multilingual education: narratives, models, and issues
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Multilingual Education: Narratives, Models, and Issues. многоязычного образования. חינוך לשוני. 다국어 교육. πολύγλωσση εκπαίδευση. 多言語教育. التعليم المتعدد اللغات. dilli eğitim. Multilingual edikasyon. educación multilingüe. การศึกษาภาษาต่างๆ. meertalig onderwijs. Kyle Nuske Soo Ok Han - PowerPoint PPT PresentationTRANSCRIPT
Multilingual Education: Narratives, Models, and Issues
educación multilingüe
多言語教育
dilli eğitim
многоязычного образования לשוני חינוך
다국어 교육
การศึกษาภาษาต่างๆ
Многоезичен образование
πολύγλωσση εκπαίδευση
meertalig onderwijs
اللغات المتعدد التعليم
Multilingual edikasyon
Kyle NuskeSoo Ok HanShannon Tanghe
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?
Chapter 18: Possibilities for non-standard dialects in American classrooms: Lessons from a Greek Cypriot Class by Xenia Had-jioannou
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)
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%)
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
“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?
Chapter 21- Multilingualism in Class-rooms: 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%
German and Italian are used for instruction in equal ways
An immersion approach is practiced with these two lan-guages
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, Ital-ian, and German.
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 sin-
gle 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
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 Ty-
rol- German, and the history of the Ladin Valleys – in Ladin
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 Ital-
ian section, half in the German section, and about 20% in the Ladin section.
The aim – prepare teachers to work well in the multilin-gual school model.
Evaluation & Conclusion
At the beginning – some resistance Nowadays- majority- in favor of it Some children could be stressed by instruction of multi-
ple languages learning one language perfectly is better than learning
several languages at an intermediary level
The paritetic school model – respects the mother lan-guage 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
Discussion Questions:
• If you live in the Ladin Valleys, are you going to choose the paritetic school sys-tem 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 Val-leys?
CHAPTER 24 India’s multilingualism: Paradigm and para-
dox
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
MAHENDRA—NORTHERN RURAL INDIAHINDI (HOME-BRAJ BHASA 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
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, philoso-phy/logic taught in English, Major--Sanskrit
DISCUSSION QUESTIONS Compare and contrast the three settings de-
scribed. What influences did the following have on each setting? Money Parental influences Location Others?
INDIA Multilingual society Official languages—22 were recognized 1949—Hindi official language, English al-
lowed as “link language” for 15 years Decision met with outrage—demonstrations,
marches, strikes, boycotts, suicide-immola-tions
India was divided between non-Hindi speak-ers (clung to English) and Hindi nationalists
Eventual compromise—Hindi & English co-ex-ist
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 varia-tions of the term “mother tongue”, “Other tongue” and the context the might be appropri-ate?
Group activityPart 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
Group activityPart 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?