// they speak as they speak in the suburbs// you see what I mean

  17. Deconstructing stereotypes… • Bi-plurilingualismis not an addition of requirements (Cummins, 2000) • Cummins’ approach (1976, 1979, 1981, 2000) of Common underlying proficiency. • “additive bilingualism” (Lambert, 1974) et “additive multilingualism” (Cenoz & Genesee, 1998 by Lotherington, 2008) • A "diverse, complex, or composite and heterogeneousjurisdiction" (Coste, Moore and Zarate, 1997/2009, p. 12).

  18. TRANSLANGUAGING Is the dynamic process whereby multilingual language users mediate complex social and cognitive activities through strategic employment of multiple semiotic resources to act, to know and to be. (Garcia and Li Wei, 2014).

  19. Here ‘trans’ means… …the emphasis on practices that go beyond – they transcend – socially constructed language systems and structures to engage diverse multiple meaning-making systems and subjectivities …that it has the potential to transform language systems and individual’s cognition and social structures …that children’s knowledge of the world, relationships with others and their own subjectivities can be transformed. (Li Wei, 2014)

  20. Translanguaging the very nature of how a bilingual thinks and understands and achieves

  21. 4 educational advantagesof translanguaging • To promote a deeper and fuller understanding of the subject matter; • To support the development of the weaker language; • To facilitate home-school links and co-operation; • To support the integration of more fluent speakers with early learners of the ‘school’ language. (adapted from Baker, 2001)

  22. Deconstructing stereotypes on plurilingualism • The reluctance of teachers and decision makers • Exemples… reflection on • Poor and richlanguages ? • Abilities or not to learnlanguagesaccording to mothertongues ? • “A language cannot vary” ? • “If pupils have knowledge that I don’t possess. “Writing is a transcription of speech” • “Pupils lack metalanguage to compare languages”

  23. Conclusion :challenges for oursocietiesand for Education School as a place of social cohesion and discovery and recovery of multiple identitiesPrepareeveryone to live in multilingual and multiculturalsocieties

  24. Khop chai Thank you Terima kasih Aukhun Kiitos Merci Takk Shukriya Ngiyabonga Gracias

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