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Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
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Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
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Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230721T101520230721T1315Europe/Amsterdam[SYMP71] Teaching and learning diasporic languages in post-pandemic eraHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Multilingual learners mother tongue teachers` competences for culturally and linguistically responsive teaching
Oral Presentation[SYMP71] Teaching and learning diasporic languages in post-pandemic era10:00 AM - 01:00 PM (Europe/Amsterdam) 2023/07/21 08:00:00 UTC - 2024/07/21 11:00:00 UTC
In this presentation we are discussing a study of multilingual learners mother tongue (MLMT) teachers' competences for culturally and linguistically responsive teaching (Gay 2018; Ladson-Billings 2014) in Finland. Education on MLMT is organized as a part of Basic Education in Finland, yet both organization of the syllabus is voluntary for municipalities and schools, and participation in the subject is voluntary for students. In the year 2020 some 22 000 students were enrolled for MLMT, and it was offered in 57 different languages (FNAE 2022). The teachers working in this field do not have fixed qualification requirements, therefore it is important to research the competencies needed for the work and the competences the teachers possess. Most teachers working in MLMT tuition are multilinguals themselves, a majority of them migrated to Finland as adults. In the study we are looking for their perceptions of culturally and linguistically pedagogies in order to present both practical and theoretical viewpoints concerning their work today and in the future. The study is based on the data of 20 semi-structured interviews of MLMT teachers, and the data is analyzed in qualitative content analysis to answer following questions: What kind of culturally and linguistically responsive competencies do MLMT teachers have? What kinds of actions help MLMT teachers to implement culturally and linguistically responsive pedagogies? Based on this research we are pointing out the need for teacher qualification for MLMT and discussing further about the role of MLMT teachers as part of culturally and linguistically responsive education.
Bibliography
FNAE 2022: Finnish National Board of Education. Languages taught as mother tongue and students enrolled into tuition in year 2020 [Omana äidinkielenä opetetut kielet ja opetukseen osallistuneiden määrät vuonna 2020]. https://www.oph.fi/fi/tilastot/maahanmuuttajien-koulutuksen-tilastot [retrieved in 25.2.2022]
Gay, G. 2018. Culturally responsive teaching: theory, research, and practice. Teachers College Press.
Navigating multidialectalism and plurilingualism in classrooms of mother tongue instruction in Arabic
Oral Presentation[SYMP71] Teaching and learning diasporic languages in post-pandemic era10:00 AM - 01:00 PM (Europe/Amsterdam) 2023/07/21 08:00:00 UTC - 2024/07/21 11:00:00 UTC
This paper presents observations from an ethnographic study in Finnish classrooms of mother tongue instruction in Arabic. The study is a part of an ongoing research project called MIGDIA that focuses on transnational educational paths of mainly Arabic-speaking migrants in Finland and in Lebanon. The central question of our classroom project is to examine the ways in which mother tongue instruction in Arabic can enhance or limit the ways in which the pupils further socialize into Arabic and learn the language of instruction. In this paper, we focus especially on the ways in which the teachers and the pupils navigate their plurilingual and multidialectal learning environments and linguistic ideologies connected with them. Because of its diglossia (Ferguson 1959; Haeri 2000) Arabic is a challenging language to be socialized into: structural and lexical differences between the standard variety and various dialects are considerable – as are also the differences between regional dialects. The standard language is learned to various degrees through schooling, but everyday interaction is often based mostly on dialectal linguistic resources. According to our observations, this is also the case in non-diasporic Arabic-medium classrooms (see e.g. Piippo 2021) where the dialects mediate the process of learning the standard language. In diasporic contexts, the challenges posed by diglossia are even more considerable because of the multilingual and multidialectal environment. The contexts of using Arabic are more limited yet the range of spoken dialectal varieties often broader. In our paper, we examine examples of classroom interaction and discuss the possibilities mother tongue instruction in Arabic has in supporting a plurilingual learner. We briefly focus on the institutional framework of mother tongue instruction in Finland, discuss the sociolinguistic idiosyncrasies of Arabic, and investigate the ideologies connected with both the mother tongue instruction and Arabic language. We then move on to classroom examples and scope the ways in which they provide starting points for developing multilingual pedagogies. Bibliography Ferguson, Charles (1959) Diglossia. Word 15: 325–340. Haeri, Nilofaar (2000) Form and Ideology: Arabic sociolinguistics and beyond. Annual Review of Anthropology 29(1): 61-87. Piippo, Irina (2021) Mirror-like address practice in Arabic-medium classroom interaction: managing social relations and intersubjectivity. In Jan Lindström, Ritva Laury, Anssi Peräkylä & Marja-Leena Sorjonen (eds.), Intersubjectivity in Action. Studies in language and social interaction, pp. 109–134. Amsterdam: John Benjamins Publishing Company.
Presenters Irina Piippo Docent, University Of Helsinki
Subject positions in Arabic and Sámi language teaching in Norway
[SYMP71] Teaching and learning diasporic languages in post-pandemic era10:00 AM - 01:00 PM (Europe/Amsterdam) 2023/07/21 08:00:00 UTC - 2024/07/21 11:00:00 UTC
Due to migration across borders and urbanisation within borders, societies across the world have Indigenous and migrant communities living side-by-side in urban centres. In the education systems, the languages of Indigenous peoples and languages associated with recent migration are often treated quite differently. In Norway, the Indigenous Sámi people have a right to Sámi language education throughout primary and secondary education, while there are limited opportunities for learning languages associated with recent migration within mainstream education. Rather, communities organize language teaching in afternoons and weekends. This paper reports on a linguistic ethnography in Sámi language teaching taking place within mainstream education in a larger city in southern Norway and Arabic language teaching taking place on Sundays in a mosque in the same city. Over the course of three months, I followed two ambulating teachers of Sámi working with 29 students at 15 different primary and lower secondary schools, as well as one teacher of Arabic in a Sunday class at a local mosque. This class was voluntary, and the number of students varied between 9 to 15 students. The classes were recorded, teaching material was collected, and students and teachers were interviewed. During the classes, I also took fieldnotes. The paper at hand investigates the following research question: How are teachers of Arabic and Sámi positioning their students and how do students respond to their teachers' positioning? Drawing on a poststructuralist understanding of subjectivity, this paper will analyse how teachers attempted to call their students into being in particular ways. In addition, I will demonstrate how the students responded to this positioning. McNamara (2019) defines subject positions as "possibilities for subjectivity, possibilities for being recognized as a certain kind of subject" (p. 10). Furthermore, he describes how subjects are called into being whenever they are assigned a certain subject position by others. Consequently, we come to see ourselves as we are seen by others. That is why subjectivity is also the result of power, insofar as the way other people call us into being or how they assign us to particular subject positions is an exercise of power. This analysis demonstrates that the Sámi teachers in mainstream education actively and explicitly call their students into being as "strong Sámi children" based on traditional customs associated with Sámi culture and society in northern Norway. Similarly, the Arabic teacher actively and explicitly calls her students into being as "good Muslims" based on transnational Islamic practices and teaching of central tenets of Islam as part of language education. Both the Sámi and Arabic students confirm the teachers' positioning of them as "Sámi" and "Muslim" respectively but are also hesitant and ambivalent about how their teachers call these subject positions into being. Thus, I will discuss how the teachers' attempts to call their students into being can potentially alienate their students and cause insecurities in the students' self-positioning. Finally, I consider implications for the organization of diasporic language teaching.
Presenters Jonas Yassin Iversen Postdoctoral Researcher, Inland Norway University Of Applied Sciences
Family language policy and the design of homescape in transnational families: initiating children’s Chinese literacy development
Oral Presentation[SYMP71] Teaching and learning diasporic languages in post-pandemic era10:00 AM - 01:00 PM (Europe/Amsterdam) 2023/07/21 08:00:00 UTC - 2024/07/21 11:00:00 UTC
For the present study, an extended notion of LL (Landry & Bourhis, 1997), “homescape,” is adopted, together with the discursive constructions of its inhabitants and designers, children and parents. This inquiry examines the family language policy in transnational (Chinese-French and Chinese-German) families with a focus on the ways homescape contributes to children’s Chinese literacy development. Both researchers observed the families’ language practices during their family visits and took pictures of the families' environment during a homescape walking tour guided by the family members. During and after the homescape walking tour, parents were invited to share their aspirations and expectations for their children’s education and their opinions about the design of the family’s material environment. Based on analysis of the pictures gathered from the walking tours and transcribed interviews, we conclude that homescape is represented as important literacy resources for children’s literacy development. In terms of the ways the homescape is designed and family members interact with it, we investigate how 1) highly visible, 2) semi-visible, and 3) multimodal homescapes serves as literacy resources for the learning of the home language.
Family language policy has grown into a critical domain by studying the triplet aspects: language ideologies, family practices and language management in families (Spolsky, 2004, 2012). It focuses not only on explicit and overt planning in relation to language use within the home domain as defined initially by King et al. (2008), but also on implicit family language planning including language and literacy practices (Curdt-Christiansen, 2009, 2013). On the one hand, family language policy is constantly influenced by the broader socio-cultural, socio-economic, socio-political, and socio-linguistic environment. On the other hand, it shapes children's language and literacy development in both family and public spheres and their life trajectories. Linguistic landscape is traditionnally defined as "the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings" (Landry and Bourhis, 1997). Recent studies get interested into more widely defined landscape not only about static and moving signs displayed in public spaces (Sebba, 2010; Cenoz & Gorter, 2008) but also multimodal components including sounds, movements, music, smells, graffiti, clothes, food, buildings, and history (Shohamy, 2015). For the present study, an extended notion of LL (Landry & Bourhis, 1997), "homescape," is adopted, together with the discursive constructions of its inhabitants and designers, children and parents. This inquiry examines the family language policy in transnational (Chinese-French and Chinese-German) families with a focus on the ways homescape contributes to children's Chinese literacy development.Both researchers observed the families' language practices during their family visits and took pictures of the families' environment during a homescape walking tour guided by the family members. During and after the homescape walking tour, parents were invited to share their aspirations and expectations for their children's education and their opinions about the design of the family's material environment. Based on analysis of the pictures gathered from the walking tours and transcribed interviews, we conclude that homescape is represented as important literacy resources for children's literacy development. In terms of the ways the homescape is designed and family members interact with it, we investigate how 1) highly visible, 2) semi-visible, and 3) multimodal homescapes serves as literacy resources for the learning of the home language. Although some homescape resources are present in the family, they are not in active use at the time point of the research. Instead, their future or past use for children's literacy development is emphasized.
Maija Yli-Jokipii
Irina Piippo
Maria Ahlholm
Jonas Yassin Iversen