BI-LITERACY - Learning to be literate in two languages, how important is it ?

1. Plurilingual individuals: languages, literacies and culturesAnthony J LiddicoatResearch Centre for Languages and CulturesUniversity of South Australia BI-LITERACY - Learning to be literate in two languages, how important is it? Camberwell Primary School 20 March, 2013

2. Plurilingualism vs multilingualism • Critiques of ‘multilingualism’ as disguising different realities for languages and their use • Plurilingualism – a feature of individuals • Multilingualism – a feature of societies • Plurilingualism and multilingualism do not always coincide and can be in conflict – especially in educational contexts

3. Plurilingualism • involves use of multiple languages • involves relationships with multiple languages and cultures (identity, participation, etc.) • involves interrelationships between languages and cultures in individuals’ lives • is an individual resource for participation in multiple societies, contexts

4. Multilingualism • involves co-presence of languages in a society • does not entail plurilingual individuals (except linguistic minorities) • maintains individual monolingualism and monoculturalism as norms • separates languages and cultures • sees diversity as a problem to manage

5. The monolingual mindset • The monolingual mindset (Clyne) involves ideas such as: • monolingualism is the normal state: plurilingualism is exceptional, private and invisible • monolingualism (in English) is adequate • plurilingual individuals should always adapt to monolinguals • languages are self-contained and independent of each other • learning is not seen as language based • there is a normal language in which learning is done • languages are seen as in competition (in society and in education) • speaking another language is either a problem or an unfair advantage

6. The monolingual mindset • Language education can be influenced by a monolingual mindset: • languages are kept separate. • learning in one language is valued more than learning in another. • learning in one language is not related to learning in others. • additional languages are not recognised or not seen as resources for knowledge, learning. • the place of language learning is not seen in all curriculum areas. • intercultural and interlingual practices are not recognised, valued. • language learning is seen as ‘elite’.

7. Challenging the monolingual mindset in education • Recognising and drawing on all languages as a norm in all education • Enabling learners to develop new languages and use them purposefully • Modelling access to and use of knowledge through multiple languages – and the role of literacies in this • Relating knowledge known, created or acquired through one language to the contexts of another • Challenging existing conceptions about languages and cultures

8. Emerging themes in language education • The focus of language • Movement from oral focus (communicative language teaching) to a more literate focus - recognising the literate nature of new technologies. • Movement from language acquisition to language learning. • The input → output model of second language acquisition has limited connections to educational goals and aspirations. • New emphases on • content, • meaning making and interpretation, • critical reflection • language use as a basis for learning, knowing

9. Emerging themes in language education • New emphases on culture in language learning • Culture as intercultural practice • Decentring – seeing things from new perspectives • Mediating – interpreting other realities for self and others • Culture as symbolic system for creating and interpreting meaning, not as facts and information. • Language is not separate from a cultural context. • Intercultural learning is integrated into language learning, not additional to it through reflection on meaning in context.

10. Emerging themes in language education • Critique of the native speaker norm as the goal of learning: • Neither possible nor desirable as a goal • Monolingual view of linguistic/cultural knowledge • Limited understanding of the differences involved in using and additional language • Devaluing of learners’ own identities and knowledges • Movement to the idea of the intercultural speaker • a sophisticated user of multiple languages and cultures • complex, integrated linguistic repertoire • more than a native speaker • education for the plurilingual individual as the key focus

11. Considerations for bilingual programs • Making knowledge plurilingual • valuing what is known in all languages • developing knowledge in both languages • creating knowledge in both languages • moving knowledge between languages • articulating knowledge in both languages

12. Considerations for bilingual programs • Making connections between the languages and cultures of learners, society and school • making appropriate space for all languages • comparing languages, cultures, texts and reflecting on similarities, differences • making connections between languages – for students and by students • recognising that all of a students’/teachers’ languages are always potentially relevant

13. Considerations for bilingual programs • Making literacy plurilingual • developing literacy in both languages • recognising different literacy skills used in first and second language literacy • fostering transfer of literacy skills across languages • using literacy in both languages for common purposes • using languages to access knowledge from, participate in the world outside the school

14. Considerations for bilingual programs • Making schools plurilingual • making a place for plurilingualism in school life. • connecting across languages in explicit ways. • making plurilingualism normal and visible. • modelling interlingual and intercultural practice in all aspects of school life. • modelling what it means to be a plurilingual individual in positive ways. • challenging the monolingual mindset: • in and out of school • in words and actions • explicitly and implicitly.