Introducing the challenge of multilingualism to standard language teaching (original) (raw)

Multilingualism in the Classroom: Some Issues and Proposals

Language Learning and Teaching, 2023

Multilingual classrooms are usually seen in terms of the diversity of languages found in them. However, in reality, the multilingualism of a (language) classroom is much more complex and multifaceted. The present article is based on a study of a few English language classrooms at the undergraduate level, and proposes some ideas for a more nuanced understanding of multilingualism in such classrooms. It argues that the conventional view of multilingualism in terms of the presence of multiple languages needs to be qualified by an 'operative multilingualism' viewed in terms of those languages which are functionally relevant to the classroom proceedings and are in actual use in the classroom. It also proposes that even a multilingual classroom works with a small number of 'operative languages', which may even be perceived as one operative language drawing on all functionally relevant languages.

Introduction: multilingual approaches for teaching and learning

2020

In the wake of the increasing societal diversity in Europe, it is imperative that teachers reflect on their teaching approaches and adjust them to cater for the growing number of multilingual pupils. This introductory chapter outlines the monolingual mindset and language hierarchies that still exist in European education systems, and explains these are a result of the nation-forming movements of the nineteenth century. Next, four types of language instruction are presented: foreign language instruction; second language pedagogy; bilingual/monoglossic instruction; and plurilingual/heteroglossic instruction. The chapter continues with different types of multilingual approaches in mainstream educational settings that capitalise on multilingualism for teaching and learning, among them intercomprehension and translanguaging. Having explained these, the chapter explores the importance of partnerships with parents, professional development, and language policies because these actors and fa...

Multilingualism and Awareness of Cultural Differences in Teaching Languages

Multilingualism has been around for centuries. According to UNESCO, there are an estimated 7,000 languages spoken today (Multilingualism in focus at UNESCO International Literacy Day conference, 2019). Contrary to the perception of monolinguals, multilingualism is abundant in the current world. Multilingualism is prevalent due to the combined effects of globalisation, increasing population mobility and digitalisation. Solely monolingual countries are difficult to find in this current age, denoting that it is scarce for nation-states not to contain minority languages. Despite the prevalence of multilingualism, most countries in the world do not recognise multilingualism. Additionally, most countries today have one dominant language that is acknowledged more than other languages spoken or written in their societies. Furthermore, a mere five per cent of those languages dominate the internet (Multilingualism in focus at UNESCO International Literacy Day conference, 2019). Equally, worrying the quality of education and lifelong learning for 40% of the world’s population is distant as they are deprived of education in the languages they verbalise and comprehend (Multilingualism in focus at UNESCO International Literacy Day conference, 2019). Consequently, the quality of life for the aforementioned people is at risk due to the under appreciation of multilingualism to cultural and linguistic diversity. My central argument for this literature-based essay is that learning and in particular teaching languages is reliant on intercultural communication and harmonization of cultural differences to promote more efficient methods language learning. This essay seeks to answer how multilingualism influences teaching languages, translanguaging as a multilingual practice, arguments for and against multilingualism in education and important research themes in the area of multilingualism.

A Multilingual Paradigm in Language Education: What It Means for Language Teachers

Towards Post-Native-Speakerism, 2017

Language teachers have been categorised along the divide of the “native/non-native speaker” since the beginning of language teaching and in particular since the advent of foreign language teaching. Even though the term “native speaker” is relatively recent, as it emerged in the western world in the middle of the nineteenth century, the notion of being a native speaker of a language, of “owning” the language based on the territory from which one has been socialised, and speaking it in a natural, authentic manner has a very long history. What the monolingual paradigm tells us is that for centuries, the dichotomy between us and them, those who speak the language and those who don’t—or in other words, those who were civilised as opposed to the barbarians—was strongly perceived by people as an intangible truth and reality. Generations of learners and teachers have lived with the paradox that the model of the native speaker was the objective of foreign language learning, whereas it was an unattainable goal and became a somehow obsessive fantasy. The notion of language as a complete and closed set of rules is now crumbling. This is especially true for English, the hyperlanguage of the world, which has to face a growing recognition of World Englishes and English as a Lingua Franca (ELF), implying that any validity for the “native speaker” model is swept aside.

Teaching English in Multilingual Classrooms: Challenges Faced and Strategies Employed

Central Department of Education English, 2019

This study is about "Teaching English in Multilingual Classrooms: Challenges Faced and Strategies Employed". Multilingualism refers to the capacity of humans to communicate in different languages, either individually or collectively. Nowadays, multilingualism is a very common phenomenon all over the world. European Commission (2007) define multilingualism as "the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-today lives" (p. 6). Similarly, Li (2008) defined multilingual individual as "anyone who can communicate in more than one language, be it active (through speaking and writing) or passive (through listening and reading" (p. 4). Multilingualism is the act of using or promoting multiple languages either by an individual speaker or by a community of speaker. Multilingual education refers to bilingual education, it employs the use of two or more languages as a medium of instruction in school education. This chapter includes background of the study, statement of the problem, objectives, research questions, significance, delimitation and operational definitions of the key teams.

Views on multilingualism in primary schools, a descriptive enquiry

American Journal of Social Sciences and Humanities

Multilingualism is increasingly present in schools due to today’s globalisation. In Western countries pupils often have a mother tongue that is different from the language of instruction at school. Schools and teachers have to deal with this changed situation. This requires a new pedagogical approach, but also a clear vision and new school policies. This research investigates the views on multilingualism that are being held by teachers and staff from 69 Flemish primary schools and which connections can be made between these views and the characteristics of the respondents and their schools. We conducted a survey in which we asked the participants about their school’s school language policy and their own views on multilingualism at school. The results of our analysis indicate that teachers and staff members in primary schools in Flanders (Belgium) still strongly adhere to monolingual policies, especially in the classroom. However, their overall attitude towards multilingualism is sl...

School language and the role of multilingualism in class

It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the first part of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from general secondary schools in 30 cities in orth-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.