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20230719T150020230719T1800Europe/Amsterdam[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesionHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Over the last decades, multilingual education has gained momentum in research, language planning and practice. With the growing wealth of debates and research in this field (a.o. Van Avermaet et al. 2018; Cenoz & Gorter 2017; Mercer, 2011; Dörnyei & Ushioda, 2011; Extra & Gorter 2008; Gardner-Chloros 2007), the question arises as to what extent the various social agents involved in multilingual education can change dominant language ideologies and practices and thus bring about social change. In this symposium, we aim to encourage an exchange as to how linguistic diversity in increasingly super-diverse societies can be fostered, leveraged and given value to in class: to do so, we will focus on how a change in perspectives towards multilingual education and multilingual identities can lead to more inclusive teaching and learning practices. As a starting point for the debate, we will first discuss the key terms of the symposium by describing what a change in perspectives entails and how it relates to agency and social cohesion. By providing examples from two studies we conducted in South Tyrolean schools within the project "One School, Many Languages" (https://sms-project.eurac.edu/), we will then illustrate how a shift in perspectives can serve as a trigger for social change and cohesion: firstly, we will consider the perspectives of researchers and their analytic foci; secondly, we will turn to students' perspectives and to their approaches to language and learning; finally, we will report on how professional development opportunities and participatory action research can bring about change in teachers and their teaching practices. Through our examples we will show that an individual's standpoint, whether researcher, student or teacher, has a strong impact on choices and practices, and that a change in perspectives is what can turn teachers, learners and researchers into agents of social cohesion in today's societies.
References Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity?. Journal of Multilingual and Multicultural Development, 38(10), 901–912. Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. London: Longman/Pearson. Extra, G., & Gorter, D. (2008). The constellation of languages in Europe: An inclusive approach. In G. Extra & D. Gorter (Eds.), Multilingual Europe: Facts and Policies, 3-60. Berlin: Mouton de Gruyter. Gardner-Chloros, P. (2007). Multilingualism of autochthonous minorities. In P. Auer & L. Wei (Eds.), Handbook of Multilingualism and Multilingual Communication, 469-491. Berlin: Mouton de Gruyter. Hélot, C. & de Mejia, A. (2008) (Eds.). Forging Multilingual Spaces: Integrated Perspectives on Minority and Majority Bilingual Education. Bristol: Multilingual Matters. Mercer, S. (2011). Towards an Understanding of Language Learner Self-Concept. Berlin: Springer. Van Avermaet, P., Slembrouck, S. Van Gorp, K., Sierens S. & Maryns, K. (2018) (Eds.). The Multilingual Edge of Education. London: Palgrave Macmillan.
Presenters Maria Stopfner Senior Researcher, Eurac Research Bolzano / University InnsbruckMarta Guarda Senior Researcher, Eurac Research
Four Angles, One Goal: Challenging Perspectives in Teacher Education
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
In this contribution we challenge teacher education from four different angles that develop around a common core: the advocacy of linguistic diversity and plurality in school settings. Educational systems follow an exclusive structure which both evokes and is further strengthened by deficient perspectives. In order to challenge these perspectives, we raise questions related to a. the awareness of multilingual actors in a school context, b. the acknowledgement of multilingual parental engagement, c. the inclusion of super-diversified linguistic and cultural backgrounds, and d. the explicit incorporation of sign languages as languages in their own right. In doing so we draw on concepts such as Linguistic-Risk-Taking, identity construction, translanguaging and transknowledging and minority language rights. From these points of view, coming from the periphery of scholarly thinking, we engage in practice-focused approaches that come together in their goal to contribute to more just and cohesive teaching and learning environments.
In this contribution we challenge teacher education from four angles that develop around a common core: the advocacy of linguistic diversity and plurality in school settings. Educational systems follow an exclusive structure which both evokes and is further strengthened by deficient perspectives. In order to challenge these perspectives, we raise questions related to a. the awareness of multilingual actors in a school context, b. the aknowledgement of multilingual parental engagement, c. the inclusion of super-diversified linguistic and cultural backgrounds, and d. the explicit incorporation of sign languages as languages in their own right. With respect to a., we draw on the pedagogical practice of Linguistic Risk-Taking, which originally aims to encourage language learners to use their target language in authentic situations outside the classroom (Slavkov & Séror 2019; Cajka 2021). However, we believe that this practice is also relevant to raise teachers' awareness in relation to multilinguals in school contexts. Its focal point concerns the interplay of two forces related to target language use: a degree of risk including related emotions versus feelings of achievement of overcoming the challenge (see also Griffiths & Slavkov 2021; Slavkov & Séror 2019). We argue that realizing and acknowledging these aspects to be part of language use situations in schools helps teachers to challenge their perspectives on multilingualism and linguistic diversity. Challenging perspectives on multilingualism in the scope of teacher education is also crucial when it comes to parental engagement (b.). Particularly in non-comprehensive educational systems, parental engagement is pointed out as indispensable to support pupils' good performance in school (Schnell 2015). However, in super-diverse settings, this can pose a challenge to multilingual parents due to prevailing structures of power and dominant ideologies in the school space (e.g. Turney & Kao 2009). In this context, teachers are important social actors that can empower or restrain multilingual parents in their willingness to engage in their children's learning and identity construction. With respect to c., the question we ask is how super-diversified linguistic and cultural backgrounds can find their ways into educational systems. We will go beyond language awareness and focus on the role of language/s for learning (Hudson 2021). Starting out from the concepts of translanguaging and transknowledging (Heugh et al. 2019), existing didactic approaches will be questioned. Moreover, we will highlight the importance of teacher education in the background of diverse teachers' educational experiences. D. highlights the relevance of acknowledging sign languages as an integral part of linguistic diversity. As schools are a particularly important space to learn and use sign language (considering the context of sign language being a minority language on a societal level), sign language and its role in linguistic diversity are integral topics also for teacher education. Changing teachers' perspectives regarding sign languages is likely to enhance their agency for creating inclusive learning environments. From these points of view, coming from the periphery of scholarly thinking, we engage in practice-focused approaches that come together in their goal to contribute to more just and cohesive teaching and learning environments.
Presenters Eva Vetter Professor, University Of Vienna
Multilingualism in Education and Social Cohesion: findings from a systematic transdisciplinary literature review
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Authors: Gabriela Meier & Simone Smala This talk makes visible the complex linkages between language and social cohesion dimensions, and the fundamental role education plays as a site where the interrelationships between languages and social cohesion are negotiated. A systematic review of literature at the crossroads of sociology, social psychology and applied linguistics, among other disciplines (Meier & Smala, 2022), resulted in insights relevant for social contexts – including education – in which decision makers and researchers grapple with questions of social cohesion in the presence of linguistic diversity. The findings, based on a thematic analysis of 285 peer-reviewed articles from 50 countries, establish language repertoires as tools that facilitate social networks and access to resources. Furthermore, language norms and allegiances were found to subjectively shape the way groups use their language resources, which can result in social inclusion, exclusion and/or mediation between language groups. Our talk is aimed at readers who may have specific educational contexts in mind, where hierarchies, tensions and conflicts between language communities might exist or be suspected, and where an interlinked language and social cohesion lens, such as the one we propose, may offer a theory-informed and accessible way of exploring the powers that may be at play in such situations, so that appropriate and context-sensitive action can follow. In order to support such endeavours, we offer concrete tools 1) A systematic analysis, unpacking and restructuring 285 relevant articles into 6 lenses through which the interlinkages between languages and social cohesion can be explored: contextual, distributional, ideational, emotional, behavioural and organisational. Illustrated in Fig. 5.1, p. 104. 2) An Endnote Library (Meier, Smala & Lawson, 2021, https://data.mendeley.com/datasets/ydtms99mjm/3), including a thematically structured and downloadable bibliography, which can serve as a source of information for policymakers, researchers and practitioners. 3) A list of thematically sorted and accessible questions (table 5.1, p. 113) that serve as starting points for further transdisciplinary explorations, e.g. by educationists, policy makers, researchers. This may enable stakeholders to better support respectful and meaningful collaboration in situations where groups with multiple languages and diverse viewpoints do not simply coexist but come together to negotiate their differences and identify shared goals in the interest of the common good.
References: Meier, G. & Smala, S. (2022). Languages and Social Cohesion: A Transdisciplinary Literature Review. Routledge. Advances in Sociology Meier, G., Smala, S., & Lawson, H. (2021). Languages and Social Cohesion: A transdisciplinary literature review (Dataset)", Mendeley Data, Vol. 3, doi: 10.17632/ydtms99mjm.3. [download EndNote Library from: https://data. mendeley.com/datasets/ydtms99mjm/3]
Presenters Gabriela Meier Senior Lecturer In Language Education, University Of Exeter
Co-constructing multilingual activities with Italian primary school teachers. A case study of the potential benefits of a participatory approach to teacher training.
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Plurilingual classes are nowadays the normal case in Italian schools. However, despite a general positive attitude toward plurilingualism (Solerti 2021), teachers struggle to exploit the pupils' plurilingual background as a resource for a real plurilingual education. Teachers' education have rarely taken plurilingualism as a base in school activities and curricula (Duberti 2019), and top-down training approaches proved to be ineffective in changing teachers' practices (Macias 2017; Fiorentino 2009) In this paper we present a case study taken from a teacher training experience developed in a plurilingual school and designed in a bottom-up perspective, according to a PAR approach (Reason & Bradbury 2008). In the year preceding the training, an Eveil aux langues workshop, designed and carried out by external personnel, had been proposed to the school. The teachers showed great sensitivity to the pedagogic potential of the activities proposed, but were also sceptical about their ability in further carrying on the experience. In the following year, the training was therefore dedicated to enhance the teachers' autonomy in designing and realising plurilingual classroom activities (Sims & Fletcher-Wood 2021). A PAR approach in the training was implemented, through different activities aiming at co-costructing pedagogical practices between the teachers and the researcher (Horner 2016, van Schaik et al. 2019): focus groups, microteaching sessions (Bell 2007), face-to-face and group discussions. Among the eight teachers that took part in the training, the paper will focus on a primary school teacher who had been particularly (pro)active in designing and autonomously carrying out similar activities. Through the analysis of data coming from the training sessions, the potential of a PAR approach to teacher training will be investigated, focussing on signs of changes in teachers' perspectives and beliefs, which could form a base for effective transformations in pedagogical practices.
Bell (2007). Microteaching: What is it that is going on here?. Linguistics and education 18, 24-40. Duberti (2019). Altre lingue, altri alunni, altri italiani: la scuola e il plurilinguismo in classe. Breve storia di un rapporto difficile. In Del Savio et al. (Eds.), Lingue e migranti nell'area alpina e subalpina occidentale, Ed. Dell'Orso. Fiorentino et al. (2009). La grammatica a scuola: Prassi didattica, strumenti di lavoro e acquisizione di conoscenze. In Fiorentino (Ed.), Perché la grammatica? La didattica dell'italiano tra scuola e università (109–124). Carocci. Horner (2016). Co-constructing research: A critical literature review. AHRC. Macias (2017). Teacher-Led Professional Development: A Proposal for a Bottom-Up Structure Approach. International Journal of Teacher Leadership 8, 76-91. Reason & Bradbury (Eds.) (2008). The Sage handbook of action research: Participative inquiry and practice. SAGE Publications. Sims & Fletcher-Wood (2021) Identifying the characteristics of effective teacher professional development: a critical review, School Effectiveness and School Improvement 32, 47-6. Solerti (2021). Educazione linguistica inclusiva e Language Teacher Cognition. In Daloiso & Mezzadri (Eds.), Educazione linguistica inclusiva: Riflessioni, ricerche ed esperienze 17 (107–121). Ca' Foscari. van Schaik et al. (2019). Approaches to co-construction of knowledge in teacher learning groups. Teaching and Teacher Education 84, 30-43.
What are the best practices to foster students’ motivation in Basque and Friulian schools?: The teachers’ perspective
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Motivation is energy. It is especially crucial in education, as it is the stimulus that pushes individuals to make choices, to act, to invest effort, to persist and to show dedication for a particular task (Dörnyei & Ushioda 2011). This contribution focusses on teachers' perspectives on ways of motivating students in their learning (Dörnyei & Kubanyiova 2014), within multilingual education settings (Lasagabaster 2017). The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community (BAC) in Spain, and of Friuli Venezia Giulia (FVG) in Italy. The former context is internationally known as a success case of revitalisation of a minority language, Basque, within a multilingual educational system that also includes Spanish and English (Cenoz 2009). The latter context, FVG, which is less known in international educational research, is as well characterised by linguistic diversity, and great efforts are being made there to implement the teaching of the Friulian minority language in schools, while it coexists with Italian and English in the curriculum (Burelli 2015). Semi-structured interviews were carried out with 30 in-service primary and secondary school teachers, from the BAC and FVG, and data were analysed by means of content analysis. Following Henry et al. (2019), activities reported by teachers were codified based on five themes: focus and content of activities (e.g. students' interests and everyday issues), materials used (e.g. authentic materials), outcome (e.g. final performance), challenge (e.g. competition), personal expression (e.g. creativity). Activities were categorised based on the language/s in which they were carried out. Our findings indicate that, although teachers show a certain degree of awareness of the motivational power of leveraging students' whole linguistic repertoire as a means to carry out more authentic and challenging activities, practices still tend to focus on one language at a time. Furthermore, differences between the two contexts are noticeable, especially as regards the use of the minority language. Implications for teacher training practice will also be explored. This presentation wishes to contribute to the discussion about effective teaching within multilingual education systems, where a minority language co-exists with a national majority language, a lingua franca and additional immigrant languages. Our contribution may thus be of interest for other researchers working in similar contexts and sharing the concern as to how multilingual education can change dominant language ideologies and foster more inclusive teaching and learning practices.
Burelli, A. (2015). Il Friulano nella scuola (e nell'università). In S. Heinemann & L. Melchior (Eds.), Manuale di linguistica friulana (pp. 575-598). De Gruyter. Cenoz, J. (2009). Towards Multilingual Education: Basque Educational Research from an International Perspective. Multilingual Matters. Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge University Press. Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching: Motivation. Routledge. Henry, A., Sundqvist, P., & Thorsen, C. (2019). Motivational Practice. Insights from the Classroom. Studentlitteratur. Lasagabaster, D. (2017). Language Learning Motivation and Language Attitudes in Multilingual Spain From an International Perspective. The Modern Language Journal, 101(3), pp. 583-596.
Presenters Ada Bier Marie Skłodowska-Curie Post-doc Research Fellow, University Of The Basque Country (UVP/EHU)
Promoting teacher reflection and professional development in multilingual education: raising language awareness through use of a language input observation scheme
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
The South Tyrol border region in northern Italy represents a complex multilingual situation wherein a minoritized majority (Italian speakers) and a majoritized minority (German speakers) live side by side, with both Italian and German recognised as official languages. Moreover, Ladin, a Romance language which is spoken in the Dolomite region, enjoys an official minority status, English is taught in schools as a foreign language, and various heritage languages of migrant children are also present in classrooms. In this rich linguistic landscape, teachers require support in developing awareness about how to make language input comprehensible to young learners from diverse backgrounds. This is especially important in South Tyrol where a 'separate but equal' approach to language education in schooling has had a negative impact on students' L2 acquisition (Mastellotto & Zanin, 2022). This paper examines the results of a small-scale study that develops a framework for multilingual language input to assist South Tyrolean teachers in supporting L2 skills of young learners, taking into account their wide variety of differences. It is based on participatory action research carried out with in-service preschool and primary school teachers of German and English L2, involving classroom observations and the use of a language input observation scheme (LIOS) to quantitively measure the quality of teachers' linguistic input in order to provide formative feedback to guide their continued professional development. Drawing on previous research by Weitz (2010, 2015) and Kersten (2018) in the context of bilingual kindergartens in Germany, new elements were included in the design of the LIOS instrument, namely multilingualism rooted in the South Tyrolean context and a Universal Design for Learning (UDL) approach to ensure that all children can benefit from L2 input. Two research questions frame the study: (1) Does the use of the LIOS guide teachers to improve their language input strategies for inclusive learning? (2) Is peer observation using the LIOS a valid tool for encouraging teachers' language awareness, critical reflection, and continued professional development? Results indicate that the instrument helps improve teachers' language input quality in L2 instruction in two interconnected ways: first, by guiding corrective feedback strategies through input-providing and output-promoting techniques to involve all children in classroom interactions and encourage their noticing (Nassaji & Kartchava, 2021); second, by raising language awareness and encouraging critical reflectivity among teachers on how to foster and manage language-rich episodes in L2 instructional contexts. The enhanced language awareness (Carter 2003; James & Garrett 1992) that emerges through peer observation and use of the LIOS indicates that these instruments can help teachers become reflective practitioners through analysis and discussion of situated learning experiences (Lave & Wenger 1991; Wenger 1998). Keywords: multilingual education; teacher training and professional development; language teacher reflectivity; language awareness; corrective feedback; inclusive language learning.
References: Kartchava, E. (2019). Noticing Oral Corrective Feedback in the Second Language Classroom. New York & London: Lexington Books. Kersten, K. (2021). L2 input and characteristics of instructional techniques in early foreign language classrooms: Underlying theory and pedagogical practice. The European Journal of Applied Linguistics and TEFL 10(2), 27–59. Kersten, K. (2018). TIOS - Teacher Input Observation Scheme. L2 Input Rating Schedule. Studies on Multilingualism in Education, 4. Hildesheim: Hildesheim University. Nassaji, H. & Kartchava, E. (2021). The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. Cambridge: Cambridge University Press. Weitz, M., Pahl, S., Flyman Mattsson, A., Buyl, A. & Kalbe, E. (2010). The Input Quality Observation Scheme (IQOS): The Nature of L2 Input and its Influence on L2 Development in Bilingual Preschools. In K. Kersten, A. Rohde, C. A. K. Schelletter, & A. Steinlen (Eds.) Bilingual Preschools. Vol. I: Learning and Development, pp. 5-44. Trier: WVT. Weitz, M. (2015). Die Rolle des L2-Inputs in bilingualen Kindergärten. Inquiries in Language Learning. Frankfurt: Peter Lang.
Presenters Lynn Mastellotto Researcher, Free University Of Bolzano
Maria Stopfner
Marta Guarda
Eva Vetter
Stefanie Cajka
Gabriela Meier
Cecilia Maria Andorno
Ada Bier
Lynn Mastellotto