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Languages of Schooling and Intercultural Education

Languages of Schooling and Intercultural Education . Michael Byram. William Wordsworth. My heart leaps up when I behold A rainbow in the sky: So was it when my life began; So is it now I am a man; So be it when I shall grow old, Or let me die! The Child is father of the Man;

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Languages of Schooling and Intercultural Education

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  1. Languages of Schooling and Intercultural Education Michael Byram

  2. William Wordsworth My heart leaps up when I behold A rainbow in the sky: So was it when my life began; So is it now I am a man; So be it when I shall grow old, Or let me die! The Child is father of the Man; And I could wish my days to be Bound each to each by natural piety.

  3. Multiperspectivity – using the language/discourse of ‘other subjects’ • The teacher as a mediator of scientific/ geographic/ aesthetic etc language • The learner becoming an interpreter of scientific discourses • (within the limitations of schooling)

  4. Foreign language - Use a (English as a) foreign language to describe “On the left there is a tree… on the right there is a school…” • draw the picture from instructions… (“information gap”)

  5. Draw a picture of a tree (Neuner) • Draw a picture of an abies sibirica

  6. Summary • Sharing connotations – being part of the same group with a shared culture • Identifications with language groups • Interact with people of other language identifications – ‘French’ speaking to ‘German’ / physicists talking to artists • The individual as member of all the above: pluricultural identifications → learning to interact with others: intercultural competence

  7. Multicultural societies • Identifications with groups and networks – permanent and transient • Using group/network discourse (another ‘language’ e.g. ‘French’ – another language/discourse e.g. ‘geography’ • i.e. plurilingual (because pluricultural) people in multicultural societies

  8. Schools • Teach the language of all subjects (‘language as subject’/ geography/ biology etc) • Facilitate identifications with subjects/ social groups (e.g. ‘physics’ or ‘the nation’) • Develop capacity to understand other people’s languages and perspectives • Using the skills and knowledge of intercultural competence • The linguist ‘tolerates/respects’ the physicist; the French ‘tolerates/respects’ the German

  9. The Platform • Explains/clarifies ‘languages’ and discourses and identities • Languages of schooling (among others) → Reference function • Provides descriptions of languages/ discourses – for languages of schooling AND others (e.g. reference levels descriptions and/or descriptors) → Resource function

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